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a city on the coast of Pamphylia, 10 or 12 miles to the east of the river Eurymedon. It is mentioned in 1 Macc. 15:23, and was a colony of Cumaeans.SIDE si'-de (Side): An ancient town of Pamphylia, occupying a triangular promontory on the coast. It was one of the towns to which a letter favorable to the Jews was sent by the Roman consul Lucius (1 Maccabees 15:23). The town seems to have been of considerable antiquity, for it had existed long before it fell into the possession of Alexander the Great, and for a time it was the metropolis of Pamphylia. Off the coast the fleet of Antiochus was defeated by the Rhodians. During the 1st century, Side was noted as one of the chief ports of pirates who disposed of much of their booty there. The ruins of the city, which are now very extensive, bear the name Eski Adalia, but among them there are no occupied houses. The two harbors protected by a sea wall may still be traced, but they are now filled with sand. The wall on the land side of the city was provided with a gate which was protected with round towers; the walls themselves are of Greek-Roman type. Within the walls the more important of the remains are three theaters near the harbors, and streets with covered porticoes leading from the city gate to the harbors. Without the walls, the street leading to the city gate is lined with sarcophagi, and among the shrubbery of the neighboring fields are traces of many buildings and of an aqueduct. E. J. Banks 1. (n.) The margin, edge, verge, or border of a surface; especially (when the thing spoken of is somewhat oblong in shape), one of the longer edges as distinguished from the shorter edges, called ends; a bounding line of a geometrical figure; as, the side of a field, of a square or triangle, of a river, of a road, etc. 2. (n.) Any outer portion of a thing considered apart from, and yet in relation to, the rest; as, the upper side of a sphere; also, any part or position viewed as opposite to or contrasted with another; as, this or that side. 3. (n.) One of the halves of the body, of an animals or man, on either side of the medial plane; or that which pertains to such a half; as, a side of beef; a side of sole leather. 4. (n.) The right or left part of the wall or trunk of the body; as, a pain in the side. 5. (n.) A slope or declivity, as of a hill, considered as opposed to another slope over the ridge. 6. (n.) The position of a person or party regarded as opposed to another person or party, whether as a rival or a foe; a body of advocates or partisans; a party; hence, the interest or cause which one maintains against another; a doctrine or view opposed to another. 7. (n.) A line of descent traced through one parent as distinguished from that traced through another. 8. (n.) Fig.: Aspect or part regarded as contrasted with some other; as, the bright side of poverty. 9. (a.) of or pertaining to a side, or the sides; being on the side, or toward the side; lateral. 10. (a.) Hence, indirect; oblique; collateral; incidental; as, a side issue; a side view or remark. 11. (n.) Long; large; extensive. 12. (v. i.) To lean on one side. 13. (v. i.) To embrace the opinions of one party, or engage in its interest, in opposition to another party; to take sides; as, to side with the ministerial party. 14. (v. t.) To be or stand at the side of; to be on the side toward. 15. (v. t.) To suit; to pair; to match. 16. (v. t.) To work (a timber or rib) to a certain thickness by trimming the sides. 17. (v. t.) To furnish with a siding; as, to side a house.Side (4225 Occurrences) Side is used 4225 times in 12 translations. You can narrow your search using the Advanced Bible Search.Side (4225 Occurrences) ... oblong in shape), one of the longer edges as distinguished from the shorter edges, called ends; a bounding line of a geometrical figure; as, the side of a field ... biblethesaurus.com/s/side.htm - 10k Side-chambers (10 Occurrences) Side-chambers. << Side-chamber, Side-chambers. Sided >>. Multi-Version Concordance Side-chambers (10 Occurrences). 1 Kings ... biblethesaurus.com/s/side-chambers.htm - 9k Way-side (10 Occurrences) Way-side. << Wayside, Way-side. Waysides >>. Multi-Version Concordance Way-side (10 Occurrences). Matthew 13:4 As he sows ... biblethesaurus.com/w/way-side.htm - 9k Side-rooms (7 Occurrences) Side-rooms. << Side-roads, Side-rooms. Sides >>. Multi-Version Concordance Side-rooms (7 Occurrences). Ezekiel 41:5 Then ... biblethesaurus.com/s/side-rooms.htm - 8k Side-posts (7 Occurrences) Side-posts. << Side-post, Side-posts. Side-roads >>. Multi-Version Concordance Side-posts (7 Occurrences). Exodus 12:7 And they shall ... biblethesaurus.com/s/side-posts.htm - 8k Side-chamber (4 Occurrences) Side-chamber. << Side-bones, Side-chamber. Side-chambers >>. Multi-Version Concordance Side-chamber (4 Occurrences). Ezekiel 41:5 Then ... biblethesaurus.com/s/side-chamber.htm - 7k Sea-side (7 Occurrences) Sea-side. << Seaside, Sea-side. Season >>. Multi-Version Concordance Sea-side (7 Occurrences). Matthew 4:13 and having left ... biblethesaurus.com/s/sea-side.htm - 8k Side-walls (2 Occurrences) Side-walls. << Sidewalls, Side-walls. Side-ward >>. Multi-Version Concordance Side-walls (2 Occurrences). Ezekiel 40:48 Then ... biblethesaurus.com/s/side-walls.htm - 7k Side-bones (1 Occurrence) Side-bones. << Side, Side-bones. Side-chamber >>. Multi-Version Concordance Side-bones (1 Occurrence). Daniel 7:5 And I saw another beast ... biblethesaurus.com/s/side-bones.htm - 6k Side-post (2 Occurrences) Side-post. << Side-growth, Side-post. Side-posts >>. Multi-Version Concordance Side-post (2 Occurrences). Exodus 21:6 then hath his lord ... biblethesaurus.com/s/side-post.htm - 7k 4125. pleura -- the side ... the side. Part of Speech: Noun, Feminine Transliteration: pleura Phonetic Spelling: (plyoo-rah') Short Definition: the side of the body Definition: the side of ... //strongsnumbers.com/greek2/4125.htm - 6k 1782. enteuthen -- from here, on each side, thereupon ... from here, on each side, thereupon. Part of Speech: Adverb Transliteration: enteuthen Phonetic Spelling: (ent-yoo'-then) Short Definition: hence, from this place ... //strongsnumbers.com/greek2/1782.htm - 6k 4008. peran -- on the other side ... on the other side. Part of Speech: Adverb Transliteration: peran Phonetic Spelling: (per'-an) Short Definition: over, beyond Definition: over, on the other side ... //strongsnumbers.com/greek2/4008.htm - 6k 1188. dexios -- the right hand or side ... the right hand or side. Part of Speech: Adjective Transliteration: dexios Phonetic Spelling: (dex-ee-os') Short Definition: on the right hand, right hand, right ... //strongsnumbers.com/greek2/1188.htm - 6k 495. antipera -- on the opposite side ... on the opposite side. Part of Speech: Adverb Transliteration: antipera Phonetic Spelling: (an-tee-per'-an) Short Definition: on the opposite side or shore ... //strongsnumbers.com/greek2/495.htm - 6k 3902. parasemos -- marked amiss, marked at the side, marked with a ... ... marked amiss, marked at the side, marked with a sign. Part of Speech: Noun, Neuter Transliteration: parasemos Phonetic Spelling: (par-as'-ay-mos) Short ... //strongsnumbers.com/greek2/3902.htm - 6k 3953. paropsis -- a side dish of delicacies ... a side dish of delicacies. Part of Speech: Noun, Feminine Transliteration: paropsis Phonetic Spelling: (par-op-sis') Short Definition: a bowl, dish, platter ... //strongsnumbers.com/greek2/3953.htm - 6k 3844. para -- from beside, by the side of, by, beside ... from beside, by the side of, by, beside. Part of Speech: Preposition Transliteration: para Phonetic Spelling: (par-ah') Short Definition: from, in the presence ... //strongsnumbers.com/greek2/3844.htm - 8k 3845. parabaino -- to go by the side of, to go past ... to go by the side of, to go past. Part of Speech: Verb Transliteration: parabaino Phonetic Spelling: (par-ab-ah'-ee-no) Short Definition: I transgress Definition ... //strongsnumbers.com/greek2/3845.htm - 7k 3886. paraluo -- to loose from the side 6763. tsela -- rib, side ... to loose from the side. Part of Speech: Verb Transliteration: paraluo Phonetic Spelling: (par-al-oo'-o) Short Definition: I relax, enfeeble Definition: I relax ... //strongsnumbers.com/greek2/3886.htm - 6k ... << 6762, 6763. tsela. 6764 >>. rib, side. Transliteration: tsela Phonetic Spelling: (tsay-law') Short Definition: side. Word Origin from ... //strongsnumbers.com/hebrew2/6763.htm - 6k 6654. tsad -- a side ... << 6653, 6654. tsad. 6655 >>. a side. Transliteration: tsad Phonetic Spelling: (tsad) Short Definition: side. Word Origin from an unused ... //strongsnumbers.com/hebrew2/6654.htm - 6k 6285. peah -- corner, side ... << 6284, 6285. peah. 6286 >>. corner, side. Transliteration: peah Phonetic Spelling: (pay-aw') Short Definition: side. Word Origin from ... //strongsnumbers.com/hebrew2/6285.htm - 6k 7859. setar -- a side ... << 7858, 7859. setar. 7860 >>. a side. Transliteration: setar Phonetic Spelling: (shet-ar') Short Definition: side. Word Origin (Aramaic ... //strongsnumbers.com/hebrew2/7859.htm - 5k 3802. katheph -- shoulder, shoulder blade, side ... << 3801, 3802. katheph. 3803 >>. shoulder, shoulder blade, side. Transliteration: katheph Phonetic Spelling: (kaw-thafe') Short Definition: side. ... //strongsnumbers.com/hebrew2/3802.htm - 6k 3409. yarek -- thigh, loin, side, base ... yarek. 3410 >>. thigh, loin, side, base. Transliteration: yarek Phonetic Spelling: (yaw-rake') Short Definition: thigh. ... body, loins, shaft, side, thigh. ... //strongsnumbers.com/hebrew2/3409.htm - 6k 5676. eber -- region across or beyond, side ... << 5675, 5676. eber. 5677 >>. region across or beyond, side. Transliteration: eber Phonetic Spelling: (ay'-ber) Short Definition: beyond. ... //strongsnumbers.com/hebrew2/5676.htm - 6k 5980. ummah -- close by, side by side with ... << 5979, 5980. ummah. 5981 >>. close by, side by side with. Transliteration: ummah Phonetic Spelling: (oom-maw') Short Definition: alongside. ... //strongsnumbers.com/hebrew2/5980.htm - 6k 3411. yerekah -- flank, side, extreme parts, recesses ... flank, side, extreme parts, recesses. Transliteration: yerekah Phonetic Spelling: (yer-ay-kaw') Short Definition: rear. ... border, coast, part, quarter, side. ... //strongsnumbers.com/hebrew2/3411.htm - 6k 6655. tsad -- side ... << 6654, 6655. tsad. 6656 >>. side. Transliteration: tsad Phonetic Spelling: (tsad) Short Definition: against. Word Origin (Aramaic) corresponding ... //strongsnumbers.com/hebrew2/6655.htm - 6k The Life Side of Death. ... The Resurrection: Gravity Upward The Life Side of Death. ... All the old limitations are gone, never to return. Jesus had moved over to the life side of death. ... /.../gordon/quiet talks about jesus/the life side of death.htm The Opening of the Side of Jesus. ... CHAPTER XLVIII. The Opening of the Side of Jesus. Death of the two thieves. Whilst these events were taking place in Jerusalem, silence reigned around Calvary. ... /.../the dolorous passion of our lord jesus christ/chapter xlviii the opening of.htm Who is on the Lord's Side? Exodus 32:26. ... Who is on the Lord's side? Exodus 32:26. The question ... man. What! no heart to feel when sinners are going to hell by your side! No ... /.../finney/lectures to professing christians/who is on the lords.htm Who is on the Lord's Side? Exodus 32:26. ... Who is on the Lord's side? Exodus 32:26. Last Friday evening, you will remember, that in discoursing from this text, I mentioned ... /.../finney/lectures to professing christians/who is on the lords 2.htm December the Twenty-Seventh the Sunny Side of Things ... DECEMBER The Twenty-seventh THE SUNNY SIDE OF THINGS. 1 John 1:1-7. ... "Walk in the light." The Lord's companionship always makes the sunny side of the street. ... /.../december the twenty-seventh the sunny.htm But Some one on the Opposite Side Says, How do we Know Whether the ... ... Book IV. 18 But some one on the opposite side says, How do we know whether the theologians¦ But some one on the opposite side ... /.../arnobius/the seven books of arnobius against the heathen/18 but some one on.htm The Practical Side of Religion ... TALK THIRTY-FIVE. THE PRACTICAL SIDE OF RELIGION. ... The low-hanging sun glorified the drifting clouds with the hues of the autumn mountain-side. ... /.../naylor/heart talks/talk thirty-five the practical side.htm Dear Angel! ever at My Side ... No. 112 Dear Angel! ever at my side. ANGELS Dear Angel! ever at my side. The Guardian Angel Father Faber Nicola A. Montani. Semplice. 1. Dear angel! ... /.../the st gregory hymnal and catholic choir book/no 112 dear angel ever.htm Each Side Claims to Possess the True Gospel Antiquity the ... ... Jesus is the Christ of the Creator. Chapter IV."Each Side Claims to Possess the True Gospel Antiquity the Criterion of Truth in Such a Matter. ... /.../tertullian/the five books against marcion/chapter iv each side claims to.htm July 31. "We were Troubled on Every Side" (ii. Cor. vii. 5). ... JULY 31. "We were troubled on every side" (II. Cor. vii. 5). "We were troubled on every side" (II. Cor. vii.5). Why should God ... /.../simpson/days of heaven upon earth /july 31 we were troubled.htm

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|© UNICEF/HQ99-0620/ Pirozzi| |18-month-old Nabil Rebh receives oxygen from a tank while his mother sits beside him on the bed comforting him and another woman stands at her own child's bedside. Basra, Iraq.| Emergencies, both natural and humanitarian (arising from political strife or conflict) have major consequences on the health of the affected populations. Children and women are particularly vulnerable to malnutrition, disease and violence. In the past decade, an estimated 2 million children have died as a result of armed conflict alone. This is largely due to the interruption of existing health and social services. This is often compounded by population displacement, lack of access to food and other essential commodities, overcrowding, and poor water and sanitation facilities. Excess morbidity and mortality thus results from the indirect causes of conflict or natural disasters, such as malnutrition and communicable diseases. Children under five years of age have the highest mortality rates in emergency situations. Of the countries with the world’s highest rates of under five mortality, seven are affected by conflict or its aftermath. Approximately 75% of these deaths are due to communicable diseases. Diarrheal diseases, acute respiratory infections (ARI), malaria, measles and malnutrition are the major childhood killers in these settings. Other communicable diseases like meningitis, HIV/AIDS and typhoid fever can also cause substantial morbidity and mortality. A majority of these deaths occur in the early stages of an emergency and can be prevented by the timely implementation of appropriate cost-effective public health interventions. Current evidence shows that preventive services such as immunizations for measles and other vaccine preventable diseases and provision of insecticide treated nets for malaria prevention along with early diagnosis and treatment of diarrhea (with ORS and Zinc), ARI (with appropriate antibiotics) and malaria (with Artemisin combination therapy) can substantially and rapidly reduce mortality in emergencies. How does UNICEF Help? In emergency situations, the main objectives of UNICEF’s interventions are to: (1) prevent mortality and reduce morbidity and suffering among children and women during the “onset” phase of an emergency, when health threats are greatest and service capacity is weakest; and (2) assure the quick restoration of peripheral health services and public health programmes and contribute to a sustainable post-emergency health care system. Through its Core Commitments for Children in Emergencies (CCCs), UNICEF aims to promote access to essential quality health services in collaboration with partners. UNICEF’s emergency health and nutrition interventions, as stated in the CCCs, are categorized in two phases, the first six to eight weeks and the period after the initial response. First six to eight weeks Rapid assessment within the first 48-72 hours to determine: Beyond the initial response At the outset, UNICEF’s efforts are to identify and utilize existing local health capacity for the implementation of emergency health activities. UNICEF works in close cooperation and coordination with partner agencies including other UN agencies, government agencies, and non-government governmental organizations (NGOs). The Inter Agency Standing Committee adopted the “cluster leadership approach” in emergencies as a part of the humanitarian reform process, based on gaps identified in humanitarian response during the Humanitarian Response Review conducted in 2005. This approach is meant to strengthen the ability of agencies to respond effectively in emergencies through stronger coordination, improved predictability and increased accountability. UNICEF is fully supports the humanitarian reform process and the cluster approach led by WHO. With its substantial operational presence in most countries at national and sub-national levels, UNICEF has a major role to play in ensuring a coherent and effective health response in emergencies. UNICEF monitors and evaluates its activities in emergencies to ensure that it meets international quality standards in humanitarian response such as The SPHERE Project guidelines. In addition, lessons learned from previous experiences feed into UNICEF’s ongoing efforts to improve the quality of future emergency programming. In order to achieve the Millennium Development Goals (MDGs), particularly MDG4, UNICEF ensures that its emergency health interventions are linked with longer term efforts towards scaling up child survival activities, particularly in countries with high mortality in children under five years of age. The aim is to incrementally expand the emergency health package of services to a more comprehensive package of child survival services as a country transitions from an emergency programme to a development programme. UNICEF works closely in emergencies with the World Health Organization (WHO) (external link) , the World Food Programme (external link) and other UN agencies as well as non-governmental organizations (NGOs) and the International Committee of the Red Cross (ICRC) (external link). The Sphere Project (external link), launched by a group of humanitarian agencies including UNICEF, has developed a Humanitarian Charter and universal minimum standards for assistance: water supply and sanitation, nutrition, food aid, shelter and site planning and health services. In the case of an epidemic outbreak of a vaccine-preventable disease, UNICEF, as one of the world’s largest buyers of vaccines, can respond quickly to raising vaccine demands in a certain country. UNICEF is a member of the International Coordinating Group (external link) on vaccine provision for epidemic meningitis outbreak. External links open in a new window and take you to a non-UNICEF web site.

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Four years ago, Rodrigo Quian Quiroga from Leicester University showed that single neurons in the brain react selectively to the faces of specific people, including celebrities like Halle Berry, Jennifer Aniston and Bill Clinton. Now, he’s back, describing single neurons that respond selectively to the concept of Saddam Hussein or Oprah Winfrey. This time, Quiroga has found that these neurons work across different senses, firing to images of Oprah or Saddam as well as their written and spoken names. In one of his volunteers, Quiroga even found a neuron that selectively responded to photos of himself! Before the study began, he had never met the volunteers in the study, which shows that these representations form very quickly, at least within a day or so. In his original experiments, Quiroga used electrodes to study the activity of individual neurons, in the brains of patients undergoing surgery for epilepsy. As the volunteers saw photos of celebrities, animals and other objects, some of their neurons seemed to be unusually selective. One responded to several different photos of Halle Berry (even when she was wearing a Catwoman mask), as well as a drawing of her, or her name in print. Other neurons responded in similarly specific ways to Jennifer Aniston or to landmarks like the Leaning Tower of Pisa. The results were surprising, not least because they seemed to support the “grandmother cell theory“, a paradox proposed by biologist Jerry Lettvin. As Jake Young (now at Neurotopia) beautifully explains, Lettvin was trying to argue against oversimplifying the way the brain stores information. Lettvin illustrated the pitfalls of doing so with a hypothetical neuron – the grandmother cell – that represents your grandmother and is only active when you think or see her. He ridiculed that if such cells existed, the brain would not only run out of neurons, but losing individual cells would be catastrophic (at least for your poor forgotten grandmother). The grandmother cell concept was espoused by headlines like “One face, one neuron” from Scientific American, but these read too much in Quiroga’s work. It certainly seemed like one particular neuron was responding to the concept of Halle Berry. But there was nothing in Quiroga’s research to show that this cell was the only one to respond to Halle Berry, nor that Halle Berry was the only thing that activated the cell. As Jake Young wrote, “The purpose of the neuron is not to encode Halle Berry.” Instead, our brains encode objects through patterns of activity, distributed over a group of neurons, which allows our large but finite set of brain cells to cope with significantly more concepts. The solution to Lettvin’s paradox is that the job of encoding specific objects falls not to single neurons, but to groups of them.

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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Prudent Practices in the Laboratory: Handling and Disposal of Chemicals molecules to escape from the liquid or solid phase into the gaseous phase) is the most important characteristic of a chemical to consider. The higher the vapor pressure, the greater the potential concentration of the chemical in the air. For example, acetone (with a vapor pressure of 180 millimeters of mercury (mmHg) at 20 °C) could reach an equilibrium concentration in air of 240,000 parts per million (ppm), or 24%. (This value is approximated by dividing the vapor pressure of the chemical by the atmospheric pressure—760 mmHg—and multiplying by 1,000,000 to convert to ppm.) Fortunately, the ventilation present in most laboratories prevents an equilibrium concentration from developing in the breathing zone of the laboratory worker. Even very low vapor pressure chemicals can be dangerous if the material is highly toxic. A classic example is elemental mercury. Although the vapor pressure of mercury at room temperature is only 0.0012 mmHg, the resulting equilibrium concentration of mercury vapor is 1.58 ppm, or about 13 milligrams per cubic meter (mg/m3). The TLV for mercury is 0.05 mg/m3, more than 2 orders of magnitude lower. The vapor pressure of a chemical increases with temperature; therefore, heating of solvents or reaction mixtures increases the potential for high airborne concentrations. Also, a spilled volatile chemical can evaporate very quickly because of its large surface area, creating a significant exposure potential. It is clear that careful handling of volatile chemicals is very important; keeping containers tightly closed or covered and using volatiles in fume hoods are techniques that should be used to avoid unnecessary exposure to inhaled chemicals. Certain types of particulate materials can also present the potential for airborne exposures. If a material has a very low density or a very small particle size, it will tend to remain airborne for a considerable time. For example, the very fine dust cloud generated by emptying a low-density particulate (e.g., vermiculite) into a secondary container will take a long time to settle out, and these particles can be inhaled. Such operations should therefore be carried out in a fume hood. Operations that generate aerosols (suspensions of microscopic droplets in air), such as vigorous boiling, high-speed blending, or bubbling gas through a liquid, increase the potential for exposure via inhalation. Consequently, these and other such operations on toxic chemicals should also be carried out in a hood. Contact with Skin or Eyes Contact with the skin is a frequent mode of chemical injury in the laboratory. Many chemicals can injure the skin directly. Skin irritation and allergic skin reactions are a common result of contact with certain types of chemicals. Corrosive chemicals can cause severe burns when they come in contact with the skin. In addition to causing local toxic effects, many chemicals are absorbed through the skin in sufficient quantity to produce systemic toxicity. The main avenues by which chemicals enter the body through the skin are the hair follicles, sebaceous glands, sweat glands, and cuts or abrasions of the outer layer. Absorption of chemicals through the skin depends on a number of factors, including chemical concentration, chemical reactivity, and the solubility of the chemical in fat and water. Absorption is also dependent on the condition of the skin, the part of the body exposed, and duration of contact. Differences in skin structure affect the degree to which chemicals can be absorbed. In general, toxicants cross thin skin (e.g., scrotum) much more easily than thick skin (e.g., palms). When skin is damaged, penetration of chemicals increases. Acids and alkalis can injure the skin and increase its permeability. Burns and skin diseases are the most common examples of skin damage that can increase penetration. Also, hydrated skin absorbs chemicals better than dehydrated skin. Some chemicals such as dimethyl sulfoxide can actually increase the penetration of chemicals through the skin by increasing its permeability. Contact of chemicals with the eyes is of particular concern because these organs are so sensitive to irritants. Few substances are innocuous in contact with the eyes; most are painful and irritating, and a considerable number are capable of causing burns and loss of vision. Alkaline materials, phenols, and strong acids are particularly corrosive and can cause permanent loss of vision. Because the eyes contain many blood vessels, they also can be a route for the rapid absorption of many chemicals. Many of the chemicals used in the laboratory are extremely hazardous if they enter the mouth and are swallowed. The gastrointestinal tract, which consists of the mouth, esophagus, stomach, and small and large intestines, can be thought of as a tube of variable diameter (about 5 m in length) with a large surface area (about 200 m2) for absorption. Toxicants that enter the gastrointestinal tract must be absorbed into the blood to produce a systemic injury. Sometimes a chemical is caustic or irritating to the gastrointestinal tract tissue itself. Absorption of toxicants can take place along the entire gastrointestinal tract, even in the mouth, and depends on many factors, including the physical properties of the chemical and the speed at which it dissolves. Absorption increases with surface area, permeability, and residence time in various segments of the

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ALTERNATE NAMES: Bangalis LOCATION: Bangladesh (Bengal region); India (state of West Bengal and other northeastern states) POPULATION: 205 million (estimate, including expatriates) RELIGION: Islam; Hinduism 1 • INTRODUCTION Bengalis live in the northeastern part of the South Asian subcontinent. Historically, the area was known as Banga, after local peoples (the Bang) who settled in the region over one thousand years ago. This ancient term survives in many modern names. These include the region of Bengal, the Bengali (or Bangla) language, and the country of Bangladesh (literally, "the land of the Bengali people"). Bengal has been ruled by many political empires. It was ruled by the Buddhist Pala dynasty from the eighth to the twelfth centuries AD . By the late sixteenth century it was part of the Moghal Empire. In the mid-eighteenth century the British established a colonial base there. Bengal remained under British rule for nearly two hundred years. It was from here that the British expanded to take over the rest of India. The British were driven out of the area in 1947. They divided the subcontinent into two countries, India and Pakistan. The eastern part of Bengal, where Muslims were most numerous, became part of Pakistan. East Pakistan, as it was known, became the independent nation of Bangladesh in 1971, following a bloody civil war between Bengalis and West Pakistanis. 2 • LOCATION There are just over 174 million Bengalis. Most live in Bangladesh (106 million). The remainder live in the Indian state of West Bengal (68 million). Large communities of Bengali-speaking peoples, totaling perhaps ten million or more, are distributed throughout other states in northeastern India. Bengalis have also emigrated in large numbers to the United Kingdom, Canada, and the United States. The worldwide population of Bengalis, including the nonresident communities, is estimated to be around 205 million. The lower plains and vast delta of the Ganges and Brahmaputra rivers lie at the heart of the Bengal region. The many rivers that cross the landscape provide an important means of transportation. They also hinder land travel. Frequent floods in the region cause extensive damage and loss of life. In the extreme north, a narrow strip of West Bengal State reaches into the foothills of the Himalayas. 3 • LANGUAGE The language of the region is Bengali. Dialects spoken in the western region are quite different from those in the east. Bengali is written in its own alphabet, which contains fifty-seven letter symbols. See the article on Bangladeshis in this chapter. 4 • FOLKLORE Bengali folklore is rich and varied. One popular folk tale, known all over the region and even forming the basis for a film, is "Seven Champa Brothers and One Sister Parul." The Champa and Parul are local trees. There once was a king, so the story goes, who was married to seven queens. When the favorite youngest queen gave birth to seven sons and a daughter, the barren elder queens were jealous. They killed the babies, buried them in a garbage heap, and substituted puppies and kittens instead. Fearing witchcraft, the king banished the youngest queen. Seven Champa trees and one Parul tree grew out of the garbage heap where the babies were buried. When the evil queens, and even the king, tried to pluck the flowers from the trees, the flowers moved away. They asked for the banished queen to be brought to them. She plucked the flowers, and a boy emerged from each Champa flower and a girl from the Parul flower. They were reunited with their mother and their father, the king. When the king learned the truth, he had the jealous queens killed and lived happily ever after with his remaining wife and children. The main theme of this tale is that jealousy leads to wrongdoing, and that this will eventually be found out and punished. 5 • RELIGION Over 60 percent of Bengalis are Muslim. Even in the mostly Hindu country of India, more than 20 percent of West Bengal's population is Muslim. Most Muslim Bengalis belong to the Sunn i sect. Bengalis in India are mainly Hindu. Among the mainstream Hindus, there are some unusual sects. Vaishnavas are followers of the Hindu god Vishnu. But Bengali Vaishnavas believe that Krishna is the supreme god, rather than an incarnation of Vishnu. Shaktism is a religion based on the worship of female energy ( sakti, literally "energy"). The Bengal form of Shaktism involves the worship of the goddess Kali. Kalighat in Calcutta, where animal sacrifices are carried out in the name of the goddess, is one of the major Shakti centers in the region. 6 • MAJOR HOLIDAYS Bengalis celebrate the major holidays of the Muslim and Hindu faiths. For Muslims, these include Eid al-Fitr, Eid al-Adha (Bakr-Eid), and Muharram. Bengali Hindus observe Holi, Divali, and other important religious festivals. Durga Puja is of particular importance to them. Dedicated to the goddess Durga, who is a manifestation of Shakti, the festivities last for nine days. Months before the festival, special images are made of Durga. These show her mounted on a lion and killing the evil demon Mahishasura. These images are lavishly painted and decorated. They are worshiped on each day of the festival. On the tenth day, the image is decorated with flowers and carried through the streets. The parade makes it way to a river or the ocean, where the image of Durga is thrown into the water to be carried away by the current or tide. 7 • RITES OF PASSAGE Rites of passage for Benga li s are similar to those followed by other Muslims and Hindus. But, they have a distinctly Bengali flavor to them. For example, Muslims follow the custom of saying the Call to Prayer (azan) to the newborn. The umbilical cord, however, is cut by the midwife who is usually a Hindu. Hindus observe the naming ceremony, the initiation ritual known as the "first feeding of rice" (annaprasana), and the sacred thread ceremony (upanayana). Muslim boys undergo the all-important circumcision rite (sunnat). As with other Hindus, Bengalis cremate the dead. The funeral pyre is usually lit on the banks of a river or stream. The necessary rites are performed by the deceased's eldest son. Death is followed by a period of mourning (which varies in length), purification rites, and the sraddha or death feast held at the end of the mourning period. 8 • RELATIONSHIPS Hindu Bengalis greet each other by saying Namaskar, placing the hands together in front of the body with the palms touching. This form of greeting is widespread throughout India. Sometimes the phrase Kamen asso (How are you?) is added. Muslim Bengalis greet each other with Salaam or Salaam alaikum. 9 • LIVING CONDITIONS Rural living conditions in Bengal vary widely. House types and construction reflect local environmental conditions. In the interior, houses are made of mud, bamboo, and brush wood. Roofs are thatched. The more prosperous now use corrugated iron. In Bangladesh, a typical village house consists of several huts around a compound. Facing the compound is the main house, with a porch in front that leads to the living quarters. These may consist of one or more bedrooms, a sitting room, and a kitchen. Other huts on the sides of the compound are used for storage and cattle sheds. Such a lifestyle and standard of living are in marked contrast to those of the urban elites who enjoy all the modern conveniences of city living. Some of the wealthy industrialists and business owners of Calcutta (India) have a style of living that compares favorably with that found among the wealthy in the United States. 10 • FAMILY LIFE Bengali Hindus, like all Hindus, belong to castes (jati). A caste is a social group into which people are born. It determines their place in society, who they can marry and, often, the kinds of education and employment opportunities they will have. Castes are unchangeable. Marriages are arranged by the parents. Hindu marriages are governed by rules of caste. In contrast, Muslims have no caste restrictions, although marriage partners are usually chosen from families of similar social standing. Cousin marriage is common among Bengali Muslims. 11 • CLOTHING In rural areas, Muslim men wear the lungi, a piece of (often checkered) cloth that is wrapped around the waist. Hindus dress in the dhoti, the long piece of white cotton cloth that is wrapped around the waist, then drawn between the legs in the manner of a loincloth. Village men usually go shirtless but on occasion may put on a vest or a long shirt called a punjabi as an upper garment. Women wear the sari (long cloth that forms a skirt on one end a head or shoulder covering on the other end) and blouse. Younger Muslim girls may favor the combination of salwar (loose trousers) and kamiz (tunic). Women in the countryside go barefoot. A variety of rings, bangles, and other ornaments are worn by women of all classes. In cities, safari suits or Western-style business suits are common. Younger urban women may also dress in Western fashions, although the sari is retained for formal occasions. 12 • FOOD Boiled rice is the staple food in rural Bengal. It is eaten with vegetables such as onion, garlic, eggplant, and a variety of gourds according to the season. Fish and meat are favorite foods. Their cost places them beyond the reach of most villagers. Vegetables, fish, and meat are prepared as spicy curried dishes. Beef and water-buffalo meat are popular with Muslims. Hindus view the cow as sacred. They do not eat beef. Most Bengali Hindus are not vegetarians, however, and will eat goats, ducks, chickens, and eggs, in addition to fish. Cuisine among the upper classes includes pilaf and biryani (rice dishes containing meat and vegetables), kebabs (barbecued cubes of meat), and meat dishes known as korma. Milk forms an important element in the diet. Milk-based sweets are popular throughout the region. 13 • EDUCATION Bengalis living in Bangladesh, especially in rural areas, are likely to be poorly educated and illiterate. About 35 percent of Bangladeshis are literate (able to read and write). This is one of the lowest literacy rates in the region. By contrast, literacy in West Bengal (a part of India) is nearly 60 percent, slightly higher than the average for all of India (53 percent). Education has long been a mark of higher social status. Vishva-Bharati University, founded by Bengali poet Rabindranath Tagore (1861–1941) in the city of Shantiniketan, is world-famous as a center for the study of Indian history and culture. 14 • CULTURAL HERITAGE Bengalis have one of the richest literary traditions in the region known as the Indian subcontinent. The earliest known works in Bengali are Buddhist books that date to the tenth and eleventh centuries AD . Islam also contributed to medieval Bengali literature. Modern Bengalis have created literature recognized worldwide. Rabindranath Tagore (1861–1941), the Bengali poet and writer, was awarded the Nobel Prize for Literature in 1913. Bengalis have also achieved great success in the field of classical Indian music and dance. Satyajit Ray (1921–92), the film director from India who won international fame was a Bengali. 15 • EMPLOYMENT Bengalis are predominantly rural and agricultural in nature. More than two-thirds of them are farmers. West Bengal, in India, is an industrial area. The cities and towns along the banks of the Hooghly River (an arm of the Ganges) make up one of India's most important manufacturing regions. It is here that Calcutta is located. Founded in 1690 as a British trading post, Calcutta is now one of the world's largest cities. Its population is just over twelve million people. Its industries include jute processing, engineering, textiles, and chemicals. Calcutta is perhaps the most important intellectual and cultural center of India. Bengalis take great pride in this. The city is the birthplace of Indian nationalism, and of modern Indian literary and artistic thought. 16 • SPORTS Bengali children play games common to children all over the region of South Asia. These include tag, hide-and-seek, kite-flying, marbles, and spinning tops. Cricket, soccer, and field hockey are major spectator sports, and many children play these games at school as well. Tennis, golf, and horseracing are popular among the urban middle classes who have adopted the sports and hobbies of Western countries. 17 • RECREATION Recreational activities among Bengalis vary widely. Villagers may derive their greatest pleasure from fairs and religious festivals. They also enjoy Bengali folk traditions such as jatra (traveling folk theater), the bhatiali (boater's songs), and the baul (mystical songs performed by wandering minstrels). City dwellers have access to radio, television, theater, movies, films, museums, and other cultural activities. 18 • CRAFTS AND HOBBIES The folk arts and crafts of Bengal reflect the diversity of its people and the skills of its artisans. Among the items produced are handprinted textiles, embroidered quilt-work, terra-cotta dolls, toys, and religious idols. Alpana drawings are religious designs prepared by Hindu women. They are made on walls, floors, and courtyards out of rice-paste. The decoration of boats is a thriving folk art in the delta region. Copper and brass metalwork, pottery, weaving, basketry, and carpentry are among the many activities pursued by the craftspeople in the region. 19 • SOCIAL PROBLEMS Problems among Bengalis vary considerably. Some problems, such as frequent flooding in Bengal, are caused by nature. Bangladesh is also one of the poorest nations in the world. It has experienced civil unrest, suspension of democratic rights, and repressive military governments. 20 • BIBLIOGRAPHY Bailey, Donna, and Anna Sproule. Bangladesh. Austin, Tex.: Steck-Vaughn, 1991. Brace, Steve. Bangladesh. New York: Thomson Learning, 1995. Heitzman, James, and Robert L. Worden, eds. Bangladesh, A Country Study. 2nd ed. Washington, D.C.: Federal Research Division, Library of Congress, 1988. Lauri, Jason. Bangladesh. Chicago: Children's Press, 1992 McClure, Vimala Schneider. Bangladesh: Rivers in a Crowded Land. Minneapolis, Minn.: Dillon Press, 1989. Nugent, Nicholas. Pakistan and Bangladesh. Austin, Tex.: Raintree/Steck-Vaughn, 1992. Ray, Niharranjan. History of the Bengali People. Calcutta, India: Orient Longman, 1994.

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WebMD Medical News Laura J. Martin, MD Sept. 28, 2011 -- Most of the bisphenol A (BPA) that adults ingest is quickly eliminated in the urine, new research confirms. In the government-funded study, BPA was virtually undetectable in the blood of adults, even when levels in urine were high. The study’s lead researcher says the findings show that the “odds are very small” that BPA poses a significant public health risk. And a food packaging trade group called the research “definitive evidence” that adverse health effects from exposure to the chemical are unlikely. But a CDC investigator who was among the first to show widespread exposure to BPA from food packaging manufactured with the chemical says the new study was not designed to address the health effects of exposure. “This study confirms that exposure to BPA is common in the adult population,” research chemist Antonia M. Calafat, PhD, of the CDC’s National Center for Environmental Health, tells WebMD. “The study also shows that BPA appears to be excreted rather quickly and that concentrations in serum are much lower than concentrations in urine.” BPA is widely used in the manufacture of clear plastic bottles and other food containers and the epoxy resins used in the lining of many canned foods. Health concerns about the chemical stem from lab and animal studies suggesting that it is an endocrine disrupter, mimicking the female sex hormone estrogen in the body. Early last year, the FDA concluded that studies have generally supported the safety of low levels of BPA exposure in adults, but agency officials expressed concerns “about the potential effects on the brain, behavior, and prostate gland in fetuses, infants, and young children.” These fears resulted from studies in rodents designed to test the subtle effects of exposure to the chemical. The newly reported study, which was funded by the Environmental Protection Agency, is the first to compare BPA levels in urine with levels of the active form of the chemical in the blood over a 24-hour period. Lead researcher Justin G. Teeguarden, PhD, of the Pacific Northwest National Laboratory in Richland, Wash., says although it was clear that BPA does enter the body from food sources, little has been known about what happens to the chemical after this. “Many researchers have reported exposure to bisphenol A from the diet,” Teeguarden tells WebMD. “The real question is and always has been, ‘Do we get enough of the bioactive form of the chemical in the blood to cause adverse effects?’” Blood and urine samples from 20 adult volunteers were collected hourly during the day and several times at night over 24 hours. Over the course of the study day, the participants ate three meals made from canned foods with linings that contained BPA. As a result, the average consumption of BPA was estimated to be 21% higher than the average for 95% of adults in the United States. Despite the high exposure, levels of bioactive BPA in the blood were undetectable in the samples, Teeguarden says. Independent analysis of the samples by the CDC and the FDA’s National Center for Toxicological Research confirmed the findings. In the CDC analysis, bioactive BPA was below the limit of detection in all 320 analyzed blood samples. The CDC’s Calafat says the finding that blood levels of bioactive BPA are much lower than urine levels is not a big surprise. “Based on the properties of BPA we would expect to see this,” she says. The study appears in the September issue of the Journal of Toxicological Sciences. In a news release, the industry trade group North American Metal Packaging Alliance called the research a “landmark study” providing “definitive evidence that adverse health effects from bisphenol A are highly unlikely.” Sonya Lunder, who is a senior analyst with the research and advocacy organization Environmental Working Group, says although the findings are somewhat reassuring for adults, the study did not address the safety of BPA exposure in developing fetuses, babies, and children. “Ninety-five percent of Americans have measurable BPA in their urine on any given day,” she tells WebMD. “A longstanding concern has been that children, infants, and developing fetuses may have no ability or very limited ability to metabolize this chemical the way adults do.” Calafat says a host of studies funded by a $14 million grant from the American Recovery and Reinvestment Act should shed new light on the safety or harms of BPA exposure in adults and children within the next year or so. SOURCES:Teeguarden, J.G., Journal of Toxicological Sciences, published online September 2011.Justin G. Teeguarden, PhD, Pacific Northwest National Laboratory, Richland, Wash.Antonia M. Calafat, PhD, National Center for Environmental Health, CDC.Sonya Lunder, MPH, senior analyst, Environmental Working Group.News release, North American Metal Packaging Alliance.CDC: "BPA Fact Sheet."U.S. Department of Health & Human Services: "BPA Information for Parents."FDA: "Update on Bisphenol A for Use in Food, January 2010." Here are the most recent story comments.View All The views expressed here do not necessarily represent those of FOX16 - Breaking News and Weather to Plan Your Day for Little Rock and Central Arkansas The Health News section does not provide medical advice, diagnosis or treatment. See additional information.

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1. A covering for the face or part of the face. 2. A likeness of a person's face. 3. An opaque border used to cover unwanted parts. 4. To conceal or cover. 5. To shield a person or object from something. Someone who works and builds with brick, concrete blocks, stone, etc. Trade name of a nonstructural building material, made of wood products and a binder, which creates a dense compressed board, which is useful where a smooth, flat flooring surface is needed. Construction made from brick, cement block, or stone, which provides structural support as well as a decorative finish. Masonry anchors attach masonry to other support structures, to other masonry, or attach additional pieces such as window frames, columns, etc. Fasteners attach building elements to masonry and masonry ties hold masonry to other masonry. Thee can be made of wire, sheet metal, galvanized rods, etc. Some types of anchors are placed in the form prior to pouring of concrete. Twist drill bit, with a carbide tip used for drilling holes in all types of masonry. Concrete building blocks that are hollow. Concrete, hollow-top block, which adds reinforcement around the outside of a building, when used in several courses of the wall. Rebar is horizontally positioned in the hollow of the blocks, with concrete filling the remainder of the block, along the length of the wall. Mix of Portland cement, hydrated lime and other materials that trap air so that the water retention and workability of the cement are improved. Joints between masonry units. Block, mortar, or pre-cast concrete headers used for doors and windows in a masonry wall so that they match in appearance and usage. Paint, containing acrylic emulsion or polyvinyl acetate, used on masonry surfaces. Asphalt base, to which tar, sealing membranes, and other asphalt based materials will bond to provide a seal for moisture protection. Steel reinforced stone, cement brick, concrete, etc. wall. Symbols that identify different masonry types. Blocks or brick, manufactured out of stone, cement, etc. or natural stone, which are, used as building units. Thin layers of brick that are used for appearance purposes rather than structural support. Wall comprised of brick, stone, cement, etc. Sloped top cap that is preformed for use on masonry walls, allowing water to run off. Mesh or heavy wire devices, which are set into the mortar between masonry units and then attached to an existing wall. Simultaneous appraisal of several pieces of property, most commonly used by the government for tax reassessment. HVAC thermal calculation correction factor that adjusts for actual conditions. Device that has a vacuum inside it and can sense the presence of helium gas when checking around the joints in a vacuum system for leaks. The molecules in helium are small and are able to pass through the microscopic leaks that would place a limit on the vacuum. Heavy conduit, through which incoming electrical supply wires pass, which runs from the service drop to the meter. Waterproof caps, also called weatherheads, entrance caps, or rain caps, which are placed at the upper part of an electrical mast at the point where the wires are run to the inside electrical meter. Wires hang from the pole to the entrance cap so that the entrance cap is not the low point in the downhill run from the pole because water will run to the low point before dripping to the ground. Wires enter the entrance cap at an upward angle through a tight insulator. Water is further stopped from getting through the entrance cap because of this entrance angle. Central television antenna serving an apartment or other multi-family complex. Deed filed by the developer or converter of a condominium for the purposes of recording all of the individual condominium units owned within a condominium complex. A controlling lease in an apartment or office building that controls subleases. Unincorporated combination of limited partnerships in real estate together as a group. It is generally formed by a "roll-up" of existing limited partnerships that own property and typically has the advantage of ownership interests that are more marketable than individual limited partnership. The mortgage debt existing on a building used for cooperative housing. While each co-op tenant-shareholder is obligated for a portion of the loan, this debt is separate from the loans that may have been used to purchase the individual co-op shares. Document that describes, in narrative and with maps, an overall development concept including both present property uses as well as future land development plans. The plan may be prepared by a local government to guide private and public development or by a developer on a specific project. Development built according to a plan that includes commercial buildings, educational facilities, homes and community facilities. 1. One of a variety of quick drying, pasty cement for use when gluing tiles to a wall. 2. Adhesive consisting of asphalt and nondrying oil. This type of adhesive must be heated to use. 3. Construction adhesive, which is usually applied from a caulking gun. Thin metal serrated edge blade with curved handle, used to spread mastic in ridges, which are spread out once the pieces are pressed together. 1. Also spelled matte, it is a dull surface with no shine. 2. A flat coarse fabric made of woven hemp, rope, straw, etc. to be used as a floor cover. 3. Structural surface of a flat, smooth, layer of asphalt or concrete. Slab foundation for a structure, constructed of reinforced concrete. Boards that are purposely milled so that they will fit tightly with each other, such as tongue and groove. Mechanical drawing lines, which match a portion on one drawing with a portion on another drawing, usable with large building sections. Boards whose edges are cut to fit tightly together. Problem in a specific property that could affect the property's value or salability. Information about a piece of property that could affect its salability and might change an individual's decision to purchase. A person who supplies materials used in the construction or repair of a building or other property. Legal lien on property on behalf of an individual who has not been paid for material furnished in constructing property. A tax term introduced by the 1986 tax act, defined as year-round active involvement in the operations of a business activity on a regular, continuous and substantial basis. 1. That from which something takes shape, originates, develops, etc. 2. A die or mold used for casting. 3. Rock or material, such as cement or mortar, in which pebbles, fossils, or other items are embedded. 4. Set of items arranged in rows or columns to perform a specific function. Also spelled mat, it is a dull surface with no shine. Low sheen paint finish. The due date when a mortgage or a loan must be paid. Heavy, long handled hammer which splits wood by either hitting it directly or using to hammer wedges into the wood. Loan amount within 5 percent of the highest loan-to-value ratio allowable. Master of Business Administration degree or Mortgage Bankers Association of America.

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Gardening Articles: Care :: Pests & Problems Peach Tree Borer by National Gardening Association Editors Adult moths are 3/4" long. This photo shows an adult peach tree borer, a blue-black moth. The moths' inch-long caterpillars damage trees by boring into the bark at or near soil level. The first indications of its presence are small piles of sawdust around the base of the tree. Sometimes a gummy sap oozes from holes. This pest also attacks almond, apricot, flowering cherry, nectarine, and plum trees. Mature trees can tolerate some damage; young trees are most vulnerable. Peach tree borer is mostly a problem in California, but can occur wherever peaches grow. Prevention and Control In spring, make frequent checks of tree trunks near the soil line for evidence of borers. If you find a hole, probe inside with a stiff wire to kill the caterpillar. After leaves fall in autumn, spray horticultural oil as directed on the product label. Encourage parasitic wasps by providing habitat. Photography by Eugene E. Nelson, Bugwood.org

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A breed of pea seeds has been created that contains antibodies against coccidiosis, a disease caused by a parasite that attacks chickens. Researchers writing in the open access journal BMC Biotechnology describe the development of the GM seeds, and demonstrate their effectiveness in preventing this economically important illness. Sergej Kiprijanov worked with a team of researchers from Novoplant GmbH, Germany, to develop the seeds. He said, "There are a few major issues precluding the use of monoclonal antibodies for passive immunization of chickens against infectious diseases, primarily the costs of antibody production and treatment. Treatment costs are high because antibodies must normally be given intravenously; otherwise they are destroyed in the animal's gut. By expressing the antibodies inside pea seeds, they are protected from this degradation – allowing our system to dramatically reduce treatment costs". The researchers found that chickens infected with the parasite and allowed to eat the antibody-containing pea seeds, shredded into their feed, were significantly less likely to contract coccidiosis than chickens fed ordinary pea seeds in their fodder. Kiprijanov said, "Compared with methods of active vaccination, the passive immunization strategy described here is an easy and non-invasive method to use in commercial settings. The cost of production is comparatively low, utilizing current agriculture technologies, and the strategy can be used in combination with other antiparasitic agents". Notes to Editors 1. Antibody expressing pea seeds as fodder for prevention of gastrointestinal parasitic infections in chickens Jana Zimmermann, Isolde Saalbach, Doreen Jahn, Martin Giersberg, Sigrun Haehnel, Julia Wedel, Jeanette Macek, Karen Zoufal, Gerhard Glunder, Dieter Falkenburg and Sergej M Kiprijanov BMC Biotechnology (in press) During embargo, article available here: http://www.biomedcentral.com/imedia/2111458107274596_article.pdf?random=454013 After the embargo, article available at journal website: http://www.biomedcentral.com/bmcbiotechnol/ Please name the journal in any story you write. If you are writing for the web, please link to the article. All articles are available free of charge, according to BioMed Central's open access policy. Article citation and URL available on request at firstname.lastname@example.org on the day of publication 2. BMC Biotechnology is an open access journal publishing original peer-reviewed research articles in the manipulation of biological macromolecules or organisms for use in experimental procedures, cellular and tissue engineering or in the pharmaceutical, agricultural biotechnology and allied industries. BMC Biotechnology (ISSN 1472-6750) is indexed/tracked/covered by PubMed, MEDLINE, BIOSIS, CAS, Scopus, EMBASE, Thomson Reuters (ISI) and Google Scholar. 3. BioMed Central (http://www.biomedcentral.com/) is an STM (Science, Technology and Medicine) publisher which has pioneered the open access publishing model. All peer-reviewed research articles published by BioMed Central are made immediately and freely accessible online, and are licensed to allow redistribution and reuse. BioMed Central is part of Springer Science+Business Media, a leading global publisher in the STM sector. AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.

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- Historic Sites The Fifty Biggest Changes in the Last Fifty Years April/May 2004 | Volume 55, Issue 2 With American Heritage approaching its fiftieth birthday in December 2004, we’ve asked five prominent historians and cultural commentators to each pick 10 leading developments in American life during the last half-century. In this issue Alien Barra, American Heritage ’s film reviewer and a wide-ranging historian and cultural critic, whose most recent books include Inventing Wyatt Earp: His Life and Many Legends and Clearing the Bases: The Greatest Baseball Debates of the Last Century, selects the 10 biggest changes in popular culture. In other issues this year our authorities offer their choices of the half-century’s biggest transformations in politics; innovation and technology; business; and the home and the family. This essay began as a listing of the 10 greatest changes in popular culture in the past 50 years, but the more I mulled it over, the more I grew convinced that the discussion could have meaning only if it focused on people—artists and writers who either were at the forefront of change or best symbolized it. No one would deny that art and culture are the products of complex socio-economic forces, but if they aren’t also shaped and formed by the personalities and talents of human beings, what is? Andy Warhol didn’t create pop art (well, he did, sort of, though somebody would surely have done it if he hadn’t), but he certainly created the look of pop art as we know it. How does one measure the 10 greatest changes in popular culture over the past half-century? Well, how do you define “popular culture”? I ask only two things of popular culture: first that it be popular and second that it have something legitimate to do with culture. (Stephen King, for instance, has probably been the most popular novelist over this period, but it would be hard to make a case for his changing our culture.) Culture takes in many different art forms, so I have tried to include people whose intelligence, creativity, and dynamism have effected change in jazz, rock, film, television, and pop art as well as literature and journalism. To say that I could have legitimately extended this list to 20 or even 30 names in no way lessens the impact of the 10 (or 11) offered here. Yes, Brando, of course. But James Dean popularized the same acting style and made it a focus for teenage rebellion. It could be argued, in fact, that as a beacon for teenage angst, his image predates rock ’n’ roll. It could also be argued that by dying dramatically in 1955, he did as much for the next generation of actors as Brando did by living. Nearly every moody, sexy young actor to follow in his wake, from Paul Newman (who was cast in roles that would have gone to Dean) to Benicio Del Toro (who gave Dean’s style an ethnic flavor), owes him much. Let us count the ways in which he influenced popular culture. No jazz musician since Louis Armstrong has been so widely known or popular. For better or worse—you make the call—he pioneered jazz-rock fusion. And he became the first and only jazz artist to create an image of rock-star proportions. Have we left anything out? Oh, yes, as the story goes, he told a middle-aged white woman at a party when she asked what he had done to be invited, “I changed music about five or six times. What have you done?” Most of Chandler’s short stories, books, and film scripts were written in the thirties and forties, though the script that was arguably his best, done for Hitchcock’s Strangers on a Train , wasn’t filmed until 1951, and his best novel, The Long Goodbye, was published in 1953. Still, although Chandler evokes the forties as does no other American writer, his real influence was to be on later decades. Chandler perfected the American private-eye genre begun by Dashiell Hammett in the late twenties, but more important, his oeuvre helped create the look and feel of film noir that haunts Hollywood to this day. (See Memento and the film version of L.A. Confidential.) His influence can be perceived in such varied works as Antonioni’s Blowup (which hinges on a murder recorded on film, a play on Chandler’s Playback ) and Blade Runner (which projects Chandler’s Philip Marlowe into a futuristic Los Angeles). Martin Scorsese got the title for Mean Streets from Chandler. And, for what you might think it’s worth, Chandler has been cited as the grandfather of the graphic novel. The greatest age of American film began in the late sixties and ran till the end of the seventies, and no one did more to create the intellectual climate that helped usher it in than Pauline Kael, who was the most visible and eloquent champion of Bonnie and Clyde, The Wild Bunch, M*A*S*H, Last Tango in Paris, The Godfather, The Godfather Part II, Carrie, Mean Streets, Nashville , and virtually every other American and foreign film with deep cultural impact in that period.

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April 19, 2012 Posted in Alencon France, Falaise Gap, World War II Tags: Alencon France, Falaise Gap, World War II Tristan, a site follower from the Alencon, France area, provided some clarity. “Regarding Alençon, this is true is was an important city to the Germans. But Le Mans was more important (the HQ of 7th Army was located in this town). “In my opinion, Alençon was not THE main supply base for the Germans. It was an imporant city among anothers : because of its location, its size, its network of road and also railroads, etc. It was used like any other Norman cities to transport supply to the front. Perhaps there were some major supply infrastructure : I’ve never heard of it but I can’t say there wasn’t anything of that sort. ” … the old castle near the town hall and court house was used as prison for several years, and it stopped recently (attached is a picture of the castle in question). But De Gaulle’s family never stayed in Alençon during the war. If I well remember, de Gaulle writes in his Mémoires (very interesting book and account) that his family joined him in United-Kingdom shortly after the famous Appeal of 18th June. They stayed there all war long and were protected. “The true reasons of the non-shelling/bombing of Alençon are : 1) German troops have escaped the town before the liberation in order to set up a line of defense in the Ecouves forest (a few kms north of Alençon) 2) because of General Leclerc’s strategy and cunning. Leclerc was the commanding officer of 2nd Fr. Armoured Division. They liberated Alençon on August 12th, 1944. Without a gun shot. They were helped by some civilians. Really an incredible story. “The real fight took place north of Alençon, and a few later, in the well-known Falaise/Chambois gap. (or pocket, as you want).” As always, thank you Tristan, for your insight.

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Gunpowder (or gun powder) is a mix of chemical substances (charcoal, sulfur and saltpeter). It burns very rapidly, and creates gases. Those gases use up more space than the gunpowder they come from, so they push outward. If the gunpowder is in a small space, the gasses will push on the walls of the space, building up pressure. A bullet is pushed on in this way inside of a gun, causing it to fly out at high speeds. The pressure is not high enough, though, to destroy the gun barrel (the long metallic tube). Gun powder is packed into metal cylinders behind the bullet, called the cartridge. The cartridge is detonated when it gets hit very hard by a pin, or "hammer".

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2013-05-19T10:59:45Z

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Blood Cleansing Would Raise Need for Donors August 9, 2002 Treating donated blood to kill HIV and other dangerous organisms damages the blood enough to require blood centers to increase their drives for donations. This is but one consequence of a new procedure being introduced to clean blood products of bacteria and other pathogens. Officials with the Food and Drug Administration and the nation's blood banks are in agreement on making America's already safe blood supply even safer. However, many are concerned about the effects of the new pathogen reduction procedure, and some think the tradeoff will create more problems than it solves. "It will be up to the blood banks to tell us if it's worth the tradeoff," said Dr. Jaro Vostal, an FDA medical officer and chair of this week's conference at the National Institutes of Health on experimental blood-cleansing procedures. Dr. James AuBuchon, head of pathology at Dartmouth-Hitchcock Medical Center, put the question of risks in a more scientific light: "If the risk of HIV or [hepatitis C] is one in 2 million units, what risks should be acceptable? And how can we prove they are this small?" While FDA officials and blood researchers say they aren't particularly concerned about HIV and hepatitis C because tests since 1999 have cut the risk of infection to one in 2 million, they are concerned about a range of bacteria present in about one in every 2,000 units of blood that may sicken or even kill an estimated one in 100,000 transfusion recipients. Pathogen reduction works by adding a chemical to platelets to make pathogens more sensitive to light, then zapping them with ultraviolet light. Other systems use chemicals to destroy the pathogens. In both cases, the chemicals are then washed from the blood. However, while pathogens are destroyed, so is the survival time of platelets, with a 25 to 30 percent loss of them in the process. Although the platelets that survive the process work fine, the reduction is significant and will require blood centers to collect more blood -- perhaps 100,000 more units of whole blood a year. Already, blood banks barely collect enough blood. Finally, there is the question of what the unintended effects on patients will be by the chemicals used to cleanse the blood. Most experts agree that these will not be evident for years. St. Petersburg Times 08.09.02; Wes Allison This article was provided by U.S. Centers for Disease Control and Prevention. It is a part of the publication CDC HIV/Hepatitis/STD/TB Prevention News Update. Visit the CDC's website to find out more about their activities, publications and services.

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2013-05-26T02:56:24Z

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Monday, December 22, 2008 Parenting starts at the womb. The first trimester of pregnancy is a critical period in the development of the unborn child's brain. Expectant moms should be extra cautious during this period because this is when the brain starts to develop. Yet many would- be moms are often clueless on what to eat to help ensure that their babies would not develop any brain defects. Studies show that most pregnant women are not aware of the importance of folate or folic acid in their daily diet. The B-vitamin, commonly found in green leafy vegetables, kidney beans, and asparagus, among other sources, was found to reduce baby's risk of developing defects of the neural tube, an embryonic structure that gives rise to the brain and spinal cord. Folate deficiency puts the unborn baby at risk of developing the common types of neural tube defects such as spina bifida that usually results in physical disability, or anencephaly, wherein the brain cavity fails to form properly and could prove fatal to the child. Moderate to severe deficiencies of folate may result in enlarged red blood cells, which could lead to low birth weight of the baby. Around 400 to 600 micrograms a day of folate are needed to reduce the risk of neural tube defects up to 80%. To get such amount, pregnant women should eat about 1 cup of cabbage or a lot of kidney beans or tofu everyday. The best alternative, milk formula for pregnant women. It's a good source of folate, and a convenient one.

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Oct. 28, 2006 An earthquake swarm -- a steady drumbeat of moderate, related seismic events -- over hours or days, often can be observed near a volcano such as Mount St. Helens in Washington state or in a geothermal region such as Yellowstone National Park in Wyoming. New research led by a University of Washington seismologist shows, however, that such swarms can occur anywhere that is seismically active, not just near volcanoes or geothermal regions. "In our research we saw swarms everywhere and we could see the broad characteristics of how they behaved," said John Vidale, a UW professor of Earth and space sciences and director of the Pacific Northwest Seismograph Network. Vidale and two colleagues, Katie Boyle of Lawrence Livermore National Laboratory and Peter Shearer of the University of California, San Diego, examined data from 83 Japanese earthquake swarms over about 2½ years. Their findings confirmed work they published earlier this year that looked at data from 72 events in southern California during a 19-year span. Both studies examined data collected from swarms in which at least 40 earthquakes were recorded in a few-mile radius over two weeks. The swarms did not follow the well-recognized pattern of an earthquake burst that begins with a main shock and is followed by numerous smaller aftershocks. "We saw a mix of the two kinds of events, swarms or earthquakes and aftershocks, wherever we looked," Vidale said. "It confirms what people have suspected. There are earthquake swarms and they are responses to factors we can't see and don't have a direct way to measure." The Japanese research is being published tomorrow in the online edition of Geophysical Research Letters. The scientists suspect that "swarminess" in volcanic and geothermal zones might be driven by hot water or magma pushing fault seams apart or acting to reduce friction and enhancing the seismic activity in those areas. Away from volcanic and thermal regions, it is unclear what triggers swarms that don't include main shocks and aftershocks, Vidale said. It is possible that swarms are driven by tectonic movements so gradual that they take many minutes to weeks to unfold but still are much more rapid than normal plate tectonic motions. The researchers also found that, contrary to expectations, swarms occurring within 30 miles of Japan's volcanoes lasted perhaps twice as long as swarms in other types of geological formations. It was expected that earthquake episodes would have been briefer in hotter rock formations. The results help to provide a clearer picture of how seismic swarms are triggered and give a better means of assessing the danger level for people living in tectonically active regions where earthquake swarms might occur, Vidale said. Other social bookmarking and sharing tools: Note: Materials may be edited for content and length. For further information, please contact the source cited above. Note: If no author is given, the source is cited instead.

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Where do we find the most pronounced effects of demographic change? Why is it that youth unemployment is especially high in certain regions? In what countries or regions is the job situation so poor as to induce people to emigrate? Based on a total of 24 indicators, the Berlin Institute has analyzed and assessed the sustainability of 285 European regions. Green means good prospects, while the red indicates problems for the regions in question, and the deeper the red, the more problematic the situation is. Even a first, cursory glance at the map reveals a marked east-west disparity. The present study assesses the sustainability of 285 European regions on the basis of 24 demographic, economic, social, and environmental indicators. All EU countries as well as Iceland, Norway, and Switzerland, all three of them non-member states, have been included in the study. The diversity of the data that went into the making of the present assessment ensures that we have come up with a differentiated picture: In addition to economic performance, the factors that count here include e.g. population age composition, employment levels for young people, women and older persons, investment in research and development, but also pollution of the atmosphere with carbon dioxide, a climate gas. The sustainability of Europe’s regions depends in important ways on all of these factors. The study spells out the implications of demographic change, showing that individual countries are not only affected in very different ways by it but that these countries also deal quite differently with the challenges it poses. All countries are faced with problems that they need to solve. Many have good ideas. But none is in possession of a magic formula. It is that that makes Europe, with its diversity of cultures and sensibilities, a marketplace of ideas, of successes and failures, that everyone would do well to have a good look at. The best scores were given to regions in northern Europe, which also have high fertility rates, and the field is led by Iceland, a small, exceptionally prosperous, and highly developed nation. The capital cities of Stockholm and Oslo did particularly well in this connection. Six of Switzerland’s seven regions are ranked among the Europe’s ten best. All these regions are typified by relatively stable demographic structures as well as by high aggregate value added, good education levels, and impressive employment levels — also for older persons. Ireland and the UK also rank high, as do the Benelux countries, France, Germany’s southern regions, Austria, and some regions in northern Italy and northeastern Spain. Just about all of the regions that scored on the lower end of the scale are remote rural regions, e.g. in southern Italy or Greece, and regions in Bulgaria, Romania, and Poland that have been hard hit by radical structural change. These regions are affected by an array of negative demographic phenomena: very low fertility rates, massive outward migration of young people, and the marked aging of the remaining population that this entails — and to make things worse, the latter is as a rule not particularly well off in social terms. If we look at the map presenting the overall ranking, we cannot fail to notice a clear-cut east-west divide. What this shows is that in eastern European countries the transition from a planned to a market economy is far from complete. But it also shows how important its is to get started with reforms as early as possible. To cite an example, the Baltic nations, the first countries of the Soviet Union to declare their independence and seek orientation in western Europe, have already caught up with the weaker regions there. The same goes for the Czech Republic and Slovenia, which, even in the context of the East Bloc, were relatively highly developed and wasted little time in getting to work on reforms when the opportunity came. Other countries, like Bulgaria and Romania, both new EU member states that were plunged into a decade of political and economic crisis when the Iron Curtain was lifted, necessarily lag behind on reforms. In addition, many countries themselves have a marked north-south divide: In the north (Sweden, Finland, the UK) and in Germany the southern regions tend to be better off in relation to the other regions in their countries. Very generally speaking, Europe’s successful regions are located in an oval area extending from Stockholm and Oslo though London, Paris, and the Alemannic region, including Switzerland and southern Germany, to western Austria. Germany continues to bear the marks of the old border demarcating the East-West political systems. The boundary separates Germany’s needy east from its more prosperous west, and here in turn the south ranks appreciably higher than the north. Despite the massive subsidies that have been pumped into Germany’s new eastern states, the latter have not yet been able close the gap on the west. While the capital regions of most countries — the headquarters of major corporations that attract young and qualified persons — tend as a rule to be among these countries’ most dynamic and youngest regions, Rome and Berlin in particular have at best an average ranking. The Czech Republic and Slovenia, indeed even the capital regions of Hungary and Slovakia, have better prospects for the future than eastern Germany. Copyright 2011 Ageing Well Network, Email email@example.com Tel +353 1 6127040

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A trojan, or trojan horse, is a seemingly legitimate program which secretly performs other, usually malicious, functions. It is usually user-initiated and does not replicate. Disinfection & Removal Trojan:W32/Waledac.gen is a Generic Detection of variants in the Trojan:W32/Waledac family. The following details are general characteristics applicable to many, but not all, variants in the Waledac family. Waledac spreads in an e-mail attachment. Social engineering tricks are used to tempt the victim. Waledac spam frequently uses holidays and news headlines. For example, a fake Barack Obama websites was used as bait during the US 2008 Presidential Elections. Obama spam was also used during the US Presidential Inauguration. Waledac is capable of receiving commands from a remote server. Commands include instructions on functions to perform (for example, update malware components or send information from the infected computer).Samples analyzed in the lab also downloaded Rogue antispyware applications. Waledac variants use lists of hardcoded IP addresses to determine where it sends harvested data. More recent variants can also update their lists from the remote command server. The packers used by Waledac are different depending on the variant. Cryptor is being used as of January, 2009. About Generic Detections Unlike more traditional detections (also known as signatures or single-file detections) a Generic Detection does not identify a unique or individual malicious program. Instead, a Generic Detection looks for broadly applicable code or behavior characteristics that indicate a file as potentially malicious, so that a single Generic Detection can efficiently identify dozens, or even hundreds of malware.

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Curriculum Standards for Social Studies National Council for the Social Studies Theme I: Culture - Standard A - The student compares similarities and differences in the ways groups, societies, and cultures meet human needs and concerns. - Standard C - The student explains and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture. - Standard D - The student explains why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs. Theme II: Time, Continuity and Change - Standard C - The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. - Standard D - The student identifies and uses processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. - Standard E - The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts. - Standard F - The student uses knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues. Theme III: People, Places and Environments - Standard A - The student elaborates mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape. - Standard B - The student creates, interprets, uses, and distinguishes various representations of the earth, such as maps, globes, and photographs. - Standard D - The student estimates distance, calculate scale, and distinguish's other geographic relationships such as population density and spatial distribution patterns. - Standard G - The student describes how people creates places that reflect cultural values and ideals as they build neighborhoods, parks, shopping centers, and the like. - Standard H - The student examine, interprets, and analyze physical and cultural patterns and their interactions, such as land uses, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes. Theme V: Individuals, Groups, and Institutions - Standard G - The student applies knowledge of how groups and institutions work to meet individual needs and promote the common good.

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Friday, January 25, 2013 ROCHESTER, Minn. — ACE inhibitors, short for angiotensin-converting enzyme inhibitors, are a common blood pressure treatment. The January issue of Mayo Clinic Health Letter covers how this drug works and its many uses. ACE inhibitors make it possible for blood vessels to relax, lowering blood pressure. This occurs by preventing (inhibiting) an enzyme in the body from producing a substance (angiotensin II) that constricts blood vessels, forcing the heart to work harder. Angiotensin II also releases hormones that promote retention of sodium and water, which can contribute to high blood pressure. About half of the people with mild to moderate high blood pressure manage the condition with ACE inhibitors alone. Or, a physician may recommend an ACE inhibitor with other types of blood pressure-lowering medications such as a diuretic or calcium channel blocker. ACE inhibitors also are important in managing several other conditions. Impaired left ventricle: ACE inhibitors are generally recommended at the first sign of impaired function of the heart's main pumping chamber, the left ventricle. ACE inhibitors can prevent or delay progression to congestive heart failure and reduce the incidence of heart attack or sudden death. Heart attack: ACE inhibitors are generally a first treatment option after a heart attack. Depending on risk levels for future heart problems, a doctor may recommend long-term use. Complications from high blood pressure: ACE inhibitors significantly reduce the chances of heart attack, stroke or early death related to high blood pressure. Kidney health: High blood pressure can damage blood vessels throughout the body, including those in the kidneys. Clinical trials have found that ACE inhibitors delay the progression of diabetes-related kidney disease in people with type 1 diabetes. For type 2 diabetes, ACE inhibitors slow or decrease the loss of protein in urine. A number of ACE inhibitors are on the market, including benazepril (Lotensin, others), captopril (Capoten, others), enalapril (Vasotec, others), fosinopril, lisinopril (Zestril, others), moexipril (Univasc, others), perindopril (Aceon, others), quinapril (Accupril, others), ramipril (Altace, others) and trandolapril (Mavik, others). Like all medications, ACE inhibitors can cause side effects and are not appropriate for all people with high blood pressure. One in four people taking an ACE inhibitor develop a bothersome dry cough. People with significant kidney damage may not be suited to take ACE inhibitors because the medication can increase blood potassium to dangerous levels. A physician may recommend an alternative treatment for high blood pressure to avoid side effects or health complications. Mayo Clinic Health Letter is an eight-page monthly newsletter of reliable, accurate and practical information on today's health and medical news. To subscribe, please call 800-333-9037 (toll-free), extension 9771, or visit Mayo Clinic Health Letter Online. Journalists can become a member of the Mayo Clinic News Network for the latest health, science and research news and access to video, audio, text and graphic elements that can be downloaded or embedded. Learn more about becoming a patient at Mayo Clinic in the Patient & Visitor Guide.

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Photosynthesis in Action Experiment (Source: Wonders of Our World, W.O.W., The Ohio State University) This experiment shows us that plants use water and carbon dioxide during the process photosynthesis. Here is an experiment that shows photosynthesis in action. We will see that during the day green plants take in water and carbon dioxide and use sunlight to change them into food.You will need: - Bowl of water - Index card - Put the pondweed in the jar. Fill the jar with water - Hold the index card over the top of the jar. Flip over the jar and submerge it in the bowl of water. Make sure there is no air in the jar. - Place the jar and bowl where it will get a lot of light. - Bubble appears on the leaves of the pondweed and rise to the top of the jar.

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Double Down is a quiz show for New York State high school students that airs on PBS (WCNY to be specific). I happened to catch a rerun last night, and one of the categories was “Math”. Here are a couple of the questions: - A polygon with 5 sides is called what? - A polygon with 8 sides is called what? These are high school students, remember. My 20-month old daughter knows what an octagon is. Can we give these kids some credit?! Then there was this one (emphasis mine): What is the perimeter of this right triangle? Read that again. It really says “right triangle”. And the contestant guessed 50. Fifty! I guess I shouldn’t have been surprised by the “tough” final question: The surface area of a cube with side s is 6s2. What is the surface area of a cube with a side of length 4 inches? Math wasn’t the only subject that had softballs. How about this question in English Language Arts: What verb tense indicates an action that occurred in the past? Yes, the answer is the “past tense”. In fairness, I will say that some of the other questions were challenging. How many high school freshmen know what a tropism is? But it bugs me that they appear to be passing off math questions as hard simply because they are math questions.

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Over the past 20 years the Dermatology Research Foundation has made some significant breakthroughs, many of which may lead to improved cancer treatments. Here a just a few: - Provided the initial evidence that UVA (as well as UVB) causes skin cancer. This discovery has led to the requirement that sunscreens must provide broad spectrum protection against both UVA and UVB. - Identified and studied new molecular mechanisms, allowing scientists and doctors to understand better how skin cancers develop and grow. - Discovered a new mechanism in the generation of T lymphocyte responses, helping to explain the regulation of immune responses, a key defence against skin cancer and other diseases. - Discovered the role of a new gene (Brm) in skin cancer development, providing valuable information for future cancer treatments. - Developed a measurement of ultraviolet-induced immunosuppression in humans and identified chemicals to reduce this immunosuppression. This is particularly important for immunosuppressed organ transplant patients, who are at high risk of developing skin cancer. - Contributed to the development of imiquimod, a skin cancer drug now in routine therapeutic use in Australia.

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Read this Book Number of Pages - 24 Find other books like this one in the library Dokdok is a scarecrow who can talk and move. His friends are Nouras the sea gull, Gharab the crow, and Abou Fasada the bird. This story is about the importance of knowledge and learning. Dokdok is alone in the field and makes sounds that echo. We learn that the moon comes out at night, followed by the sun in the morning which moves in the sky. They take a look at the city, the zoo, and the field. Dokdok hears a loud voice saying "Vou Vou Va" and the sound scares him. Each of his friends keep on guessing what this sound is and they are all frightened except for the sun and the moon. The friends keep saying it is a ghost and are so frightened until a farmer explains it to them. It is the sound of the wind over the well. RITSEC - Egypt High National Committee for "Reading for All Program" - Egypt Link to This Book

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Over the last decade, the sustainable food movement has brought much needed attention to U.S. agricultural policy and how it influences which foods Americans grow, buy, and consume. From chefs and policy wonks to teachers and bloggers, everyone interested in food has an opinion on subsidies and how to craft the 2012 Farm Bill. One of the most common focuses is moving subsidies away from commodities like corn and soy, which are used to make junk food and factory farmed meat, to fruit and vegetable production. This simple fix misses the bigger picture—the consolidation and the inability of diversified farms to compete in our industrialized food system. Stop blaming farmers For far too long criticism of agricultural subsidies has focused on large, “greedy” farmers who gobble up the majority of subsidies in the form of direct payments. This is an over-simplified analysis of both the data and the impacts of subsidies. According to the Environmental Working Group, just 10 percent of farms collect nearly 75 percent of federal farm subsidies. But what this statistic doesn’t reveal is that between 1995 and 2009, nearly half of the top 20 recipients of farm payments were cooperatives, Indian tribes, and conservation trusts—organizations that often divvy up payments amongst their members. The database also uses the inaccurate USDA statistics on the number of farms—one that includes lifestyle farmers who do not rely on farming for their family’s income. While the bulk of the money goes to large farms and associations, over 80 percent of small and mid-sized family farms growing commodity crops receive and depend upon subsidies for survival. In 2007, a year of record high crop and input prices, mid-sized family farms earned an average of $26,000 from farming—more than a third of which was subsidy payments. Most of these farms would not survive without subsidy payments and off-farm income. We need to focus on making sure family farms survive, so that they can transition into a sustainable future. Subsidies didn’t cause HFCS, cheap meat, or obesity Contrary to popular belief, subsidies are not to blame for cheap junk food. First, subsidies don’t make commodities cheaper. Overproduction is an inherent problem of commodity markets—one that existed long before the current subsidy system was put in place. A University of Tennessee study found that if subsidies were eliminated, farm incomes would fall by 25-30 percent, but the supply and price of commodities would remain virtually the same. Second, the impact of commodity prices on the final retail prices of most junk foods is quite small. High fructose corn syrup (HFCS) represents just 3.5 pecent of the total cost of soft drink manufacturing and the corn content of HFCS represents only 1.6 percent of this value. Middlemen, not farmers, capture the vast majority of the retail price. The real winners are factory farms and corporations Factory farms, meatpackers, food processors, and grain companies like Cargill and Archer Daniels Midland are the real beneficiaries of farm payments because government payments to farmers allow these buyers to pay less for the crops that are their raw materials. Essentially, subsidies have become a way of laundering money through farmers to factory farms and agribusiness. A Tufts University study found that factory farms saved $34.8 billion between 1997 and 2005 because they were able to buy feed at below-production costs. Supporting a healthy, sustainable food system means taking a more nuanced view of subsidies that acknowledges their role as a safety net for small and mid-scale farms and calls for policies that help create a robust, diverse farm economy. The next Farm Bill should: - Restore common-sense practices that manage the supply of commodity crops, including establishing crop reserves. - Level the playing field for farmers by re-invigorating antitrust enforcement and breaking up big food monopolies. - Restore the safety net for farmers by ensuring farmers are paid more for their crops than it costs to produce them to stop the cycle of price volatility that agribusiness buyers use to their advantage. - Restore the financial infrastructure needed to provide a safety net for family farmers in the form of loan and credit programs and access to loan restructuring services. - Rebuild local infrastructure like grain processing, small slaughterhouses, and regional distribution systems that midsized farms need to survive. Ultimately, we need a Farm Bill that is as good for farmers and the land as it is for eaters. For more info on the Farm Bill, go here.

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The NAS’s Errors Regarding Speciation Science and Creationism also deals with speciation, another of the classic errors of the evolutionists (Science and Creationism, p. 10). According to this booklet, "Scientists also have gained an understanding of the processes by which new species originate." In this view, living things exposed to geographic isolation—in other words separated from one another by geographical borders—become increasingly different from the other members of the group they have split away from, as a result of mutation, natural selection, and other processes. The result is that new species eventually emerge. Or so the NAS claims. However, the fact is that the process referred to here leads not to the emergence of new species, but rather to variation—in other words to different forms within a single species. What is misleading here is that the evolutionists use the concept of "species"—which is in any case subject to debate—in a manner to suit their theory. Different experts in various areas of biology offer differing definitions of "species." The biologist John Endler makes the following comment about the chaos these various definitions have caused: Species are "tools that are fashioned for characterizing organic diversity" (Lewin, 1979). Just as there are a variety of chisels made for different purposes, different species concepts are best for different purposes; and just as it is inadvisable to use a carving chisel to cut a mortise, problems arise when one species concept is used when it is inappropriate. Confusion and controversy have often resulted because different people working with different groups of organisms mean different things by "species."1 Professor Ali Demirsoy, a prominent proponent of Darwinism in Turkey, expresses this fact in these terms: The question of along which lines the species, taken as the basic unit in the classification of animals and plants, should be distinguished from other species, in other words the definition of "species," is one of the hardest questions for biology to answer. To give a definition which applies to all animal and plant groups appears impossible in the present state of our knowledge.2 The word species generally brings to mind kinds such as dogs, horses, spiders, dolphins, and apples. The theory of evolution's claims regarding the "origin of species" bring to mind the origin of these life forms. Biologists, however, define "species" in a different way. According to modern biology, a living species is a population consisting of individuals which can mate and reproduce amongst themselves. This definition separates groups of living things that we think of as single species in daily life, into many more species. For instance, some 34,000 species of spider have been described.3 Some 34,000 species of spider have been identified. In order to understand the deception in evolutionary theory with regard to speciation, "geographic isolation" first needs to be clarified. In every living species there are differences stemming from genetic variation. If a natural obstacle such as a mountain range, a river, or the sea comes between two populations belonging to a given species, and the populations thus become "isolated" from one another, then in all probability different variants will begin to dominate the two separated groups.4 For instance, variant A, a dark-colored and long-haired variation, might come to dominate one group, while variant B, a shorter-haired and lighter-colored variation, might become predominant in the other. The more the two populations are separated from one another, the more the two variants become distinct. Cases of variation like these, with distinguishing morphological differences among subgroups of the same species, are known as "subspecies." Here the speciation claim enters the picture. Sometimes it happens that when variants A and B, after having split away from each other due to geographical isolation, are brought back together in some way but are unable to reproduce with each other. Since they are unable to reproduce, they cease being subspecies, according to the modern biological definition of "species," and become separate species. This is known as "speciation." Evolutionists, however, make the following unwarranted inference: "There are some cases of speciation in nature by natural means; therefore, all species emerged in this way." However, there is a major deception concealed within this argument. Two important elements of this deception are: 1) Variants A and B, geographically isolated from one another, may not be able to reproduce when they come together. Yet this generally stems from "mating behavior" differences. In other words, individuals belonging to variants A and B do not mate because they regard the other variant as foreign to themselves. However, there is no genetic impediment to their reproducing. For that reason, they are still members of the same species from the point of view of genetic information. (In fact, for this reason the concept of "species" continues to be the subject of debate in biology.) 2) The really important point is that the "speciation" in question is not an increase in genetic information, but on the contrary stems from a loss of such information. The reason for the differentiation is not that new genetic information has been added to one or other of the variants. There is no such addition. For instance, neither of the variants acquires a new protein, enzyme, or organ. There is no "development" here. On the contrary, instead of a population which had previously harbored different sets of genetic information (in our example, a population possessing both long and short hair, as well as both light and dark colors), now there are two populations that are both impoverished from the point of view of genetic information. How did living species first come into being? How did the bacterial, protist, fungus, plant, and animal worlds first emerge on the Earth? How did phyla—the highest taxonomic category (for example, chordates and molluscs)—as well as classes (mammals and birds), orders (primates and carnivores), and families (cats and dogs) first come about? These are the questions which evolutionists really need to answer. For this reason, nothing about speciation supports the theory of evolution. The theory of evolution claims that living species evolved from one another, from the simpler to the more complex, completely by chance. For the theory to be taken seriously, therefore, it needs to posit a mechanism for increasing genetic information. It needs to be able to explain how living things without eyes, ears, hearts, lungs, wings, feet, and other organs and systems came to acquire them, and where the genetic information describing such systems and organs came from. A mechanism that divides an already-existing species into two groups, each of which undergoes a loss of genetic information, clearly has nothing to do with this. This is in fact accepted by evolutionists. For this reason, they define variations within a species and instances of speciation by division of a population into two parts as "microevolution." Microevolution is used in the sense of variations occurring within an already existing species. Yet the inclusion of the term "evolution" in this description is a deliberate deception. There is no evolutionary process here at all, not even a "micro" one. This process merely distributes genetic information that already exists within the genetic pool among a different combination of individuals. The questions that need to be answered are these: How did the living categories first come into being? How did the kingdoms of the Monera (bacteria), Protista (amoebas), Fungi (mushrooms), Plantae, and Animalia come into being? How did the higher taxonomical categories of families (cats and dogs), orders (carnivores and primates), classes (birds and mammals), and phyla (chordates, arthropods, and molluscs) first come into being? These are the issues that evolutionists need to be able to explain. Evolutionists describe their theories concerning the origin of these basic categories as "macroevolution." It is actually macroevolution which is intended when the theory of evolution is referred to. That is because the genetic variations known as microevolution are an observed biological phenomenon accepted by everyone, but one which has nothing to do with evolution itself (in spite of the name), as we have seen above. As far as the claim of macroevolution is concerned, there is no evidence for it at all, either in observational biology or in the fossil record. There is an absolutely essential point to be made here. Those with insufficient knowledge in this area may be deceived into thinking that "Since microevolution takes place in a very short space of time, macroevolution could also occur given tens of millions of years." Some evolutionists do indeed make this mistake, or else attempt to use this error to make others believe in the theory of evolution. This is the form that all of Charles Darwin's "proofs of evolution" in The Origin of Species take. The examples put forward by subsequent evolutionists are all along the same lines, as well. In all of these examples, the genetic variation known to evolutionists as microevolution is used as proof of the theory they describe as macroevolution. Let us give an example to illustrate the error in this reasoning. What would you say if someone proposed to you the following argument? "A bullet fired into the air from a pistol travels at 400 km (250 miles) an hour. It will therefore shortly leave the Earth's atmosphere and reach the moon, and in the weeks that follow will eventually arrive at the planet Mars." If someone made such a claim to you, you would immediately realize that it was a simple deception. The person making the claim is expressing only a very narrow observation (about the speed of the bullet leaving the pistol) and is concealing two basic facts, gravity and friction, which restrict the progress of the bullet. All evolutionists' attempts to derive macroevolution from microevolution employ exactly the same method. The upshot of this micro/macro evolution debate and evolutionists' "speciation" fairytales is this: Living things emerged on the Earth as "kinds" possessing structures that differed from one another. (The fossil record demonstrates this.) Within these kinds, variants and subspecies may appear thanks to the richness of their genetic pools. For instance, the "rabbit" type contains white-haired and grey-haired, and long-eared and short-eared, variants within itself, and these have spread according to the prevailing natural conditions. However, kinds can never turn into each other. There is no natural mechanism that can design new kinds, or that can form new organs, systems, or body plans within a type. Each kind was created with its own peculiar structure, and since God has created them all with a rich variation potential, every kind produces a rich, but restricted, range of variation. Evolutionists' Confessions About Speciation Apart from "amateur" evolutionists who have only a superficial knowledge of the subject and such dogmatic evolutionists as the members of the National Academy of Sciences, almost all Darwinists are very well aware of the fundamental problem: to account for the origin of living kinds and the diversity of life. As Theodosius Dobzhansky, one of the architects of neo-Darwinism, wrote in the introduction to his Genetics and the Origin of Species, the main problem facing evolution is the variety of life.5 This is the subject that Charles Darwin and his followers need to illuminate. In his book The Origin of Species, Darwin offers no concrete evidence, only speculation. One letter in The Life and Letters of Charles Darwin, published by his son Francis Darwin, admits the truth of this: When we descend to details, we can prove that no one species has changed.6 Darwin hoped that with the passage of time and advances in scientific research, an answer to the question would be found and speciation would be proved. On the contrary, however, scientific discoveries have disproved Darwin. Despite the best efforts of evolutionists, over the ensuing 150 years or so the idea of speciation by evolutionary mechanisms has remained a claim devoid of any evidence or foundation. Some space will now be devoted to confessions made by evolutionists on this subject. In an article published in the journal Nature in 2001, Professor Richard Harrison of Cornell University summed up the evolutionist past on this subject: …[N]atural communities harbour an enormous variety of species… But what of the origin of diversity? Much less has been written about how new species arise—although the process of speciation is central to evolutionary biology.7 It is actually no surprise that "very little" should have been written on this subject. Scientific discoveries have revealed that it is impossible for one species to turn into another and that change happens only within a species and within specific bounds. There has not so far been one single observable instance of speciation by evolutionary mechanisms. In his book Sudden Origins: Fossils, Genes and the Emergence of Species, published in 2000, Jeffrey Schwartz, Professor of Anthropology at the University of Pittsburgh, stresses this fact: ... It was and still is the case that, with the exception of Dobzhansky's claim about a new species of fruit fly, the formation of a new species, by any mechanism, has never been observed.8 In the face of these facts, some evolutionists offer an explanation along the lines of "We cannot observe speciation by means of evolution because evolutionary mechanisms only act over very long periods of time. For that reason speciation cannot be observed in nature or in the laboratory." However, this, too, is nothing but a rationalization with no scientific basis. That is because no sign of speciation has been seen in fruit flies or bacteria, which have very short life spans, thus making it possible for a single scientist to observe thousands of generations. To date, countless experiments and studies on various microorganisms and animal species have destroyed evolutionists' dreams. One evolutionist, Kevin Kelly, the editor of Wired magazine and chairman of the All Species Foundation, describes this: No case of speciation has ever been seen in creatures such as fruit flies or bacteria, of which thousands of generations can be observed by scientists due to their short life spans. Despite a close watch, we have witnessed no new species emerge in the wild in recorded history. Also, most remarkably, we have seen no new animal species emerge in domestic breeding. That includes no new species of fruitflies in hundreds of millions of generations in fruitfly studies, where both soft and harsh pressures have been deliberately applied to the fly populations to induce speciation… In the wild, in breeding, and in artificial life, we see the emergence of variation. But by the absence of greater change, we also clearly see that the limits of variation appear to be narrowly bounded, and often bounded within species.9 In order to demonstrate speciation, fruit flies have been bred for the last 70 years or so. These have constantly been exposed to mutations, yet no evolutionary change has been experienced, and no form of speciation encountered. Fruit flies have remained fruit flies.10 In the same way, experiments and studies on the bacterium Escherichia coli down the years have revealed no new bacteria, much less multicellular organisms. E. coli have remained E. coli.11 However, the difficulties facing evolutionists are not restricted to such observations and experiments: the fossil record also definitively rejects the concept of speciation. There is absolutely no sign in the record of the countless intermediate species that should have once lived according to Darwinism. It has now been acknowledged that Darwin's claim that these fossils would be found in the future is definitely incorrect. Evolutionists now offer the excuse that "speciation is so rapid that it cannot be seen in the fossil record" or, to put it more accurately, they attempt to console themselves with that thought. The approximately 300-millionyear old Paraisobuthus (scorpion) fossil is identical to the present-day scorpion. Kevin Kelly and his book Out of Control: The New Biology of Machines, Social Systems, and the Economic World. In brief, subjects such as the origin of species, the emergence of species, and the variety of life cannot be accounted for by natural processes and random effects as maintained by the theory of evolution. Moreover, scientific discoveries prove that Darwinism is an unscientific and unrealistic theory. A great many scientists today are aware of this. Yet, out of a fear of being excluded from the scientific community, very few biologists openly express such views. One of those who do is the well-known Professor Lynn Margulis of the University of Massachusetts. Margulis states that Darwinism's claims on this subject are "completely mistaken." Margulis's views were also cited in Kevin Kelly's book, Out of Control: The New Biology of Machines, Social Systems and the Economic World: "It is totally wrong. It's wrong like infectious medicine was wrong before Pasteur. It's wrong like phrenology is wrong. Every major tenet of it is wrong," said the outspoken biologist Lynn Margulis about her latest target: the dogma of Darwinian evolution. [With her theses], Margulis was . . . denouncing the modern framework of the century-old theory of Darwinism, which holds that new species build up from an unbroken line of gradual, independent, random variations. Margulis is not alone in challenging the stronghold of Darwinian theory, but few have been so blunt.12 David Tilman, of the Department of Ecology, Evolution and Behavior at the University of Minnesota, summed the matter up most appropriately in an article published in Nature on May 11, 2000: "The existence of so great a diversity of species on Earth remains a mystery."13 The Myth of the Evolving Finches Science and Creationism says "A particularly compelling example of speciation involves the 13 species of finches studied by Darwin on the Galápagos Islands, now known as Darwin's finches." (Science and Creationism, p. 10) The fact is, however, that Darwin's finches are an instance not of speciation, but of variation. During his trip on the Beagle, Darwin studied different finch species on the Galápagos Islands, later attributing the differences in beak size and feeding habits amongst these birds to evolution. Thirteen species live on the Galápagos Islands themselves and one species on Cocos Island, some 600 kilometers to the northeast. Although these birds are classified into 14 different species, they closely resemble one another, possessing similar body shapes, colors, and habits. In Science and Creationism, it is suggested that these birds evolved from a single species that came from South America. Ever since Darwin, evolutionists have been portraying these birds as an example of evolution by means of natural selection and the best-known proof of evolution. This chapter will explain that the different species of finch do not represent evidence of evolution, and show how evolutionists attempt to portray them as such by misinterpreting the facts. 14 different species of finch. Darwin wrote in his Origin of Species that the emergence of new species by means of natural selection is a very slow process, which is why it cannot be observed, but only inferred. This, however, was not acceptable to the developing standards of modern science. In order to maintain their claims that the theory of evolution is actually scientific, Neo-Darwinists began looking for new "proofs." At this point, the story of the Galápagos finches appeared as a savior. These birds thus became the focus of wide-ranging research. A number of evolutionists made statements based on their own observations. In an article in the April 1953 edition of Scientific American magazine, the ornithologist David Lack claimed that the evolution of the birds on the Galápagos had taken place in the recent past, and that this could even be seen as proof of differentiation between species.14 Another evolutionist, Peter Grant, suggested that the evolution of the Galápagos finches was still going on.15 The names of Peter Grant and his wife Rosemary Grant can be found in most articles and writings about the finches in question. In fact, the claims made about the finches in Science and Creationism are actually based on the Grants' work. These two researchers first went to the Galápagos Islands in 1973, with the aim of observing the effects of evolution on the finches, and carried out detailed studies and observations in the following years. They are thus remembered as experts on Darwin's finches.16 Peter and Rosemary Grant's Errors Peter Grant and his wife, both from the Department of Ecology and Evolutionary Biology at Princeton University, studied individual members of the medium ground finch species on the Galápagos for years, and regularly monitored some 20,000 finches across several generations. In addition, the Grants and their team constantly measured the amount of rainfall on the islands and studied the effects of different climates on birds. At this point we need to make a brief mention of the climatic conditions on the Galápagos Islands. Generally speaking, the islands enjoy a hot and rainy climate from January to May; on some islands, a cooler and drier climate prevails. Total rainfall levels during the warm and rainy season vary widely from year to year. Furthermore, atmospheric events known as "El Niño," which occur at irregular intervals and various intensities every two to 11 years, alter the climatic balances. During times of El Niño, an excessive amount of rain falls on the Galápagos, while the years which follow are generally dry and rainless. The amount of rain is of vital importance for the finches, which feed on seeds. In years when rain is plentiful, the finches can easily find the seeds they need to grow and reproduce. In years of drought, however, the number of seeds produced by plants is limited and may not be enough; as a result some finches die of starvation. Left, Medium Ground Finch Grant and his colleagues measured the rainfall on Daphne Major, one of the Galápagos, as normal in 1976, but as only one-fifth of that level in 1977. In the period of drought which began in the middle of 1976 and lasted until the rain began again in January 1978, they observed a severe drop in the amount of seeds on the island and noticed that a number of ground finches had disappeared—to such an extent, in fact, that the ground finch population fell by 15% over the preceding year. They assumed that most of the vanished birds had died, and that a few had migrated. Grant and his team also recorded that those finches which survived after the drought had rather larger bodies and deeper beaks than normal. The average depth of ground finch beaks on the island—in other words, the distance between the top and bottom of the beak at the point where the beak joins the body—was approximately half a millimeter, or 5%, larger in 1977 compared to 1976. Taking this as their starting point, the researchers suggested those finches which fed solely on small seeds were weeded out, while those with beaks capable of breaking and opening larger and harder shells survived. In an article in the journal Scientific American published in October 1991, Peter Grant declared that this research was direct proof of evolution. According to Grant, 20 selection events were sufficient to turn the medium ground finch into the large ground finch; if it is assumed that there is a drought every 10 years, then such a change could happen in as little as 200 years. He maintained that, with the addition of a margin of error, it might take 2,000 years, but that bearing, in mind the long time the birds had been on the island, even that figure might be too short. A greater period of time was required for natural selection to turn the medium ground finch into the cactus-eating finch.17 Grant renewed his claims in subsequent articles, insisting that finches had verified Darwinism and proved that natural selection caused living things to evolve.18 Avıew of the Galápagos Islands These statements were regarded as a salvation in evolutionist circles: the theory of evolution by natural selection, which had always failed in experiments and observations, was portrayed as having been proved. Grant's research was the theme of Jonathan Weiner's Pulitzer Prize–winning book The Beak of the Finch. With this book, Peter and Rosemary Grant were made the icons of Darwinism. It is true that Professor Grant and his team put in a lot of work in the Galápagos Islands. Yet, for some reason their care and attention in the field were not reflected when it came to analyzing their results. They made a serious error by evaluating their discoveries not in the light of science, but in that of their evolutionist preconceptions. Let us now consider the evolutionists' errors on this subject, especially those of Professor Grant and the National Academy of Sciences. The Error of Extrapolating the Change in Finches' Beaks As we have already made clear, El Niño affects the western regions of North and South America once every few years, and there is heavy rainfall in the Galápagos Islands at such times. This leads to luxurious plant growth and abundant seeds. Finches are thus easily able to obtain the seeds they need. Their numbers therefore increase during rainy periods. Grant and his colleagues witnessed just such a situation in 1982-1983. With the rain there was an abundance of seeds, and the beak size in medium ground finches returned to its previous value to before the drought of 1977. This astonished evolutionists, who were expecting regular growth in beak size. The explanation for the change in the average size of the Galápagos finches' beaks is this: in years of drought when seeds are scarce birds with beaks slightly larger than the average are able to use these more powerful beaks to open the remaining hard and large seeds. Weak individuals and finches with small beaks die off since they are unable to adapt to the prevailing conditions. In this way, the average beak size goes up. During periods of heavy rain, when small and soft seeds are plentiful, the situation is reversed. Under these conditions, those finches with small beaks are able to adapt to the prevailing conditions, and their numbers rise. The average beak size thus returns to normal. Peter Grant and his student Lisle Gibbs actually accepted this in an article published in Nature magazine in 1987.19 In short, the findings show that there is no such thing as evolutionary change. Average beak size sometimes rises above a fixed value according to the seasons and sometimes falls—in other words, it fluctuates. As a result, there is no directional change. Danny Faulkner, a professor of astronomy and physics from the University of South Carolina, says that this fluctuation in beak size is no evidence for evolution: And so if you have supposed microevolution one direction and then later it reverts right back to where it started from, that's not evolution, it can't be.22 Therefore, any increase or reduction in the size of finches' beaks depending on food resources proves nothing in regard to evolution. Evolutionists' belief that they have found proof of evolution in the oscillation in finch beak sizes is a purely ideological one. Grant and his team analyzed thousands of ground finches (Geospiza fortis) from the 1970s until the 1990s and found no tendency towards either a net increase or reduction in beak size. Moreover, no new species or feature appeared, and there was no change in any specific direction. This is what the observations show. The duty of an objective scientist is to report these facts without distorting them or engaging in speculation. It is unacceptable to exaggerate this phenomenon or distort its meaning solely for the sake of producing evidence for evolution. Yet, Professor Grant made a totally contradictory analysis, claiming a phenomenon he did not observe—namely, that a species of finch could turn into another species in as little as from 200 to 2,000 years, and thus casting a shadow over his entire study. As the biologist Dr. Jonathan Wells puts it, this is "exaggerating the evidence."23 Wells states that Darwinists frequently resort to such methods and cites examples of statements in Science and Creationism, saying: It is astonishing that an institution such as the National Academy of Sciences, which claims to be scientifically trustworthy, would perpetrate such a deception in order to provide evidence for evolution in finches and for natural selection in general. In this regard, professor Phillip Johnson of the University of California at Berkeley says the following in an article on the subject in the Wall Street Journal: When our leading scientists have to resort to the sort of distortion that would land a stock promoter in jail, you know they are in trouble.25 To sum up, this story of the Galápagos finches, which is claimed to be one of "the most impressive examples of evolution by natural selection," is in fact a clear case of deception. It is also one of hundreds of examples showing that evolutionists will resort to all kinds of unscientific methods. 10. Gordon R. Taylor, The Great Evolution Mystery, New York: Harper & Row, 1983, p. 48; Michael Pitman, Adam and Evolution, London: River Publishing, 1984, p. 70; Jeremy Rifkin, Algeny, New York: Viking Press, 1983, p. 134. 11. Pierre-Paul Grassé, Evolution of Living Organisms, New York: Academic Press, 1977, p. 87; L.P. Lester, R.G. Bohlin, The Natural Limits to Biological Change, second edition, Dallas: Probe Books, 1989, p. 88. 18. Peter R. Grant, B. Rosemary Grant, Speciation and Hybridization in Island Birds, Philosophical Transactions of the Royal Society of London B 351, 1996, pp. 765-772; Peter R. Grant, B. Rosemary Grant, Speciation and Hybridization of Birds on Islands, pp. 142-162 in Peter R. Grant (editor), Evolution on Islands, Oxford: Oxford University Press, 1998. 24. Jonathan Wells, Icons of Evolution, Regnery Publishing Inc., 2000, pp. 174-175; See. National Academy of Sciences, Science and Creationism: A View from the National Academy of Sciences, Second Edition, Washington DC, 1999.

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CC-MAIN-2013-20

http://harunyahya.com/en/books/973/The_Errors_The_American_National_Academy_Of_Sciences/chapter/3217

2013-05-25T05:58:18Z

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en

Disclaimer: Nothing in this site should be considered authoritative financial advice. Your circumstances are unique and you may want to consult a financial advisor. III. Continuing the Process: Budgeting & Saving A. What is Budgeting? Budgeting is used to see if what you have to spend is greater than or equal to what you spend. Once you create your budget, (using one of the sample budgeting forms or worksheets from below, for example) you will be able to see more clearly how your financial resources or wealth and expenses compare. However, there is another element to be considered before you start this process: time or more precisely, for what period of time are you measuring wealth versus expenses. Once the element of time is added to the equation, wealth, while still a part of the planning part of budgeting, must be replaced by income for the period being measured. If your wealth is based on for example, savings, investments, inheritance or borrowings, you must consider how much you are willing to use for each period of time you are budgeting. Wealth then becomes income, once time is added to the budget. If your income is primarily based on earnings from work then someone else (your employer) determines how much you have to spend for a period of time. The most useful periods of time to budget are: - the length of time between paychecks if you work, or - an academic term/year or a fixed period of time such as one month or one calendar year The worksheets below are a good place to start. They are based on a period of one month, but can be easily adapted for any of the other periods of time. B. Typical College Budget - Calculate Income Calculate your projected income by estimating the amount of money you will have to cover your expenses for the semester. This includes savings, job earnings, financial aid, and any funds from parents. TIP - Protect your future: Don't borrow more than you need. There is no need to be paying interest on those loans you borrowed years after graduation for material things you could do without now. Find out: what is the interest on your loans? TIP - If you're not working, consider working 15 hours a week which could earn you $100/week or more. In addition to providing that income, your job could help you budget your time and build your skills and resume for your future career. Are you eligible for Federal Work-Study? - List Your Fixed Expenses These expenses do not vary, such as tuition and fees, and students have no control over the cost. The University develops standard budgets for categories of students represented within the school's population. - List Variable Expenses Variable expenses are subject to a certain amount of control from you. These include housing and meals, books and supplies, transportation, personal expenses, insurance, and clothing. - Total Expenses Add your fixed expenses to your variable expenses to obtain your total expenses. TIP - Be careful with credit cards! If you don't have the cash for the purchase, you probably can't afford it (and do you really TIP - Don't use an ATM card for an individual purchase if a fee is involved. Do you really want to pay $2.25 for a $1.50 taco? These little fees add up fast. - Balancing Your Budget Subtract your total expenses (Step 4) from your projected income (Step 1). If your estimated expenses are higher than your projected income, you should find ways to reduce your spending. TIP - Direct deposit! Direct deposit! A check in hand is easily spent. Have your earnings and any financial aid credits deposited into your savings account, and take it out only when you need it. - Identify Spending Using your budget, identify your spending patterns. Where does your money really go? Write down within a week every item you buy. Identify your NEEDS vs. WANTS and limit the wants. For each expenditure, ask yourself if you really need this. Think twice about that new iPod that just came out, or a spring break trip that everyone else is taking, cigarettes, the latest cell phone. Financial aid is intended to cover a modest student lifestyle, including your basics: tuition and fees, room and board, books, and a small amount for personal expenses such as clothing, laundry, haircuts, long distance charges, an occasional movie or dinner out. TIP - Give yourself an allowance. Know what you can afford to spend for goodies each month and stick to it. Divide that into weekly envelopes to help you stay within your budget. Know your debt. Where does your debt come from? Student Loans, Credit Cards, Car payments? Go to NSLDS for a history of your loans. Contact your loan servicer if you do not know the terms and details of the loan's repayment. - Financial Planning. What's in your future? Write down your short-term and long-term goals. Start by planning for one goal. TIP - Saving money in and out of college. Establish your spending habits, control your impulses and bank the rest. TIP - Tracking paperwork. Knowing where to find your financial records regularly will help you spot mistakes and be able to successfully communicate with lenders. TIP- Don't forget to figure in the value of education tax credits for tuition and fees paid, as well as the deduction for student loan interest, which can partially offset the cost. C. Saving for the Future The key to saving money is spending less than you earn. This may seem like a basic concept, but many fall short of actually doing so. Below are some ideas on how to save more of your hard earned money. - Save gas by taking public transportation, bike or carpool to work - Have a garage sale - Quit smoking - Adjust your thermostat - Downgrade your television, cell phone, or other services - Take advantage of your employer's flexible spending account - Use coupons or other promotional codes - Buy in bulk - Limit eating out, check and see if your city has a "Restaurant Week" - Rent a movie instead of going to the theater. Catch a matinee. - Share with friends. You can trade books, magazines, or movies - Check out free things to do in your city for entertainment - Take your lunch to work, drop your $4 latte habit - Make a list BEFORE going to the store - Pay bills on time in order to avoid late fees - Get a library card - Buy used (car, bike, lawn mower, etc). Check out ebay, craigslist, or similar sites - Get a roommate or rent out a room - Forgo your gym membership and run outside or exercise at home - Use cash instead of credit cards for daily purchases - Drink tap water instead of bottled The best way to save money is to learn how to distinguish between your needs and wants. Impulse buying is the number one culprit of over spending. Take some time before making major purchases and try comparison shopping. Then pick out a few tips from the list above that will work for you and incorporate these money saving habits in your daily routine.

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CC-MAIN-2013-20

http://www.salisbury.edu/admissions/finaid/financial_literacy/finlit2.html

2013-05-22T14:40:25Z

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en

Oregon Historical County Records Guide Malheur County History Malheur County Courthouse Oregon has what appears to be an outpost of the Roman Empire in its southeast corner. The community of Rome in Malheur County got its name from the imposing nearby formations of fossil-bearing clay that look like Roman ruins. The 100-foot high formations, which are also known as the "Pillars of Rome," measure about five miles long and two miles wide. They are near the wild and scenic Owyhee River. The river, oddly enough, is named for a variation of the word Hawaii. The name is in reference to two Hawaiians (Sandwich Islanders) who were part of a Hudson's Bay Company fur trapping expedition in 1819 when they were killed by Snake Indians. Thus, in a highly improbable historical twist, elements of Rome and Hawaii meet in the remote desert of Oregon. (Sources: Dictionary of Oregon History | Oregon: End of the Trail) Malheur County was created February 17, 1887 from the southern portion of Baker County. The county was named after the Malheur River that flowed through the area. Peter Skene Ogden, a Hudson's Bay Company trader, referred to this river in his journal as "Riviere au Malheur" which translates as "unfortunate river." It was given this name because during an expedition into the Snake River country in 1825-1826, property and furs hidden in the area were discovered and stolen. Malheur County is located in the southeast corner of Oregon. It is bordered by Baker County on the north, the State of Idaho on the east, the State of Nevada on the south, and Harney and Grant Counties on the west. Malheur County is the second largest county in the state with 9,874 square miles. The county seat is Vale. The first county courthouse was built in 1887 at a cost of $1,400. The second courthouse was built in 1902 after several years of rivalry between localities contending for the honor of being named the county seat. The third, and current, courthouse was built in 1958. Malheur County held its first general election in 1888 to elect a judge, sheriff, clerk, two commissioners, treasurer, assessor, superintendent of schools, and coroner. Malheur County was first settled by miners and stockmen in the early 1860s. The discovery of gold in 1863 created an interest in this area that resulted in the establishment of settlements and stock ranches. Basques settled in the region in the 1890s and were mainly engaged in sheep raising. The principal industries of Malheur County are agriculture, livestock, food processing, and tourism. The Western Treasure Valley located in the northeast corner of the county is the center of diversified and intensified farming. The population of Malheur County steadily increased from 1890 through 1980. From 1980 to the 1990 there was a 36% decline partially due to weak agricultural seasons between 1982 and 1986. However, the 2000 population reached 31,615, which represented an increase of 21.42% from 1990. More recently, the population has stabilized at 31,720 in 2009, a 0.3% increase over 2000. Over half of the county's population is within the cities of Ontario, Vale, and Nyssa in the Western Treasure Valley. A large number of the county's rural residents live in unincorporated areas on farms and ranches in the same valley.

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CC-MAIN-2013-20

http://www.sos.state.or.us/archives/pages/records/local/county/malheur/hist.html

2013-05-24T08:38:48Z

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en

One of the harder things to get across — to my students, to fellow teachers (at my school and away), and even to myself — is how much one has to learn by doing. It’s dumb, of course, that we have to keep experimenting and keep trying stuff. But I was chatting with a colleague yesterday about how much I want to learn to (and teach kids to) do basic carpentry and plaster moulding and … lost wax casting. For bronze working. Ok, the last step is a little radical. I grant you that. No one is going to want their kids learning out to pour molten bronze into a mould they made themselves, and… who knows if they did it right? What? The teacher doesn’t know that the kids are going to be perfectly safe? Or even imperfectly safe? So, I grant that one. We’re not going to be doing THAT anytime soon in my school’s design program. But, hey… I’ve admitted here that I’m a magician. Not the kind who pulls rabbits out of hats, but the kind who waves wands about and tries to make real-world stuff happen. And one of the things real-world magicians did is alchemy, which is just a kind of primitive chemistry, if our history textbooks are correct. Down under my countertop in the kitchen is a glass Mason jar wrapped in plastic. It’s gently cooking a Spagyric, a kind of medical preparation discussed in Paracelsus’s textbooks on alchemy and early chemistry. The steps involved in making a spagyric are not particularly complicated: - Take a particular herb (someone had given me mint from their garden to try it on) - soak it in highly concentrated alcohol for a couple of weeks without letting it touch metal or other reactive substances - shake it daily. - Separate out the plant matter from the alcohol and keep separate. - In a fire-safe non-metal dish, burn the plant matter to ash. - Cook the ash in the oven until it’s gray-to-white colored. - Add the still-warm ashes to the alcohol. - After a week, strain the alcohol through a coffee filter and bottle the alcohol so it can be dispensed in 1-2 droplets. - Take 1-2 droplets as medicine, in a large glass of water. Down under the sink is such a jar, somewhere between steps 8 and 9. I think… I think I did it wrong, somehow. Maybe the ashes were really more dark gray than white. Maybe they didn’t cook under the broiler for as long as they should have. Maybe I didn’t shake them every day. Maybe I didn’t prepare the herb as much as I should have. Maybe… It’s all water under the bridge. There’s not a single step that I’ve already done that I can go back and change. But even the failure will be instructive, won’t it? Even this admittedly primitive chemistry (or is it alchemy’s first apprentice steps?) has taught me things I would never have found out, had I just left the process on a page, in a book. The sound and smell. The accidental taste on the tongue. The way the wind carries away allegedly precious ash, and the heart-sink as I watch part of my experiment fail; the sudden resolve to do better next time. These are things not found in books, friends. If you are not doing, and you are not failing, you are not truly designing. And our failure to let our kids fail at times, has serious long-range implications. We have educated a generation of readers and writers who largely hate to read or write, and often know nothing of what to do nor how to do it.

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CC-MAIN-2013-20

http://andrewbwatt.wordpress.com/2012/05/26/babys-first-spagyric/

2013-05-19T03:06:29Z

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en

In the mid-19th century, a group of young artists shocked the Victorian art scene in Britain with a new imagery of vivid colours, serious moods and a challenging beauty. They called themselves the Pre-Raphaelites, to indicate that they sought their inspiration in art before the Italian 16th-century painter Raphael: in 15th-century early Renaissance and medieval art. Their paintings dealt with the eternal questions of love, passion, betrayal and death. This deep seriousness is present in all their work, whether the subject is from medieval tales of chivalry or scenes from their contemporary Britain. The leading artists in the group were John Everett Millais, William Holman Hunt and Dante Gabriel Rossetti. This book was pubIished in conjunction with the Pre-Raphaelite exhibition at Nationalmuseum February 26 to May 24 2009. It contains articles written by some of the foremost experts on British 19th century art. The texts discuss subjects such as Women Artists amid the pre-Raphaelite Movement, Photography and the Pre-Raphaelites, The Pre-Raphaelites as Painters of Modern Life. The book is richly illustrated with more than 300 pictures of paintings, drawings, photographs, wallpapers and many other items displayed in the exhibition. E-mail your order to The Museum Store

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CC-MAIN-2013-20

http://www.nationalmuseum.se/sv/English-startpage/The-Museum-Shop/Modern-Design-tablewear/The-Pre-Raphaelites/

2013-05-23T19:18:54Z

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en

Tiny Water Bubbles may aid in Fighting Global Warming When most of us think of global warming, we visualize Al Gore riding that cherry picker up to the top of his global carbon emissions chart. But not Russell Seitz of the Harvard Physics Department. He sees microbubbles. Seitz is the latest to throw his hat into the ring of possible strategies to rid the planet of excess carbon and reduce global warming effects. And his idea is one of the least ludicrous plans of action to date. Seitz plans to reproduce naturally occurring air bubbles beneath the ocean surface by adding compressed air to water and in turn mixing that with the ocean’s swirling waters. These microscopic bubbles would add to the reflectivity of the ocean’s surface, increasing global albedo and returning more solar radiation to the atmosphere. The same strategy could apply to freshwater sources to reduce evaporation and conserve drinking water. Never mind the implications of throwing off the hydrological cycle, the main issue that Seitz sees with his own plan is that the microbubbles might be, well, too small. The bubbles will need steady supplies of organic matter to thrive on, otherwise they will shrink and disappear before reflecting any radiation.

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CC-MAIN-2013-20

http://buildaroo.com/news/article/tiny-water-bubbles-fight-global-warming/

2013-05-21T11:08:51Z

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en

A survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts. Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: - 92% of these teachers say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching - 69% say the internet has a “major impact” on their ability to share ideas with other teachers - 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students The survey finds that digital tools are widely used in classrooms and assignments, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, it also indicates that teachers of the lowest income students face more challenges in bringing these tools to their classrooms: - Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments - More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments - 62% say their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area - Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments - Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students - Just 15% of AP and NWP teachers whose students are from upper income households say their school is “behind the curve” in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as “behind the curve” - 70% of teachers of the highest income students say their school does a “good job” providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas - Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students’ lack of access to digital technologies is a “major challenge” to incorporating more digital tools into their teaching About the Survey These are among the main findings of an online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012. Some 1,750 of the teachers are drawn from a sample of advanced placement (AP) high school teachers, while the remaining 712 are from a sample of National Writing Project teachers. Survey findings are complemented by insights from a series of online and in-person focus groups with middle and high school teachers and students in grades 9-12, conducted between November, 2011 and February, 2012. Data collection was conducted in two phases. In phase one, Pew Internet conducted two online and one in-person focus group with middle and high school teachers; focus group participants included Advanced Placement (AP) teachers, teachers who had participated in the National Writing Project’s Summer Institute (NWP), as well as teachers at a College Board school in the Northeast U.S. Two in-person focus groups were also conducted with students in grades 9-12 from the same College Board school. The goal of these discussions was to hear teachers and students talk about, in their own words, the different ways they feel digital technologies such as the internet, search engines, social media, and cell phones are shaping students’ research and writing habits and skills. Teachers were asked to speak in depth about teaching research and writing to middle and high school students today, the challenges they encounter, and how they incorporate digital technologies into their classrooms and assignments. More information can be found in the Methodology section of this report.

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CC-MAIN-2013-20

http://pewinternet.org/Reports/2013/Teachers-and-technology

2013-05-26T03:25:16Z

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en

Five year old Reanna carefully sews a button on a piece of fabric. Reanna joins 3 year old Jimmy, and they sit side by side in comfortable library chairs looking through the book silently. Then Reanna selects another book and reads to him. Five year old Maggie takes out a rug and the movable alphabet. She uses small objects from a basket. She chooses an object. It is a small mop. Maggie says the word “mop” out loud. Then she chooses the letter “M” from the alphabet box. She says the word mop again, slowly sounding out each letter. “M-O-P.” Then she chooses the letter “O” from the box. Next Maggie finds the last sound, “P.” Maggie sounds out several more words, first choosing an object, then sounding out the word with the letters. Maggie puts this work away. Reanna counts and labels beads on the 1000 chain as four year old Hope looks on. The children sing songs and discuss the calendar together. They role play how to wait patiently when a teacher is working with another student. The teacher ends circle time by reading a story to the children. The teacher calls the children two at a time to go to the bathroom, put on their coats, and line up to go outside to play. Reanna plays soccer with the five year olds on the field. Jimmy and his two friends help a teacher cut flowers from the garden for flower arranging. The rest of the group enters our spacious, tree lined playground. They play tag, hula hoop, and kick balls. While swinging on the monkey bars, some of the children sing a song that they learned during circle time. “We love this song,” they call out to their teacher. The teacher gather and walk Reanna and her classmates back to class. As they are walking into the building, the teacher points the different types of trees that grow on Bala House’s campus. The teacher asks the children to join her at the circle. She holds up name cards one at a time. The children quietly peer at the names. Upon reading their name, they either prepare for lunch or prepare for dismissal if their day ends at 12 pm. Children staying for lunch wash their hands, gather their lunchboxes and placemats, and sit at the tables. They children open their lunchboxes, set out their food on placemats, unfold their napkins and place them on their laps, and then place their lunchboxes under their chairs. They sit, talk, and eat. Hope has a squeeze yogurt in her lunchbox. She tries to tear the top off, but it won’t come off. Reanna gets up and gets a pair of scissors and offers them to Hope. She cuts the end of her wrapper off then puts the scissors away. Hope notices Reanna using the apple slicer to cut her own apple and thinks to herself that she might bring an apple in her lunchbox tomorrow. The children finish lunch and begin to clean up. They put away lunchboxes, sweep, sponge their placemat and table, and put any leftover food in the trash. Hope reminds Reanna that apple cores can go into the trash. The teacher calls the children one at a time to line up to go outside to have some more fun on the playground. Outside, a teacher helps two children plant seeds in the garden, several friends dig in the sandbox, and a group of boys and girls play soccer. The teachers gather and walk Reanna and the other kindergartners back to class. While in circle, the teacher reminds them that later in the week they will travel to a nearby Japanese house and garden for an afternoon tour. Then she folds a sheet of paper into the shape of a frog to demonstrate Japanese origami to the class. Each kindergartner collects their personal workbox containing crayons, glue, pencil, and scissors. They have the choice to work on their own book about Japan either at a table or on the floor. Reanna selects some photos, writes a page of Japanese characters, and colors a Japanese flag for her book. As each kindergartner finishes working on their books, they put away their work and decide what other activities they will do during the afternoon. Reanna finds a vase, selects several fresh flowers, and makes an arrangement for the Japanese feast tomorrow. Maggie practices picking up pom poms with a set of chopsticks so she will be ready to pick up real noodles at tomorrow’s feast. Since Shuntaro is especially interested in Japan, he takes out the large puzzle map of Asia and completes it. David walks to the office with a teacher. He copies the Kindergarten News he wrote and illustrated the day before about the upcoming feast and trip. He sounded out and wrote each of the words on his own. Ben and Tyler are sitting at a table with a teacher making their own origami baskets. Reanna reviews two pages of long vowels in her phonics workbook. David reads a book he borrowed from his teacher in the library corner. Today she will take home a new book to practice reading with her family. Shuntaro writes and illustrates a story in his journal about a recent family trip to Florida. In the writing center, Maggie creates a sign advertising the upcoming kindergarten community service project. She urges everyone to buy lemonade at the Alex’s Lemonade stand the kindergartners will run at our upcoming school wide Earth Day celebration. When it is finished, she hangs it in the hall. Across the room, Reanna completes several four digit addition problems using the Montessori golden beads. She builds the numbers first with the beads, then joins them together in piles, and finally counts and writes how many units, tens, hundreds and thousands she has. Reanna puts her paper in her cubby and returns all work to the shelf. David is nearby sorting and laying out all the numeral tiles from 1 to 100 on a board. Maggie walks by and starts counting numbers in Spanish. She just learned to count in Spanish class in the morning. Maggie pauses from her work to correct “ocho,” and they both laugh together. Shuntaro sits on the floor matching clock labels to the correct times on wooden clock cards. Mark is hungry. He puts on an apron, washes his hands, and cut his own melon balls for a little snack. When he is done, Mark washes and dries the dishes and sets it all up again so others can have a turn. In another part of the room, Reanna and David finish building their own Japanese house in the block corner they started yesterday. Today they surround it with tiny artificial flowers to make a garden. They discuss making a sign for it and adding some little people. Maggie and Shuntaro play checkers at a table. Ben and Tyler chat together and make snakes at the play dough table. Julia paints flowers at the easel while her friend Mary glues a pink tissue collage at the art table. Reanna, the Child of the Day, rings the bell. The kindergartners clean up their work and begin their classroom jobs. To prepare the class for the next day, Maggie rolls the mats, David pushes in the chairs, and Shuntaro closes the paint containers. Every month their jobs change. Afterwards, they each sit on the rug and listen to the teacher read The Old Man Who Made Trees Bloom, a Japanese folktale. The teacher gathers the children who stay until 4, 5, or 5:45 p.m. and walks them across the hall to the extended care room. Another teacher calls the children who leave at 3:00 p.m. and walks them to the red benches lined up outside the school. Reanna and a few of her kindergarten friends board the waiting school bus while Shuntaro and the others get in their parents cars idling in the car line.

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CC-MAIN-2013-20

http://balahouse.org/programs/kindergarten/a-day-in-the-life-of-a-kindergarten-student/

2013-05-24T23:39:49Z

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en

WHERE IS THE RED SEA? In discussing the thesis that the Exodus took place in Yemen and Saudi Arabia and not from Egypt to Canaan, the most frequent question and objection is the location of the "Red Sea" and how it was possible to get from there to Yemen. We must first be clear about the term Red Sea which in the original Hebrew is written Yam Suf and because of the problem of ever finding any evidence for an Exodus in Sinai has been variously translated as "Red Sea" or "Reed Sea". It might be useful to quote from the Encyclopaedia Judaica as to what the latest thinking on the problem is. "RED SEA (Heb. PBs My, yam suf; lit. "Sea of Reeds"). The Hebrew term yam suf denotes, in some biblical references and in most later sources, the sea known as the Red Sea (as in Gr. EruqrF qalassa; Lat. Sinus Arabicus, Mare Rubrum; Ar. Bahr or al-Bahr al-Ahmar). The Red Sea is a long narrow strip of water separating the Arabian Peninsula from the northeastern corner of Africa (Egypt, Sudan, Ethiopia) and forming the northwestern arm of the Indian Ocean to which it is connected by the Bab al-Mandib Straits (whose narrowest point is 21 mi. (33 km.) wide). In the northern part of the Red Sea are the Gulf of Elath (Aqaba) and the Gulf of Suez which enclose the Sinai Peninsula. With the opening of the Suez Canal, the Red Sea was connected with the Mediterranean. Its total area is 176,061.6 sq. mi. (456,000 sq. km.) and its length about 1,240 mi. (2,000 km., excluding the gulfs in the north). For most of its length it is 124–155 mi. (200–250 km.) wide and about 223 mi. (360 km.) at its widest point, near Massawa. Its mean depth measures approximately 1,640 ft. (500 m.); about 70% of its area is more than 656 ft. (200 m.) deep and its maximum depth, 7,741 ft. (2,360 m.), is northeast of Port Sudan. The Red Sea is the warmest and most saline of all open seas. The temperature of the surface water reaches 30°-33°-C (86°-91°-F) in July–September (near the shores it rises to 36°-C (97°-F) and drops to 23°-27°-C (73°-81°-F) in December-February. The average salinity near the surface is 40–41% which increases to 43% on the northern side, in the gulfs of Elath and Suez. Because of the wasteland nature of the area, the shores of the Red Sea are sparsely settled. Its port sites are few and for the most part small; the principal ones are Joba, Suez, Port Sudan, In the Bible the Red Sea, apart from its problematical appearance in the route of the Exodus (see below), is clearly identified in the description of the borders of the land promised to Israel (Ex. 23:31) and in other passages describing the maritime activities of Solomon (I Kings 9:26) and later kings. In antiquity the two gulfs at its northern tip served as important navigation routes. The Gulf of Clysma (Suez) was used by the rulers of Egypt as the shortest route to the Mediterranean above the Isthmus of Suez. It was connected via the Bitter Lakes with the Nile and the Mediterranean by a canal which already existed in the days of Necoh and which was repaired by Darius I, the Ptolemies, and the Romans. The Gulf of Elath was a vital outlet to the south for the kings of Israel and Judah and their Phoenician allies. David acquired access to the sea and this was maintained by his successors until the division of the kingdom; it was later regained by Jehoshaphat and Uzziah. Still later the Nabateans used it for their maritime trade and overland transport to Petra and Gaza. In the Hellenistic period the discovery of the monsoon wind systems revived direct trade with India via the Red Sea; this trade continued throughout the Roman period. During the Byzantine period the Red Sea was the only trade route to the East open to the empire, which explains the tenacity with which the Byzantines fought for its control against the Jewish kings of Himyar. From the seventh century onward the Arabs dominated the Red Sea, except for a brief period during which Elath was held by the crusaders. The discovery of the sea route to India and Turkish domination put an end to international trade on the Red Sea; it was revived with the inauguration of the Suez Canal in 1869. The Red Sea and the Problem of the Exodus Tradition has identified the sea which engulfed Pharaoh's army with the Red Sea ever since the Septuagint translation of the Bible in the third century B.C.E. This identification was adopted by Josephus and the Christian pilgrims and is still accepted by some scholars. They place the crossing of the Red Sea in the vicinity of Suez and point out the high tides in the Red Sea (up to 6 1/2ft.), but they fail to explain how an east wind could have driven the waters back at this point (Ex. 14:21). Most of the scholars who accept the southern route of the Exodus maintain that the Red Sea was crossed at the Great Bitter Lake, but here too an east wind could lower the water level by only a few inches at the utmost. This theory, furthermore, is unable to account for the places Pi-Hahiroth, Migdol, and Baal-Zephon which the Israelites passed. The majority opinion today identifies the Red Sea of the Exodus with one of the lagoons on the shores of the Mediterranean. Some locate it at Bahr Manzala (Gardiner, Loewenstamm) or the Sirbonic Lake (Jarvis, Mazar, Noth) and identify Pi-Hahiroth with Tell al-Khayr, Migdol with Pelusium, and Baal-Zephon with the sanctuary of Zeus Cassius on the isthmus dividing the lake from the sea, the former being occasionally inundated by waves from the latter when an east wind is blowing (cf. also Exodus). [Moshe Brawer/Michael Avi-Yonah]" You can see how even this article has problems about the theory of "The Exodus" and for good reason. The evidence as presently presented is inconclusive at best and for the minimalists, non-existent. Let us see how our thesis solves the problem. As they state quite clearly, the Arabic equivalent of Yam (Sea) is Bahr. So if we could find a Bahr Suf in Yemen or Saudi Arabia, would that give pause to the critics? We quote from The Ministry of Planning and International Cooperation of Yemen "The Empty Quarter. This includes the Yemeni desert, which is penetrated by wild undergrowth especially along its ends with the highlands. As we move further into the Empty Quarter, plants and water become rare and moving sand dunes take over. The Empty Quarter had had different names over history from being called Al Bahr Al Rajraj (moving sea), Al Bahr Al Safi (smooth sea), the Yemeni greater desert and AL Ahqaf desert." This wonderful photograph with kind permission of the great Photojournalist Tor Eigeland. Yes, my friends there is a Yam Suf in Arabia and occasionally there is a flash flood when the wadis of Asir empty their waters into it. The vast desert of the Empty Quarter just begins to the right. Michael S. Sanders on location (back next week) Thursday, April 23, 2009

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Diaries and Journals Maggie Gehrke with travel journal. RG0849-6 97 98, sf 92202 The word diary is from the Latin diarium or "daily allowance." In China, as far back as 56 A.D., journals were kept as documents. And in tenth century Japan, "pillowbooks," so named because they were kept in the bedchambers of courtesans, recorded poetry and dreams as well as actual events. In Europe during the Renaissance, well-to-do young men kept travel journals. Soldiers recorded their experiences during the French and Indian Wars and the American Revolution. And in America, explorers and settlers moving west documented their travel, in part to aid those who followed them into the wilderness. By the mid-seventeenth century, the personal journal or diary emerged, a tool with which their authors tried to make sense and order of their world and for those of a religious mind, record their personal failings and give thanks for blessings received. In secular matters, diaries recorded some of the most important events of the day, oftentimes from the point of view and in the words of the people most directly involved. As education became common and the materials with which to write became affordable, the number of diaries increased. By the late nineteenth and early twentieth centuries, men and women of almost all economic and social classes were recording their daily, or near daily, activities, thoughts, and aspirations. In the twenty-first century, diaries continue to be kept in traditional volumes, and ever-changing electronic formats offer diarists new ways to record their lives. Diary of J.A. Hill, Civil War Soldier Hundreds of Civil War diaries expand our understanding of the war from the soldiers' point of view. These diaries are revealing, not just for their accounts of battles and hardships, but for what they tell us about the tedium of life in camp and on the march, the frustration at the delay in getting accurate news about the progress of the war, and the relief of discharge, realizing that you had survived to return to family and friends. Born in 1845 in Illinois, James Hill came west to Nebraska in 1867 after serving for three years in the 102nd Illinois Volunteers. Hill purchased a small tract of land northwest of Falls City, ultimately increasing his holdings to 640 acres. He married twice, and in 1905 retired to Falls City, where he died in 1925. James Hill noted on the front cover that he purchased his first diary for 60 cents on February 24, 1864, at Camp Butler in Springfield, Illinois. Even though he did not have the book in his possession until late February, he felt compelled to add entries for January and most of February from memory, and for some dates he notes: This and several following days are left blank because I did not keep a diary at that time. Hill delayed enlistment because of an unspecified illness. When he did join his unit, he quickly found himself in the hospital. Feb. 4, 1864 To day I went to what they call the Hospital it is no better than the barracks all of the Hospitals are full we have to sleep on boards. In addition to his health woes, which continued through the entire time of his service, Hill's diaries include information on camp life, occasional skirmishes, lists of his expenses, and finally his discharge from the army. His entries are notable, not for their dramatic accounts of battle, but rather for his description of the tedium that was daily life in camp. To day staid in camp all day and done nothing We had inspection by General Ward and some other officers. I got a gun to day to day is clear and pleasant Thursday, March 23, 1865 In camp all day. we had a beautiful day. I saw some rebel soldiers this evening on their way home. They say that the rebel cause is gone up Wednesday 12, 1865 Glorious news this morning Richmond & Petersburg ours and 30 thousand prisoners. I was engaged getting boards to build my tent larger Raleigh N.C. Apr 29th (1865) To day I am staying at our Div Hospital waiting for transportation to Washington. The war is over and we are all going Home. The Div is going to march through. We will most probably leave here to night and then good bye to Dixies Land I will go home and be a citizen once more The city of Raleigh is in mourning to day for the death of President Lincoln they are firing a gun every half hour all day Hospital Boat H.S. Spaulding May I am on my journey Home to day We are pursueing our way at sea off the coast of Virginia I begin to think that I will see my home once more. I am troubled with Dropsy in my abdomen One year ago to day our Colonel came to us at Wauhatchie Station Tenn and gave us marching orders for that great campaign against Atlanta since that time I have passed through some rough times but I expect to go home now to Long after the war had ended and James Hill had moved on to a new life in Nebraska, he reread his diaries and recalled his life as a soldier. Tucked away in the back of his 1865 diary are two entries from 1869 and 1871, in which he reflects on his life as recorded in these volumes: Feb 2nd 1869 To day I inspected these books and find a good many things here which awaken old thoughts and feelings and also I see evidences of past Hopes which are now blasted forever James March 29th 1874 Inspected these books again and am resolved to lead a different life in the future. J.A. Diaries and Journals J.A. Hill, Civil War W. Richards, Surveyor J.S. Morton, Statesman Sara J. Price, Teacher W. Danley, Businessman J. & E. Green, Farmers S. Buck, Farm Wife S. & E. Allis, E. & L. Correll, W.J. Bryan, Orator Lucy Drexel, Student Viola Barnes, Student Willa Cather, Author C. Calvert, Educator Myrtle Soulier, Student B. Watson, Porter Margaret and Edward Frances M. Creech, Sierra Nevada Bunnell,

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Pines are a genus of evergreen trees or shrubs. There are over 100 species of pine, native to every continent in the northern hemisphere. Owing to the quality of their timber, pines have been introduced into much of the southern hemisphere. As evergreens with needle-like leaves, they can grow in poor soils and harsh conditions. Most species are monoecious - they have separate male and female cones on the same tree. Many birds and mammals rely on the seeds and in return for this food supply help disperse the seeds, a job that can also be done by the wind. Scientific name: Pinus The following habitats are found across the Pines distribution range. Find out more about these environments, what it takes to live there and what else inhabits them. Pines are trees in the genus Pinus (pron.: /ˈpiːnɪs/), in the family Pinaceae. They are the only genus in the subfamily Pinoideae. There are about 115 species of pine, although different authorities accept between 105 and 125 species. This page is best viewed in an up-to-date web browser with style sheets (CSS) enabled. While you will be able to view the content of this page in your current browser, you will not be able to get the full visual experience. Please consider upgrading your browser software or enabling style sheets (CSS) if you are able to do so.

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Head Injury, Age 4 and Older Most injuries to the head are minor. Bumps, cuts, and scrapes on the head and face usually heal well and can be treated the same as injuries to other parts of the body. Minor cuts on the head often bleed heavily because the face and scalp have many blood vessels close to the surface of the skin. Often the injury is not severe, and the bleeding will stop with home treatment. For more information, see how to stop bleeding. Many head injuries can be prevented. Use seat belts and helmets, and make your home safe to prevent falls. Common causes of serious head injuries in adults include: Head injuries that involve force are more likely to cause a serious injury to the brain. A high-energy injury to the head increases the likelihood of a serious injury even more. Be sure to evaluate the person for signs and symptoms of a head injury after a fall or other type of head injury. It is sometimes hard to tell the difference between a mild concussion and a more serious head injury. A person with a concussion may appear dazed, stare blankly, or cry for no apparent reason. Nausea, vomiting, headache, or dizziness may be present. A visit to a doctor is needed anytime mild symptoms persist. Even if a visit to a doctor is not needed, watch anyone who has had a head injury carefully for at least 24 hours to see whether signs of a serious head injury develop. Occasionally, after a head injury you may feel as if you are not functioning as well as you did before the injury (postconcussive syndrome). You may have blurred vision, headache, nausea, vomiting, forgetfulness, or trouble concentrating. Some people have problems with balance and coordination and personality changes. These changes may be related to stress from the events around the accident that caused the injury or from the injury itself. Many people have symptoms for as long as 3 months after a head injury, and some even have problems for as long as a year afterward. When a head injury has occurred, look for other injuries to other parts of the body that also may need attention. Trouble breathing, shock, spinal injuries, and severe bleeding are all life-threatening injuries that may occur along with a head injury and require immediate medical attention. Injuries to the spine, especially the neck, must be considered when there has been a head injury. Check your symptoms to decide if and when you should see a doctor. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org © 1995-2012 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated. Find out what women really need. Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies

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We started our first study group session on Friday with a quick review of multiplication. J- and V- warmed up by reciting the multiples of 6 to 9. Good retention from last year, and we’ll see how practice helps them improve. After the warm-up, we went over a shuffled deck of multiplication flashcards. The teachers had given them a quiz in school, so we covered some of the topics they found confusing. W- and I explained the difference between convex and concave shapes using angles and lines. I drew different figures and quizzed them on the classifications. J- and V- drew their own figures, and they classified them together. Squares and square roots were another point of confusion. We started off with a graphical review of what squaring means, and what a square root is. I used a tip from John Mighton’s “The Myth of Ability”: I tweaked my exercise to vary in scale without varying in difficulty. (What’s the square root of 31337 x 31337?) After J- and V- understood the relationship between squares and square roots, we covered approximation and factorization as ways of finding the square root. J- and V- practised finding the square root of numbers like 225 and 144. We’ve encouraged them to take notes so that it’s easier to review lessons. The extra study group time will definitely help, too. Grade 8 will help students learn how to solve real-life problems, so we’ll be sure to show more of the calculations of everyday life. Here we go!Short URL: http://sachachua.com/blog/p/22511

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The Geology Wing at the University of California-Berkeley Museum of Paleontology is an online exhibit that journeys through Earth's geologic history to explore stratigraphy, life, fossils, and tectonics of various time periods. Geologic Time: The Story of Our Changing Earth from the Smithsonian Museum of Natural History includes a sliding timeline and an overview of each eon in geologic history. The Illinois State Museum provides a geologic history of The Midwestern U.S. 16,000 Years Ago, with information on Pleistocene-era plants and animals and animated maps depicting the retreat of the glaciers in North America. The U.S. Geological Survey (USGS) site Geology of the National Parks, for middle and high school students, includes a glossary and information on plate tectonics, rocks and minerals, geologic time, caves, and glaciers. Students also can take virtual tours of geologically interesting national parks. Tour of Park Geology, from the National Park Service, allows you to choose geologic features-caves, glaciers, volcanoes-and then virtually tour national parks that have them. This Dynamic Earth: The Story of Plate Tectonics is a USGS book that can be viewed online or downloaded and printed. Our Restless Planet Animation Library from NASA features short animations of earthquakes, floods, tsunamis and other earth processes. Old Faithful Virtual Visitor Center includes online exhibits and multimedia explaining why geysers erupt, with animations on plate tectonics, hotspot theory and more. Earth Today, from the National Air and Space Museum, shows how Earth's atmosphere, hydrosphere, geosphere, and biosphere interact. Geology Labs Online, from California State University, offers Web-based lab activities to enhance high school and college learning of geology and other earth sciences. A Paleo Perspective on Global Warming, from the National Oceanic and Atmospheric Administration (NOAA), gives a scientific explanation of global warming and paleoclimactic data from the past 600 years. Site also available in Spanish. The University of Wisconsin-Madison Geology Museum provides geology lesson plans for elementary, middle, and high school students. The Legacy of the Ice Age in Wisconsin, from the Ice Age Park and Trail Foundation, is a guide to Wisconsin's glacial period. Glacial Features in the Midwest shows aerial photographs of moraines, kames, eskers, kettle lakes and more. The Virtual Silurian Reef, site from Milwaukee Public Museum, explains Wisconsin's geologic history. A virtual diorama lets students explore the reef that covered Wisconsin during the Silurian period. The Wisconsin Geological and Natural History Survey Web site provides information about the survey's publications, including maps such as Bedrock Geology of Wisconsin, Soil Regions of Wisconsin and Ice Age Deposits of Wisconsin. Rocks & MineralsDig It! the Secrets of Soil from the Smithsonian National Museum of Natural History features videos and interactives on types of soil, soil minerals, soils of the world and of all 50 states. Rock Hounds, from the Franklin Institute Science Museum, gives elementary students information on many types of rocks and how they were formed. The Rock Cycle from the Science Education Resource Center at Carleton College features animations designed to help students and teachers visualize processes such as igneous, sedimentary and metamorphic rock formation. Annenberg's Rock Cycle interactive lets students create a virtual rock collection as they learn about the three main types of rock, find out how to tell the different rock types apart, and see how rocks change from one type into another. A group of fourth graders created Get Ready to Rock, a Web site about rocks and minerals of all types. Find information about igneous, sedimentary, and metamorphic rocks, as well as instructions for activities such as growing crystals or rock polishing. Created by elementary students for the ThinkQuest Junior competition, A Wonderful World: Earth explores rocks and minerals. This Planet Really Rocks: All About Rocks and Minerals is another student-created ThinkQuest Junior Web site especially helpful to kids interested in rock-collecting. Athena Mineralogy, from the University of Geneva, Switzerland, has lists of minerals with their chemical formulas, a searchable database, and mineral photos. The Mineral Gallery provides photographs and descriptions of minerals by name, class, and other groupings. The Nature of Diamonds, from the American Museum of Natural History, presents an illustrated look at the history and geology of the diamond. The USGS's Cave and Karst Program offers a guide to caves and cave formations, with photographs from many National Parks. Views of the National Parks: Caves and Karst features great photographs and information about types of caves, cave formation, cave animals and microorganisms, and much more. Be sure to click around in each topic to find even more information. The Formation of Caves, from Kentucky Caverns, describes cave formation and ecology, with a glossary and student activities. The Virtual Cave explores four major types of caves with photos, drawings, and text. Created by an amateur caver who is also a photographer, the site provides many photographs of cave formations. GlaciersThis Glaciers interactive from the University of Colorado lets you adjust variables like mountain snowfall and temperature, then watch the glacier grow and sink. Use scientific tools to measure thickness, velocity and glacial budget. The National Snow and Ice Data Center present All About Glaciers with information and photographs. Learn about the Features of Alpine Glaciation through drawings and photographs from Eastern Oregon University. The USGS Water Science for Schools site explains the importance of Glaciers and Icecaps: Storehouses of freshwater. NASA's Visible Earth image catalog includes many aerial photographs of glaciers. At the Edge: Monitoring Glaciers to Watch Global Change from NASA's Earth Observatory includes information about different types of glaciers and how scientists monitor and measure them. Ice Stories: Dispatches from Polar Scientists is a collection of blogs and photographs from geologists and other scientists studying the arctic and antarctic regions. Earthquakes and Plate TectonicsThe USGS site Earthquakes for Kids is a great place to get all sorts of information about earthquakes. The site provides animations, photographs, facts and more. If you use Google Earth, check out the KML files such as the Real Time earthquake map or a virtual tour of the 1906 San Francisco earthquake. Faultline, from the San Francisco Exploratorium, explores the how and why of earthquakes and includes information on plate tectonics, faults, waves and measurements. Earthquakes, from the Tech Museum of Innovation, presents a multimedia overview of earthquakes. The National Earthquake Information Center, from the USGS, features clickable real-time maps depicting current seismic activity. This interactive map of major tectonic plates and fault lines is from PBS Online NewsHour site Predicting Earthquakes. Savage Earth, from PBS, gives information about earthquakes, volcanoes, and tsunamis, including simple animation of several geologic processes. Plate Tectonics Animations, from the University of California Berkeley illustrate the movement of the continents over time. What on Earth is Plate Tectonics? from the USGS includes descriptions, illustrations and animations. Plate Tectonic Movement Visualizations from Carleton College and the National Science Foundation links to animations from many different sources. VolcanoesVolcano World from Oregon State University includes lots of information about volcanism and different types of volcanoes, a volcano glossary, updates on current eruptions, major volcanoes listed by country, instructions for building your own volcano, on current eruptions, earth science lessons and much more. Volcanoes of the World from the Smithsonian Institute provides a world map of volcanic activity, a photo gallery of volcanic processes, reports on recent volcanic activity and short videos on volcanic eruption phenomenon. National Geographic Kids provides a short video called Volcanoes 101. The Seismic Signals animation from NOVA demonstrates the differences between the various types of earthquakes that originate within volcanoes and deciphers the squiggly lines they produce. The USGS Hawaii Volcano Observatory provides information about Hawaiian volcanoes, including photographs, videos and current eruption reports. Cascades Volcano Observatory Educational Outreach from the USGS provides lots of information and photographs of volcanoes in the Pacific Northwest. Beauty and the Beast is a site created by Hawaii elementary students that contains information about volcanoes, earthquakes, and tsunamis. Volcanoes Online is an illustrated guide to plate tectonics and volcanoes. This student-created site also includes games, comics, and lesson plans. Last updated 03/24/2011

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Osteoporosis is when bones become weak and brittle. If left unchecked, it can lead to bone breaks (fracture). Any bone can be affected. Fractures of special concern are of the Copyright © Nucleus Medical Media, Inc. Throughout life, old bone is removed and new bone is added to your skeleton. During childhood and adolescence, new bone is added faster than old bone is removed. As a result, bones become heavier, larger, and denser. Peak bone mass is reached around age 30. From that point, more bone is lost than replaced. If not treated, bone loss may lead to osteoporosis. Osteoporosis is more likely to occur if full bone mass was not achieved during your bone-building years. Bone density also plays a role in bone health. Bone density is determined by the amount of minerals within the bone framework. These include calcium, phosphorus, and others. As the mineral content of a bone (especially calcium) decreases, the bone weakens. Getting enough calcium, vitamin D, and regular exercise can keep bones strong throughout life. There are many risk factors that may increase your chance of developing osteoporosis. Some of the risk factors include: - Increasing age - Low weight - Alcohol abuse - History of falls Certain conditions, such as: - Use of certain medicines (such as antidepressants, warfarin [coumadin], long-term heparin, corticosteroids, thyroid medicine, anticonvulsants, antacids) - Low hormone levels (low estrogen levels in women, low testosterone levels in men) - Inactive lifestyle Certain restrictive diets (for example, not getting enough - Too little sunlight (the effect of sun on the skin is a primary source of vitamin D) More women than men develop osteoporosis. Some specific risk factors that affect women include: - Family history of osteoporosis - Postmenopausal status (no menstrual periods) - Gastrointestinal malabsorption - Having another endocrine disorder (such as thyroid disorder or diabetes) - Pain when bones break or collapse - Severe back pain with fracture of the vertebrae, wrists, hips, or other bones - Loss of height with stooped posture (kyphosis) Copyright © Nucleus Medical Media, Inc. Your doctor will ask about your symptoms and medical history. He or she will do a physical exam. Early signs of osteoporosis can be seen with bone density testing: - Dual-energy x-ray absorptiometry—measures bone density in the entire body - For older men, the American College of Physicians (ACP) recommends that your doctor check for risk factors for osteoporosis. The ACP also recommends that you have this test if you are at an increased risk and are a candidate for drug therapy. Ask your doctor about what is right for you. - Single-energy x-ray absorptiometry—measures bone density in the arm or heel - Ultrasound bone density measurement—measures bone density in fingers, heels, and leg bones Other tests may include: - Blood and urine tests—to test for calcium levels or substances created when bone is broken down Decrease your intake of caffeinated beverages and alcohol. Eat a balanced diet rich in calcium and vitamin D. Calcium is in: - Dairy products - Green leafy vegetables - Canned fish with bones - Calcium-fortified products Do not smoke. If you smoke, Exercise improves bone health. It also increases muscle strength, coordination, and balance. Do weight-bearing and strength-training exercises for maximum benefit. Balance training may prevent falls and fractures. People who cannot eat enough calcium from food might want to take calcium supplements. Calcium citrate has the best absorption and is well-tolerated. Other vitamins and minerals may be recommended, including vitamin D, vitamin K. A study showed that Japanese postmenopausal women who took vitamin K supplements had a reduced rate of fractures. Talk to your doctor before taking herbs or supplements. Your doctor may prescribe medicine to prevent bone loss, increase bone density, and reduce your risk of spine and hip fractures: (such as Evista) [such as Fosamax], [such as Actonel], [such as Boniva], [such as Reclast]) - Recombinant parathyroid hormone (such as Teriparatide) - Denosumab (Prolia) (including estrogen replacement therapy [ERT]) can cut your risk of osteoporosis in half. However, research shows a strong association between longer-term HRT and/or ERT a significantly increased risk of invasive heart attacks, and blood clots. Be sure to discuss all of the health risks and benefits of hormone therapy with your doctor to find out if it is right for you. HRT therapy may include: - Estrogen alone (ERT) Estrogen and progestin—frequently preferred for women with an intact uterus because ERT slightly increases the risk of - Reduce bone loss - Increase bone density - Reduce the risk of hip and spinal fractures in postmenopausal women Falls can increase the chance of fracture in someone with osteoporosis. Here are ways to prevent falls: - Wear rubber-soled shoes for traction. - Use plastic or carpet runners when possible. - Keep rooms free of clutter. - Install grab bars in bathrooms. Building strong bones throughout your early years is the best defense against osteoporosis. There are four steps to prevent osteoporosis: - Balanced diet rich in calcium and vitamin D - Weight-bearing exercise - Healthy lifestyle (no smoking, drink alcohol only in moderation) Bone density testing and medicines where appropriate: Fall prevention. National Osteoporosis Foundation website. Available at: http://www.nof.org/patientinfo/fall_prevention.htm. Accessed June 10, 2008. Ho-Pham LT, Nguyen ND, et al. Effect of vegetarian diets on bone mineral density: a Bayesian meta-analysis. Am J Clin Nutr. 2009;90:943-950. Khosla L, Melton LJ. Clinical practice: osteopenia. N Engl J Med. 2007;356:2293-2300. Strong Women, Strong Bones: Everything You Need to Prevent, Treat, and Beat Osteoporosis. New York, NY: Putnam; 2000. Osteoporosis. EBSCO DynaMed website. Available at: . Updated March 2010. Accessed March 12, 2010. Osteoporosis: frequently asked questions. Womens Health.gov. Available at: http://www.womenshealth.gov/FAQ/osteoporosis.cfm#c. Updated September 22, 2009. Accessed December 22, 2009. Osteoporosis: risk factors. Mayo Clinic website. Available at: . Updated December 2009. Accessed December 22, 2009. Prevention: who's at risk? National Osteoporosis Foundation website. Available at: http://www.nof.org/patientinfo/fall_prevention.htm. Accessed December 22, 2009. Sambrook P, Cooper C. Osteoporosis. 10/6/2006 DynaMed's Systematic Literature Surveillance : Cockayne S, Adamson J, Lanham-New S, et al. Vitamin K and the prevention of fractures: systematic review and meta-analysis of randomized controlled trials. Arch Intern Med. 2006;166:1256-1261. 5/16/2008 DynaMed's Systematic Literature Surveillance : Qaseem A, Snow V, Shekelle P, Hopkins R Jr, Forciea MA, Owens DK; Clinical Efficacy Assessment Subcommittee of the American College of Physicians. Screening for osteoporosis in men: a clinical practice guideline from the American College of Physicians. Ann Intern Med. 2008;148:680-684. 1/30/2009 DynaMed's Systematic Literature Surveillance : Loke YK, Singh S, Furberg CD. Long-term use of thiazolidinediones and fractures in type 2 diabetes: a meta-analysis. CMAJ. 2009;180:32-39. Epub 2008 Dec 10. 12/29/2009 DynaMed's Systematic Literature Surveillance : Hippisley-Cox J, Coupland C. Predicting risk of osteoporotic fracture in men and women in England and Wales: prospective derivation and validation of QFractureScores. 6/4/2010 DynaMed's Systematic Literature Surveillance : FDA approves new injectable osteoporosis treatment for postmenopausal women. US Food and Drug Administration website. Available at: . Published June 1, 2010. Accessed June 4, 2010. Last reviewed September 2011 by Rosalyn Carson-DeWitt, MD Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition. Copyright © EBSCO Publishing. All rights reserved.

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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. PEPFAR Implementation: Progress and Promise Develop prevention strategies for people who are HIV-positive. Programs tailored to the needs of people living with HIV/AIDS should be developed and implemented. These programs should involve people living with HIV/AIDS and combat stigma with enforceable laws. Adapt prevention for people who are HIV-negative. New strategies must emphasize the continued importance of risk reduction and stress that ART is not a cure. Monitor impact. Surveillance systems should closely monitor the behavioral impact of ART. Integrated HIV/AIDS programs have been shown to improve the effectiveness of national programs in decreasing rates of HIV infection and death from AIDS. A UNAIDS (2005a) study projects numbers of new HIV infections and AIDS deaths through 2019 based on models for treatment-centered, prevention-centered, and joint prevention/treatment global responses. The latter model results in the largest number of infections averted and the lowest number of AIDS deaths over a 15-year projection. Similarly, an optimistic model developed by Mathers and Loncar (2006), which assumes increased prevention activity, projects a decline in HIV/AIDS deaths as of 2030 from an estimated baseline of 6.5 million to 3.7 million. Likewise, a conference of Christian Aid HIV partners underscored the need to shift the focus of HIV interventions from a prevention-specific ABC approach to a comprehensive approach developed by the African Network of Religious Leaders Living with or Personally Affected by HIV/AIDS called SAVE (Safer practices, Available medications, Voluntary counseling and testing, and Empowerment). In most of the focus countries, HIV infection is hyperendemic, with transmission occurring from those unaware of their infection status to others unaware of the risk (often spouses of either gender). Counseling and testing are therefore essential to achieving a long-term, sustainable impact on reducing HIV transmission, as well as meeting treatment and care goals. Given its placement in the care category, it appears that PEPFAR views counseling and testing primarily as a means of identifying HIV/AIDS cases eligible for treatment and care. In addition to case finding, however, counseling and testing represents an opportunity to provide HIV education, including prevention messages to people testing both positive and negative for HIV. PEPFAR continues to struggle with how to integrate prevention, treatment, and care activities and how to measure the level of integration both among PEPFAR-funded services and between those services and the broader health care system in each focus country. For example, OGAC has endeavored to afford Country Teams greater flexibility in planning and budgeting their fiscal year 2007 ABC programs. Country Teams will

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2013-05-26T03:39:21Z

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The American Vision: Modern Times, California Edition Growth and Conflict This chapter explores the early days of the new nation and how its growing pains and sectional conflicts led to the Civil War. 2.1 The New Republic Section 1 traces the development of the new nation and nationalism. Upon becoming president, George Washington created the Departments of State, Treasury, and War, along with the Office of the Attorney General. Congress used Washington's first year as president to create the Bill of Rights. Washington served two terms before stepping down. He was succeeded by John Adams. As president, James Madison faced the young country's first foreign relations crisis with the War of 1812, but after the war, nationalism and industrialism swept through the United States. Urban growth and innovation rose dramatically, though agriculture remained the leading economic activity. As plantations spread, so did the need for labor. Consequently, the number of enslaved African Americans grew. 2.2 Growing Division and Reform Section 2 examines how growing sectional disputes affected the nation and how reformers sought to improve society. Missouri's request for statehood created disagreement among free and slave states. At the time of the dispute, 11 free states and 11 slave states existed. The Missouri Compromise and the emergence of Maine as a state settled the dispute. However, controversy continued during the 1824 election, when Andrew Jackson won the popular vote but lost the electoral vote. The controversy drove a division in the Republican Party. Jackson would win the next election in 1828, after hundreds of thousands of white males gained the right to vote. As president, Jackson faced tariff issues and decisions over Native Americans, while others worked to reform American society. The Second Great Awakening led to a religious revival for Protestants and other religious groups, while social reforms took place in the areas of temperance, women's roles, and slavery. 2.3 Manifest Destiny and Crisis Section 3 explores how the idea of Manifest Destiny guided the nation during the 1840s and how old tensions between the North and the South resurfaced after the war with Mexico. Driven by the idea of Manifest Destiny, the United States pushed westward. Settlers followed trails to the frontier states of the Midwest, California, and Oregon, seeking a better life and opportunities for land ownership. As the nation expanded its reach, border disputes erupted, and the battle over slavery intensified. On an international level, the United States acquired new lands in the American Southwest through war with Mexico and gained territory in the Pacific Northwest based on a treaty with Great Britain. Despite legislative efforts to contend with the slavery issue, each time a new state was to be admitted to the Union, a new controversy would erupt. Legislative efforts-such as the controversial Wilmot Proviso, the idea of popular sovereignty, Clay's Compromise of 1850, the Fugitive Slave Act, and the Kansas-Nebraska Act-intended to strike a balance between free states and slave states. Sectional conflicts continued to heighten, however, spelling trouble for the divided nation. Following the election of Republican Abraham Lincoln, seven Southern states responded by voting to secede from the Union, announcing the creation of the Confederate States of America. The Civil War would soon follow. 2.4 The Civil War Section 4 compares the advantages and disadvantages of the North and the South at the start of the Civil War. The North's large population, transportation systems, naval force, and many resources made the Union well equipped for waging a war. In contrast, the Confederacy's lack of sufficient revenue and worsening financial state made funding the war effort difficult. The South had the advantage of superior military leaders, but it lacked transportation networks and industry. A Southern victory in the first battle convinced Lincoln to utilize all resources to defeat the Confederacy. Lincoln issued the Emancipation Proclamation following the defeat of Confederate General Robert E. Lee's at Antietam, the bloodiest one-day battle in American history. This opened the door for many African Americans in the North to enlist for military service. The South's failing economy led to food shortages, riots, and poor morale. In contrast, the North's growing industries supplied Union troops, while innovations in agriculture helped maintain crop production. On both sides, women worked in factories, ran farms and businesses, and worked as nurses. Grant's siege on Vicksburg, Mississippi marked the turning point of the war, and his success at Gettysburg put the Confederacy on the defensive for the remainder of the war. In the North, voters reelected the president, and Lincoln took it as a mandate to end slavery permanently. Lee surrendered to Grant's forces at Appomattox Courthouse, ending the Civil War. Lincoln outlined his plan for restoring the Southern states to the Union, but he was assassinated before he could carry out his plans. Section 5 describes the stages of Reconstruction that followed the Civil War. Although the Civil War had ended, the battle over slavery and African American rights dragged on between the president and Congress. President Lincoln's plans for Reconstruction called for leniency toward the South and a quick reconciliation. Radical Republicans in Congress, however, wanted to "revolutionize Southern institutions." Ultimately, Lincoln's successor, President Johnson, would follow Lincoln's plan. For newly freed African Americans and refugees, the Freedman's Bureau offered federal assistance to help them adjust to their new lives. The struggle for equality and representation continued as former Confederate leaders showed up in Congress, and Southern states introduced laws limiting African Americans' rights. The Republican Congress passed a flurry of bills, which divided the former Confederacy into military districts and broadened the rights of freed people. Johnson's interference with Republican policy was answered with impeachment, and he narrowly escaped conviction. In 1868 Republican war hero Ulysses S. Grant was elected president. The Republican-led Congress passed the Fifteenth Amendment, which guaranteed voting rights for African American men. Republican reforms repealed the black codes, expanded public services, and provided funds to rebuild industries. Democrats returned to power in Congress in 1874, after a series of political scandals and a severe economic crisis hurt Republican authority in Congress. After a disputed presidential election, a special commission voted Rutherford B. Hayes into the White House. Hayes pulled federal troops out of the South, ending Reconstruction. While some tried to build a "New South," many African Americans found themselves living once again in a society where they had little political power and few economic opportunities.

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en

Critical time for a ship. This year “Titanic” was re-released in 3D on the 100th anniversary of the sinking of the great ship with the loss of 1500 lives. But have we learned anything in all that time? After the ship hit the iceberg, the designer, Thomas Andrews, brought the blueprints to the captain. He explained why it was inevitable that the ship would sink, declaring, “It’s a mathematical certainty.” The captain understood, but by then it was too late. No one ‒ not the most skillful seaman, not the most charismatic leader ‒ could save the ship at that point. Sometimes personal relationships, businesses, and even nations are like that. Sometimes things have deteriorated too far to be remedied. Sometimes all we can do is regret that we did not act sooner, when the situation was still reversible. Andrews had designed a good ship, but it wasn’t foolproof. Nothing can withstand a big enough fool. We need to keep that in mind on Election Day. Titanic buffs argue about how better construction of the watertight compartments might have kept the ship afloat longer. They argue about what the officers on the bridge might have done differently to avoid the iceberg or to delay the sinking. All this is idle speculation. The crucial event was Captain Smith’s decision to maintain full speed, despite repeated iceberg warnings by wireless and despite the moonless night. Once he made that decision, Titanic was doomed in all probability, no matter which officers were on watch, and no matter what they did once the iceberg was sighted. But the sad fate of the Titanic applies to us today. We argue about what steps should be taken to reverse America’s present course. Should the federal budget be cut across the board, or should cuts be directed at the least productive areas? How deep should these cuts be? Should the cuts be begun gently and then increased, or are deep cuts necessary immediately? Should taxes be raised, and if so, how much and what type? Or should taxes be cut, and if so how much and which type? Should borrowing be drastically reduced before the government becomes insolvent, or should the reduction be gradual so as not to upset the bond markets? All these arguments are relevant, but they obscure the critical point that something must be done promptly. ● Running up another trillion dollars of debt each year is unsustainable. ● Adding even more regulations that stifle business is unsustainable. ● Raising corporate taxes until they force more companies to move overseas is unsustainable. ● Raising capital-gains taxes until they discourage investment is unsustainable. ● Encouraging dependency until half the people rely on a government check is unsustainable. Everybody can’t be a taker. Somebody has to be a producer. ● Increasing intrusive regulations until they control our light bulbs and toilets, our dishwasher detergent, and even what our kids eat for lunch is unsustainable. Something must remain under our control for us to consider ourselves free. ● A government that does not lift a finger to protect its diplomats’ lives – and then tries to cover up its cowardice and bad judgment – does not deserve to be sustained. We must convince business people and investors, here and abroad, that we are serious about preventing America from becoming an economic basket case ‒ Greece on a huge scale. Instead, we bicker about details. It is as if the officers on the Titanic were arguing about how sharply to turn the wheel ‒ instead of just turning it. Critical time for a nation. Do you want to take over a country? Do you want to overthrow a civilization? You don’t need to subvert the army and stage a military coup. You don’t need to stir up a violent revolution. You don’t need to argue persuasively and convince people you’re right. No, that would require too much effort. All you need to do is take over most of the schools of education, journalism, film, and law – and wait a generation. Then the majority of teachers will be telling kids what you want them to learn. The majority of reporters will be reinforcing the lessons with slanted news. The majority of films will be doing the same with biased screenplays. And lawyers and judges will call this amoral, chaotic mess “the Constitution.” That’s exactly what’s happening. Some people can tolerate an amoral, chaotic mess. Some people can’t. If you doubt this, ask John Walker Lindh. He went to liberal schools. His mother dabbled with Buddhism. His father was a lapsed Catholic. When John was in high school, his dad left him and his mother and ran off with a gay boyfriend. Imagine the taunting John endured. His parents gave him no religious training but left him to “find his own way.” He did. He joined the Taliban and was captured fighting Americans in Afghanistan. Similarly, Adam Gadahn rejected his heritage of freedom, joined Al Qaeda, and remains their spokesman. Superficially, both these men appear to have had privileged childhoods. But on a deeper level, they were deprived. They were given nothing to hang onto. Nature abhors a vacuum. We mustn’t allow kids to grow up with a hollow core – which they may fill with whatever they find, no matter how toxic it is. How many other young people will grow sick of watered-down Christianity or Judaism, which have become merely liberal politics with music? How many other young people will grow sick of perverted “social studies,” which teach that America has done largely bad in the world? If we don’t give kids a religious and moral foundation, we can’t claim innocence it they seek a source of guidance, even if it is anti-Judeo-Christian, anti-democratic, and anti-American. Critical choices for a people. Now we must make critical choices. We can’t avoid making them .If we do nothing, we are choosing to allow our civilization to be radically altered, and perhaps destroyed. We are choosing to allow our ship of state to continue full-speed-ahead into the moonless night, after having received numerous warnings. It may not happen at once. It may take a generation. The beautiful facade of Western – that is, Judeo-Christian – civilization will remain. But the structure will be eaten away internally by moral and economic bankruptcy. And one day the whole thing will collapse on us. Our enemies, probably radical Islamists, will take over the property and rebuild the structure to their own specifications. But it won’t look anything like home. And some people think the election is just about politics. Weak is strong Vulnerable is safe Rich is guilty Hostile is neutral Friendly is suspect There’s nothing to worry about, anyway. – Jeane Kirkpatrick, describing liberal foreign and domestic policy Maintain full speed. – E. J. Smith, Captain, RMS Titanic Dr. Stolinsky writes on political and social issues. Contact: email@example.com. You are welcome to publish or post these articles, provided that you cite the author and website.

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en

Organizational behavior is an applied behavioral science that is built on contributions from a number of behavioral disciplines. The predominant areas are psychology, sociology, social psychology, anthropology, and political science. Psychology’s contributions have been mainly at the individual or micro level of analysis, while the other four disciplines have contributed to our understanding of macro concepts such as group processes and organization. Psychology is the science that seeks to measure, explain, and sometimes change the behavior of humans and other animals. Psychologists concern themselves with studying and attempting to understand individual behavior. Those who have contributed and continue to add to the knowledge of OB are learning theorists, personality theorists, counseling psychologists, and, most important, industrial and organizational psychologists. Early, industrial/organizational psychologists concerned themselves with the problems of fatigue, boredom, and other factors relevant to working conditions that could impede efficient work performance. More recently, their contributions have been expanded to include learning, perception, personality, emotions, training, leadership effectiveness, needs and motivational forces, job satisfaction, decision-making processes, performance appraisals, attitude measurement, employee selection techniques, work design, and job stress. While psychology focuses on the individual, sociology studies people in relation to their fellow human beings. Specifically, sociologists have made their greatest contribution to OB through their study of group behavior in organizations, particularly formal and complex organizations. Some of the areas within OB that have received valuable input from sociologists are group dynamics, design of work teams, organizational culture, formal organization theory and structure, organizational technology, communications, power, and conflict. Social psychology blends concepts from both psychology and sociology. It focuses on the influence of the people on one another. One of the major areas under considerable investigation by social psychologists has been change—- how to implement it and how to reduce barriers to its acceptance. In addition, we find social psychologists making significant contributions in the areas of measuring , understanding, and changing attitudes; communication patterns; building trust; the way in which group activities can satisfy individual needs; and group decision-making process. Anthropology is the study of societies to learn about human beings and their activities. For instance, anthropologists’ work on cultures and environments has helped us understand differences in fundamental values, attitudes, and behavior between people in different countries and within different organizations. Much of our current understanding of organizational culture, organizational environments, and differences between national cultures is the result of the work of anthropologists or those using their methods. Although frequently overlooked, the contributions of political scientists are significantly to the understanding of behavior in organizations. Political science studies the behavior of individuals and groups within a political environment. Specific topics of concern here include the structuring of conflict, allocation of power, and how people manipulate power for individual self-interest.

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2013-05-24T01:31:25Z

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en

IP Subnets and Netmasks Demystified I had to explain the purpose of netmasks to my field tech yesterday and recalled the great difficulty I had with the concept when I started taking an interest in networking. In this article I will attempt to put the matter in terms I wish I had heard first. The Internet is a network composed of networks which may be composed of smaller networks ad infinitum. These networks are called sub-networks or “subnets.” Hosts on the same subnet can generally communicate directly with one another. Hosts on different subnets communicate with one another by sending the traffic via one or more gateways or “routers” which have a presence on each subnet. Some say proper protocol is to only call a router a gateway when it connects two or more different layer 2 technologies, however in OS network configuration common parlance is usually just gateway. Hosts on a network need to know what traffic they can send directly over the layer 2 (or otherwise transparently local) network to other hosts and what packets need to be passed to the gateway. The value of the configured netmask is laid over the host’s own IP address in such a way that is difficult to visualize in dotted-decimal notation, so let’s take the IP address 192.168.0.1 and netmask 255.255.255.0 and look at them in binary: A netmask of 255.255.255.0 when applied to 192.168.0.1 means “anything that doesn’t match the first 24 digits of your IP is NOT local traffic and must be sent to the gateway.” The bits in the local address which are in the same position as the 1 bits of the netmask determine if an address is local or not, so it could be said that the “1 bits” are masked out. The “0 bits” are called the rest field and by ignoring them the host can quickly tell 192.168.0.22 is on the local subnet but 192.168.1.22 is not, and neither is 184.108.40.206: 11111111111111111111111100000000 255.255.255.0 netmask There are 8 rest bits in this example so we can tell that the address space of this subnet is 256 addresses deep and they range from 192.168.0.0 to 192.168.0.255 (00000000 – 11111111). Before Classless Inter-Domain Routing or CIDR, the subnets of the Internet were divided into fixed-width blocks called classes. Class names were given to subnets of various sizes and specializations, starting with large Class A subnets at the beginning of Internet address space and advancing to smaller and even experimental subnets as it descends. CIDR did away with the concept of classes and opened the netmask to single-bit-level control; subnets could now be created at sizes of any power of two, in any position of the global address space. CIDR also brought with it a new notation for routing prefixes, a slash after an IP followed by the number of “1 bits” in the netmask. In this way the IP 192.168.0.1 netmask 255.255.255.0 can be written 192.168.0.1/24. Whle CIDR notation can be used to determine the netmask of a subnet and vice versa it is typically used only to describe whole subnets or convey that a given IP is part of a certain sized subnet. |255.255.255.255||11111111.11111111.11111111.11111111||/32||Host (single address)| |255.255.255.0||11111111.11111111.11111111.00000000||/24||“Class C” 254 usable| |255.255.254.0||11111111.11111111.11111110.00000000||/23||2 Class C’s| |255.255.252.0||11111111.11111111.11111100.00000000||/22||4 Class C’s| |255.255.248.0||11111111.11111111.11111000.00000000||/21||8 Class C’s| |255.255.240.0||11111111.11111111.11110000.00000000||/20||16 Class C’s| |255.255.224.0||11111111.11111111.11100000.00000000||/19||32 Class C’s| |255.255.192.0||11111111.11111111.11000000.00000000||/18||64 Class C’s| |255.255.128.0||11111111.11111111.10000000.00000000||/17||128 Class C’s| |255.254.0.0||11111111.11111110.00000000.00000000||/15||2 Class B’s| |255.252.0.0||11111111.11111100.00000000.00000000||/14||4 Class B’s| |255.248.0.0||11111111.11111000.00000000.00000000||/13||8 Class B’s| |255.240.0.0||11111111.11110000.00000000.00000000||/12||16 Class B’s| |255.224.0.0||11111111.11100000.00000000.00000000||/11||32 Class B’s| |255.192.0.0||11111111.11000000.00000000.00000000||/10||64 Class B’s| |255.128.0.0||11111111.10000000.00000000.00000000||/9||128 Class B’s| It should be noted here that in any size subnet you create you will be shy two usable IP addresses from the full number of slots. This is because subnets have a broadcast address that reaches every host at the last IP and their routes are represented by their lowest, therefore 192.168.0.0 represents the subnet, 192.168.0.255 is the broadcast address and 192.168.0.1 – 192.168.0.254 can be used for real hosts, a total of 254 usable addresses.

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2013-05-24T23:48:42Z

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en

The uterus is situated on top of the bladder. As your pregnancy progresses, the weight of the uterus may place pressure on the bladder, in addition some pregnancy hormones affect the bladder and attached organs, and this can increase the risk of bacteria ascending into the bladder and creating a urinary tract infection (UTI). The main bacteria responsible for a UTI is Escherichia Coli. An untreated UTI can get worse and develop into pyelonephritis, an infection of one or both kidneys. From the 6th to 24th week of gestation, pregnant women are more likely to have a UTI than any other time during pregnancy. However, infection can occur at any stage of gestation. Symptoms of a Urinary Tract Infection During Pregnancy Some women experience only a small number of symptoms and other experience extreme pain and a plethora of symptoms. If you are experiencing any of the following symptoms, talk to your obstetrician about the possibility of a UTI. Complications of a Urinary Tract Infection During Pregnancy Urinary tract infections are simple enough to cure with proper diagnosis, but if the condition goes untreated, it can lead to a kidney infection. Kidney infections increase the risk of preterm labor and lower than average birth weight. Proper treatment of the UTI is necessary to prevent complications. Treatment of a Urinary Tract Infection During Pregnancy UTIs are treated with a course of antibiotics. The course typically lasts between three and seven days, depending on the severity of the infection and your previous medical history. Some patients who suffer from recurring UTIs during pregnancy may be placed on a low-dose course of antibiotics to prevent re-infection. Preventing a Urinary Tract Infection Women who want to prevent a urinary tract infection, especially during the prime time for infection between the 6th and 24th week of gestation, can make some simple lifestyle changes, including: As long as the UTI is caught early, women typically recover 100-percent after taking an antibiotic. Recurring UTIs are rare, but they do happen, so your doctor may talk with you about making changes to avoid future infection or about taking a long-course antibiotic to prevent future infections during pregnancy. Some women require longer courses of antibiotics to cure the infection.

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http://www.babymed.com/infections/urinary-tract-infection-during-pregnancy

2013-05-22T14:40:08Z

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en

Though the chemistry and industrial processes for coal gasification were developed early in the 20th century by European scientists, Chinese engineers have recently developed a number of technical advances. And more efficient processes means using less coal to produce more chemicals. Near Xilinhot, in eastern Inner Mongolia, China is testing a gasification process that doesn’t need a plant at all, but instead collects hot gases produced from an underground coal seam that was deliberately set on fire. The experimental “in-situ” coal-gasification practice has proven so efficient—using less coal and saving the water needed for coal mining and processing—that China has approved three additional demonstration projects across the northern and western regions. Graphic by Season Schafer, Greg Hudson, Valerie Carnevale, Chelsea Kardokus, and Vicki Rosenberger, undergraduate students at Ball State University.

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CC-MAIN-2013-20

http://www.circleofblue.org/waternews/2011/world/infographic-underground-coal-conversion-creating-fuels-and-fertilizers-with-less-water/

2013-05-24T08:57:22Z

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en

For ultrasound testing, gel or oil is applied to the skin to help transmit the sound waves. A small, handheld instrument called a transducer is passed back and forth over the area of the body that is being examined. The transducer sends out high-pitched sound waves (above the range of human hearing) that are reflected back to the transducer. A computer analyzes the reflected sound waves and converts them into a picture that is displayed on a TV screen. The picture produced by ultrasound is called a sonogram, echogram, or ultrasound scan. Pictures or videos of the ultrasound images may be made for a permanent record. Ultrasound is most useful for looking at organs and structures that are either uniform and solid (such as the liver) or fluid-filled (such as the gallbladder). Mineralized structures (such as bones) or air-filled organs (such as the lungs) do not show up well on a sonogram. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need. Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies

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2013-05-24T22:59:26Z

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en

Elliott Vichinsky, MD, Children's Hospital and Research Center Oakland, Oakland, CA Sickle cell disease and thalassemia are genetic disorders caused by errors in the genes for hemoglobin, a substance composed of a protein ("globin") plus an iron molecule ("heme") that is responsible for carrying oxygen within the red blood cell. These disorders can cause fatigue, jaundice, and episodes of pain ranging from mild to very severe. They are inherited, and usually both parents must pass on an abnormal gene in order for a child to have the disease. When this happens, the resulting diseases are serious and, at times, fatal. Sickle Cell Disease |Click image to enlarge Sickle cell disease was first discovered in the early 1900s, described as "peculiar, elongated sickle-shaped erythrocytes [red blood cells]." With further study, a noted pathologist later suggested that the pain experienced by sickle cell patients resulted from the blockage of tiny blood vessels. In a landmark 1949 study, Dr. Linus Pauling concluded that sickle cell disease is caused by abnormal hemoglobin, referred to as "hemoglobin S." The disease was among the first to be understood fully at the biochemical level, as researchers learned that the abnormal hemoglobin was actually changing shape (called "sickling") due to a single amino acid error in hemoglobin S. Even though the underlying molecular cause of the disease was understood more than half a century ago, progress in translating this knowledge into improved patient care has been slow. This partly reflects the intrinsic difficulty of treating the disease. However, it also results from the fact that, in the United States, sickle cell disease occurred in an underserved population for which health research and treatment were neglected. It was not until the civil rights movement of the early 1970s that the poor treatment of these patients was recognized as a prime example of racial inequality in health-care. In response, the Sickle Cell Disease Association of America was founded and later helped establish the Sickle Cell Anemia Control Act of 1972, which allotted government health funds for screening, research, and treatment programs. As scientific progress and technology improved, new treatment regimens evolved for sickle cell disease patients. The Prophylactic Penicillin Study (PROPS) found that giving penicillin, an antibiotic, when patients were not sick could prevent death related to serious infections in sickle cell disease. Later, the Multicenter Bone Marrow Transplant Study demonstrated that 84 percent of children with sickle cell disease who received a bone marrow transplant from a matched relative could be cured. Finally, in the mid-1990s, the U.S. Food and Drug Administration approved a new therapy called hydroxyurea as a treatment to decrease complications of the disease. Hydroxyurea works in part by stimulating the body to resume production of fetal hemoglobin (hemoglobin F), a normal hemoglobin in the fetus that prevents sickling. In the last decade, further progress has been made in sickle cell research. Researchers have improved outpatient programs for pain control, identified pulmonary hypertension as a common life-threatening complication of sickle cell disease, and developed new ways to identify genetic risk factors for other disease complications. Thalassemia, or Mediterranean anemia, was first described in 1925 by a Detroit physician who studied Italian children with severe anemia (low levels of red blood cells), poor growth, huge abdominal organs, and early childhood death. In 1946, the cause of thalassemia was found to be an abnormal hemoglobin structure. The body reacts by destroying red blood cells, causing anemia. To compensate for the loss, the body tries to make red blood cells more rapidly, causing other thalassemia complications, such as bone abnormalities and spleen enlargement. |Click image to enlarge In the 1960s, doctors treating thalassemia patients started to transfuse them with fresh red blood cells every month. This alleviated most of the childhood symptoms and led to a major improvement in survival. It is still used as a treatment today. However, since blood contains large amounts of iron, which the body cannot eliminate naturally, most patients died in their teenage years from damage caused by too much iron. Researchers later found that excess iron could be removed from the body by treatment with a drug called desferoxamine. This drug prevented iron-induced heart disease and helped patients live much longer. Recently, two oral drugs have become available to remove iron. They have dramatically improved the quality of life of patients with iron overload from transfusions for thalassemia. Furthermore, specialized imaging tests can now find iron in the heart and allow patients to be treated before they develop iron-related heart failure. As with sickle cell disease, drugs that increase production of fetal hemoglobin can partially correct the anemia of thalassemia, but efforts to improve the treatment of thalassemia continue. Medications that increase fetal hemoglobin in both sickle cell disease and thalassemia have greatly improved life for patients suffering from these diseases; however, safer and more effective drugs are still being sought. Stem cell transplantation can be used to treat both illnesses, but it has many limitations. Further research to improve the safety of transplantation, especially when using stem cells from unrelated donors, is necessary before it can be widely accepted as a safe and effective treatment. Finally, the longterm hope for successfully treating both of these diseases is to correct the error in the globin gene itself. While it is possible to do this type of gene therapy in animals, there are several obstacles that must be overcome before human trials will be successful. This article was published in December 2008 as part of the special ASH anniversary brochure, 50 Years in Hematology: Research That Revolutionized Patient Care. back to top

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http://www.hematology.org/Publications/50-Years-in-Hematology/4325.aspx

2013-05-25T05:38:11Z

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en

Air is essential to life, but pollution of it can be detrimental to our health. Polluted air contains substances that can be harmful to health, quality of life or the environment. Air pollution can be as obvious as bonfire smoke, but in many cases has no smell and cannot be seen. Nitrogen Dioxide: Nitrogen dioxide (NO2) is a gas produced by the reaction of nitrogen and oxygen in the atmosphere. All combustion processes, such as vehicle engines, power stations and industries emit nitric oxide (NO) and nitrogen dioxide (NO2), collectively called oxides of nitrogen (i.e. NOx). Usually the dominant NOx emission is in the form of NO, which through chemical reactions in the atmosphere is converted to NO2. The main source of NOx emissions is from road transport both nationally and locally. Particulate Matter: (PM10): Particulate matter can be emitted from a range of different sources both natural (e.g. pollen, fungal spores, sea salt etc) and human derived (e.g. road traffic, combustion processes, construction and quarrying). Particulate matter varies in its physical and chemical composition and particle size. PM10 (particles less than 10 mm) are currently of most concern since they are small enough to penetrate into the lungs, while larger particles are not readily inhaled. The main source of PM10 is road traffic, particularly diesel vehicles. Sulphur Dioxide: Sulphur dioxide (SO2) is a colourless soluble gas. It is produced by the combustion of fossil fuels containing sulphur such as for industry, power stations and domestic heating. Since the burning of fossil fuels for domestic heating has rapidly declined over the last two decades the main source of SO2 in the UK is now from power stations. Carbon Monoxide: Carbon monoxide (CO) is a colourless, odourless and tasteless gas, which arises during incomplete combustion of fossil fuels. The main source of CO is road traffic, particularly petrol driven vehicles. Levels are generally declining as the effect of catalytic converters outweighs increasing traffic volumes. Benzene: Benzene (C6H6) is a volatile organic compound (VOC) and a minor component of petrol. It arises from petrol evaporation and combustion of other petrol components. In the UK, road vehicles are the principle source of C6H6 emissions particularly in urban areas. 1,3-Butadiene: 1,3-Butadiene (C4H6) is a VOC arising from the combustion process of petroleum products. In the UK, road vehicles are the principle source of C4H6 emissions particularly in urban areas. Lead: Lead (Pb) is a heavy metal, which exists naturally, but its exploitation for activities such as fossil fuel combustion, metal industries and waste incineration can give rise to particulate lead in air. Previously in the UK the main source of Pb was from road vehicles but since the introduction of unleaded petrol in the late 1980s emissions have decreased significantly. National Air Quality Standards have been devised with health effects in mind. They have been set to protect the most vulnerable members of the population, although recent evidence suggests that health effects can occur at lower levels, particularly for finer particulates. Each air pollutant can have both short-term and long-term health effects. Nitrogen Dioxide: The short-term health effects of Nitrogen Dioxide (NO2) include eye, nose and throat irritation and can also trigger the onset of symptoms of existing respiratory conditions such as asthma and bronchitis. Long-term health effects of NO2 are associated with gradual deterioration in health for susceptible people (e.g. the elderly and those already suffering from respiratory problems), can lower resistance to respiratory infections such as influenza and can increase the rate of acute respiratory illness in children. Particulate Matter (PM10): Particles inhaled by humans are separated by size during deposition within the respiratory system, larger particles depositing in the upper part of the respiratory system and smaller particles penetrating deeper into the lungs. Small particles can cause inflammation and a worsening of existing heart and lung conditions. They can also carry surface-absorbed carcinogenic compounds into the lungs. Evidence has shown that rises in PM10 levels may be associated with an increase in hospital admissions, increases in reported symptoms of existing respiratory conditions, such as COPD and asthma and decreases in lung function. Sulphur Dioxide: Sulphur Dioxide (SO2) is recognised as a potent respiratory irritant. Even moderate concentrations can result in a fall in lung function in asthmatics. At high levels, chest tightness, coughing and impaired lung function of asthmatics to the point that medical attention is required may occur. .SO2 is considered to be more harmful when associated with high concentrations of other pollutants. Currently in Swale Borough, SO2 is not at levels that of any cause for concern to health. Carbon Monoxide: Carbon Monoxide (CO) can interfere with the normal transport of oxygen by the blood, which at high levels can reduce the supply of oxygen to the heart and weaken heart contractions, thus lowering the volume of blood transported to various parts of the body. In Swale Borough, CO is not at levels that are cause for concern to health. Benzene and 1,3-Butadiene: Both pollutants are at low levels within the Borough and are therefore of no cause for concern, but at high levels possible chronic health effects can occur including cancer, central nervous system disorders, liver and kidney damage, reproductive disorders and birth defects. Lead: Lead (Pb) exhibits toxic effects in humans and can cause damage to the nervous system, kidneys, intestines, joints and reproductive system. However in Swale, Lead is not a cause for concern. There are two forms of Ozone (O3), O3 in the atmosphere forms what is known as the ozone layer, which is essential to limiting the level of UV irradiation reaching the earths surface. However O3 at ground level is not beneficial and can have a number of health effects. O3 is an acidic colourless gas. It is not emitted directly from any sources, but is a secondary pollutant formed by reactions between nitrogen dioxide (NO2), hydrocarbons and sunlight. The main source that causes ground level O3 to form is road traffic. O3 is an irritant to the lungs and can increase the onset of asthma and symptoms of other respiratory diseases. Since O3 can take several hours or even days to form and because it can be formed at considerable distances from its individual precursor pollutants, control and monitoring of O3 is on a regional or national scale. Air Quality Standards have been set under the National Air Quality Strategy with a view to ensuring an acceptable level of air quality for the public at large. This level should not pose significant risks to human health or quality of life and carry no unacceptable social or economic costs. An Air Quality Management Area (AQMA) is a designated area where national guideline limits for air pollutants are being exceeded. The area can be just one or two streets or much larger. The AQMA will be the focus for action planning to improve air quality. Swale is not the only Council to have an AQMA, over 200 local authorities have declared AQMAs within their district, in which the vast majority of these are for NO2. Designation of AQMAs is a legislative requirement and not an optional process. Other councils have declared AQMAs and to the best of our knowledge there have been no reported effects on property values. However if you live within one of the AQMAs and wish to sell your property this information may be declared if an environmental search is carried out. It is not the intention of this authority that AQMA designation should prohibit development. However each application for development will be considered for its potential impact on air quality on a case-by-case basis. More weight will therefore be given to air quality considerations, where developments would have significant adverse impacts on air quality inside, or close to the AQMAs and where proposals for sensitive developments (i.e. residential) could be adversely affected by poor air quality inside the AQMAs. Overall air pollution from all sources, including road vehicles has declined over the past two decades. However for some roads within the AQMAs there has been an upward trend in results. Furthermore, air quality standards specified to protect human health have become more stringent, but some roadside sites still generate what are considered significant amounts of pollution. In terms of action, the Pollution Team has already extended its air quality-monitoring network for NOx diffusion tubes within the AQMAs to gain a clearer picture of the spatial extent of air pollution. This Council will now formulate an Action Plan with the aim to reduce pollution to levels below set targets, through proposals such as promoting reduced car usage, green transport etc. Many actions required to reduce pollution levels are beyond the direct control of this council and we will therefore liaise with relevant organisations such as Kent County Council and the Highways Authority to work towards achieving the necessary reductions. In conjunction, this council is conducting a Further Assessment to supplement information already collected and help focus measures in the Action Plan. The Action Plan will be drawn up over 18 months while the Further Assessment will be conducted over a period of 12 months from designation of the AQMAs. If exceedances still occur after measures to address air quality have been employed, this council will need to continue until it is certain that any future exceedances are unlikely. This could take a number of years. Even when levels fall below set targets and the AQMA can be revoked, this council will still need to ensure air quality issues maintain a high profile in the affected areas by meeting the requirements of the air quality strategy.

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CC-MAIN-2013-20

http://www.swale.gov.uk/air-quality-faq/

2013-06-20T01:59:47Z

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Circulating Tumor Cells Can Reveal Genetic Signature of Dangerous Lung Cancers Using a miniature laboratory-on-a-chip device, a team of investigators at the Massachusetts General Hospital, led by Daniel Haber, M.D., Ph.D., and Mehmet Toner, Ph.D., both members of the MIT-Harvard Center for Cancer Nanotechnology Excellence (CCNE), has developed a method that detects and analyzes the genetic signature of rare tumor cells in the bloodstream. The results from this analysis allowed the researchers to identify those patients most likely to respond to a specific targeted treatment. This chip-based analysis also allowed the researchers to monitor genetic changes that occur during therapy. According to Dr. Haber, this chip opens up a new field of studying tumors in real time. “When the device is ready for larger clinical trials, it should give us new options for measuring treatment response, defining prognostic and predictive measures, and studying the biology of blood-borne metastasis, which is the primary method by which cancer spreads and becomes lethal.” Dr. Haber and his team published their results in The New England Journal of Medicine. Circulating tumor cells (CTCs) are living solid-tumor cells found at extremely low levels in the bloodstream. Until the development of the CTC-chip by the Massachusetts Institute of Technology (MIT)-Harvard CCNE team, it was not possible to get information from CTCs that would be useful for clinical decision-making. The current study was designed to determine whether the device could go beyond detecting CTCs to helping analyze the genetic mutations that can make a tumor sensitive to treatment with targeted therapy drugs. The researchers tested blood samples from patients with non-small-cell lung cancer (NSCLC), the leading cause of cancer death in the United States. In 2004, cancer researchers had discovered that mutations in a protein called epidermal growth factor receptor (EGFR) determine whether NSCLC tumors respond to a group of drugs called tyrosine kinase inhibitors (TKIs), which includes gefitinib (Iressa) and erlotinib (Tarceva). Although the response of sensitive tumors to those drugs can be swift and dramatic, eventually many tumors become resistant to the drugs and resume growing. The CTC-chip was used to analyze blood samples from 27 patients—23 who had EGFR mutations and 4 who did not—and CTCs were identified in samples from all patients. Genetic analysis of CTCs from mutation-positive tumors detected those mutations 92 percent of the time. In addition to the primary mutation that leads to initial tumor development and TKI sensitivity, the CTC-chip also detected a secondary mutation associated with treatment resistance in some participants, including those whose tumors originally responded to treatment but later resumed growing. Blood samples were taken at regular intervals during the course of treatment from four patients with mutation-positive tumors. In all of those patients, levels of CTCs dropped sharply after TKI treatment began and began rising when tumors resumed growing. In one patient, adding additional chemotherapy caused CTC levels to drop again as the tumor continued shrinking. Throughout the course of therapy, the tumors’ genetic makeup continued to evolve. Not only did the most common resistance mutation emerge in tumors where it was not initially present, but new activating mutations—the type that causes a tumor to develop in the first place—appeared in seven patients’ tumors, indicating that these cancers are more genetically complex than expected and that continuing to monitor tumor genotype throughout the course of treatment may be crucial. “If tumor genotypes don’t remain static during therapy, it’s essential to know exactly what you’re treating at the time you are treating it,” says Haber. “Biopsy samples taken at the time of diagnosis can never tell us about changes emerging during therapy or genotypic differences that may occur in different sites of the original tumor, but the CTC-chip offers the promise of noninvasive continuous monitoring.” This work, which was supported in part by the National Cancer Institute’s Alliance for Nanotechnology in Cancer, is detailed in the paper “Detection of Mutations in EGFR in Circulating Lung-Cancer Cells.” An abstract of this paper is available through PubMed.

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CC-MAIN-2013-20

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2013-05-22T00:42:03Z

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Pediatric Diseases and ConditionsBreastfeeding Overview Caring for Babies in the NICU Neonatal Intensive Care Units (NICUs) are equipped with complex machines and monitoring devices designed for the unique needs of tiny babies. There are mechanical ventilators (breathing machines), oxygen, medications, and supplies for medical care. Furthermore, there is technology to monitor nearly every system of a baby's body including body temperature, heart rate, breathing, oxygen and carbon dioxide levels, and blood pressure. The following list includes some of the monitoring equipment often used in the NICU: Heart or cardiorespiratory monitor This monitor displays a baby's heart and breathing rates and patterns on a screen. Wires from the monitor are attached to adhesive patches on the skin of the baby's chest, abdomen, and leg. Blood pressure monitor Blood pressure is measured using a small cuff placed around the baby's upper arm or leg. Periodically, a blood pressure monitor pumps up the cuff and measures the level of blood pressure. Some babies need continuous blood pressure monitoring. This can be done using a catheter (small tube) in one of the baby's arteries. A temperature probe is placed on the baby's skin with an adhesive patch. A wire connects the temperature probe to the overhead warmer (or isolette) to help regulate the heat needed to keep the baby warm. This machine measures the amount of oxygen in the baby's blood through the skin. A tiny light is taped to the baby's finger or toe, or in very tiny babies, a foot or hand. A wire connects the light to the monitor where it displays the amount of oxygen in the baby's red blood cells. Transcutaneous oxygen/carbon dioxide monitor This machine measures the amount of oxygen and carbon dioxide in the baby's skin. A small circular pad is taped on the baby's skin. The pad warms a small area of skin underneath and measures oxygen, carbon dioxide, or both. A wire connects the pad to the monitor and displays the levels. Because the transcutaneous monitor heats the skin, it must be moved to different places on the baby's skin periodically. The heating may leave a temporary reddened spot on the baby's skin, but this will fade. Transcutaneous oxygen levels are usually lower than levels of the pulse oximeter. Ultrasound uses high-frequency sound waves and a computer to create images of blood vessels, tissues, and organs. Ultrasounds are used to view internal organs as they function, and to assess blood blow through various vessels. In the NICU, ultrasound may be used to examine the heart, abdomen, and internal structures of the baby's brain. Ultrasound is painless and provides much information about a baby's health. Portable X-ray machines may be brought to the baby's bedside in the NICU. X-rays use invisible electromagnetic energy beams to produce images of internal tissues, bones, and organs on film. X-rays are taken for many reasons including checking the placement of catheters and other tubes, looking for signs of lung problems such as hyaline membrane disease, and checking for signs of bowel problems. Computed tomography (also called CT or CAT scan) A CT scan is a diagnostic imaging procedure that uses a combination of x-rays and computer technology to produce horizontal, or axial, images (often called slices) of the body. A CT scan shows detailed images of any part of the body, including the bones, muscles, fat, and organs. CT scans are more detailed than general X-rays. CT scans also minimize exposure to radiation. CT scans are sometimes done to assess bleeding inside a baby's head. A CT scan is done in a special room and the baby will need a sedative medication so that he or she will be motionless for the exam. Magnetic resonance imaging (MRI) MRI is a diagnostic procedure that uses a combination of a large magnet, radio frequencies, and a computer to produce detailed images of organs and structures within the body. Like a CT scan, MRI is performed in a special area of the hospital. It is often done to examine a baby's brain stem, spinal cord, and soft tissues. The baby will need a sedative medication so that he or she will be motionless for the exam. Endotracheal tube (ET) This tube is placed through the baby's mouth or nose into the trachea (windpipe). The ET tube is held in place with special tape and connects to a mechanical ventilator (breathing machine) with flexible tubing. An X-ray is used to check the tube's placement. When a baby has an ET tube, he or she is unable to make sounds or cry. Respirator or mechanical ventilator This machine helps babies who can not breathe on their own or who need help taking bigger breaths. High frequency ventilators give hundreds of tiny puffs of air to help keep a baby's airways open. Ventilators can also deliver extra oxygen to the baby. Continuous positive airway pressure (CPAP) Through small tubes that fit into the baby's nostrils, called nasal CPAP, this machine pushes a continuous flow of air or oxygen to the airways to help keep tiny air passages in the lungs open. CPAP may also be given through an ET tube. Extracorporeal membrane oxygenation (ECMO) This is a special technique for babies with respiratory disease that does not respond to maximum medical care. With ECMO, blood from the baby's vein is pumped through an artificial lung where oxygen is added and carbon dioxide is removed. The blood is then returned back to the baby. ECMO is only used in specialized NICUs.

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CC-MAIN-2013-20

http://www.womanshospitalms.com/health-education/90,P02358

2013-05-25T19:49:50Z

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en

Crabs are incidentally caught in fisheries for groundfish and scallops. These fisheries are prohibited from harvesting crab so if they catch them, they are required to throw them back. However, because most of these discarded crabs die, researchers, managers, and fishermen have worked hard to reduce bycatch of crab in other fisheries. A number of measures are in place in other fisheries to protect crab, including bycatch limits, closed areas, and modifications to fishing gear. Researchers continue to look for new ways to protect the valuable crab resource. - Ocean perch - Sea Bass - Turbot (Greenland) Alaska Snow Crab ALSO KNOWN AS: U.S. wild-caught from Alaska’s Eastern Bering Sea - FISHING RATE - HABITAT IMPACTS Click the icons to learn more about each criteria Only male crabs can legally be caught for commercial use. Commercial size males are usually older than 8 years and weigh between 1 and 2 pounds. (Photo credit: Forrest Bowers, Alaska Department of Fish and Game)LAUNCH GALLERY Snow crab – named for their sweet, delicate, snow-white meat – is one of Alaska’s signature crab fisheries. Although the Alaska snow crab fishery has had its ups and downs over the years, management has effectively responded to these fluctuations. Every year, scientists determine the abundance of the snow crab resource. Using these abundance estimates, managers set a harvest limit for the following fishing season. So in 1999 when scientists found that the snow crab stock had fallen below the minimum stock size threshold (i.e., had become overfished), managers cut harvests for the following fishing seasons to a level that would allow the stock to recover. Under conservative harvest levels, Alaska snow crab has rebounded and is now above its target population level. This is good news for the resource and for fishermen, too. An abundant resource can sustainably support higher harvests, and managers boosted the harvest limit for 2011/2012 by 64 percent to nearly 90 million pounds. In 2005, the derby-style fishery – where anyone could enter the fishery and the fishery was closed when the catch limit was reached – was replaced with an individual fishing quota (IFQ). Under the IFQ management system, individual fishermen are given a share of the harvest and can catch their share at any time during the fishing season. This has resulted in a safer and more efficient fishery, as fishermen can take weather and economic factors into account when deciding when to fish. LOCATION & HABITAT Snow crabs have a wide distribution. In Asia, they’re found in the Japan Sea and the Sea of Okhotsk. In the Atlantic, they’re found from Greenland south to Maine. In Alaska they live in the Bering, Beaufort, and Chukchi Seas, although they’re only harvested in the Bering Sea. They prefer soft sandy or muddy bottoms, typically in water less than 650 feet deep, where they can burrow if threatened by predators and where they can feed on the animals living in the sediment. In Alaskan waters, female snow crabs can carry up to nearly 100,000 eggs, depending on their size. They hatch their larvae in the spring when there is plenty of food in the water column. Larvae, which look like tiny shrimp, live in the water and feed on plankton. The larvae molt and grow through three stages before becoming megalops, which look like crabs with long tails. Megalops seek out suitable habitat, settle, molt, and metamorphose into the first crab stage. From this point forward they look like miniature versions of the adult crabs, and will live on the bottom for the rest of their lives. Snow crabs, like all crustaceans, can only grow by molting, because their hard shells (exoskeletons) prevent a gradual increase in size. When a crab is ready to molt, they absorb a lot of water and swell up inside their old shell until it pops open. Then they wriggle out of the old shell and absorb even more water to increase their size. Right after molting they are very soft and vulnerable to predators until their new shell hardens. Snow crabs molt several times a year for the first couple of years, but as they grow larger they molt less frequently. When they have reached sexual maturity, both females and males have a terminal molt, after which they never molt again. Females seldom grow larger than 3 inches in shell width while males can reach 6 inches. Scientists estimate that snow crabs may live for up to 20 years. Snow crabs will eat almost anything they can catch and break open with their claws, including fish, shrimp, crabs, worms, clams, brittle stars, snails, algae, and sponges. They will also scavenge on anything dead they find. In turn, they are eaten by seals, sea otters, octopi, other crabs, and a wide variety of fish. Snow crabs have a hard rounded shell, four pairs of walking legs, and one pair of claws. On top they are brownish in color and underneath they are lighter. Their eyes are green or greenish blue. Males and females can be distinguished by the shape of their abdominal flaps; on males this flap is triangular, whereas on females it is broadly rounded. Scientists with NOAA’s Alaska Fisheries Science Center annually survey the Bering Sea crab stocks to estimate their abundance. NOAA Fisheries and the State of Alaska use this information to determine the status of the stocks and to set the harvest limits for the following fishing season. Scientists use model estimates of the number of mature males in the population (mature male biomass) at the time of mating as the measure for population status of snow crab. Mature male biomass has increased since its low in 2002, and is currently estimated to be at a sustainable level. Harvesting Snow Crab Foreign fleets harvested snow crab in the Bering Sea from the 1960s through 1980, until the Magnuson-Stevens Act banned foreign fishing in U.S. waters. Today, the U.S. fleet is made up of a variety of vessels, from small inshore vessels to large-scale “super crabbers” that fish in the Bering Sea. Commercial fishermen use crab pots to harvest snow crab. They bait the pots with chopped herring, mackerel, or squid and lower the pots over silt and mud bottoms. After a couple days, fishermen haul the pots back on board, empty them, and sort the catch – then start all over again. Who’s in charge? North Pacific Fishery Management Council, NOAA Fisheries, and the Alaska Department of Fish and Game Current management: Bering Sea/Aleutian Islands King and Tanner Crab Fishery Management Plan, which defers management of crab fisheries to the State of Alaska with federal oversight. State regulations must comply with the fishery management plan, the national standards of the Magnuson-Stevens Act, and other applicable federal laws. - The Alaska snow crab fishery is currently managed according to three “S’s” – size, sex, and season. Only male crabs of a certain size may be harvested, and fishing is not allowed during mating and molting periods. These measures help ensure that crabs are able to reproduce and replace the ones that are harvested. - Every year, managers set the harvest limit for the next fishing season using the most recent estimates of crab abundance. Managers allocate shares of the harvest among harvesters, processors, and coastal communities through the “Crab Rationalization Program,” which was developed in 2005 to address economic, safety, and environmental issues in the fishery. This program includes a “Community Development Quota,” which protects community interests by allowing community groups 10 percent of the harvest. They’re given the opportunity to purchase shares in the fishery before the shares are offered for sale outside the community. - Vessels carry vessel monitoring systems (satellite communications systems used to monitor fishing activities) and must report their landings electronically, so managers can monitor the fishery in real time and anticipate any issues. If they project the fishery will reach the harvest limit before the end of the fishing season, they will close the fishery. - Fishermen must install escape panels and rings on their pots to prevent ghost fishing (when lost pots continue to capture and kill species) and to reduce bycatch. - NOAA Fisheries also runs a voluntary buyback program to reduce excess participation in crab fisheries. The agency pays participants for withdrawing their vessels from the fishery, relinquishing fishing licenses, and surrendering fishing histories. Reducing excess vessels in the fishery helps conserve the resource and increases the productivity and value of the fishery for remaining participants. - Observers are required to be on 20 percent of the vessels in the fishery. They collect data on the retained crabs, discarded crabs, and bycatch, and document any violations of fishing regulations. In the 2010/2011 season, 54.5 million pounds of snow crab were harvested in U.S. fisheries in the Bering Sea. Managers boosted the harvest limit for the 2011/2012 season to 89.9 million pounds. In 2009 the dockside price for snow crab was $1.45 per pound and the total value of the Bering Sea fishery was about $75 million. Since 2001 the value of the fishery has varied from $39 to $96 million per year. The snow white meat is what gives the snow crab its name and its reputation as a delicacy. In the United States, the legs and claws are typically steamed and frozen in brine before being sold. They simply need to be thawed and reheated gently before eating. The meat is sweet and flaky, is more delicate in flavor than king crab, and can be eaten directly out of the shell, dipped in melted butter, or used in a variety of recipes. (Seafood Business, 2011 ) Generally harvested from January to April in the Eastern Bering Sea, but product is available year-round Crab provides many dietary benefits, including a low-fat source of protein. |Serving Weight||100 g (raw)| |Fat, total||1.18 g| |Saturated fatty acids, total||0.143 g g| |Sugars, total||0 g| |Fiber, total dietary||0 g| Snow Crabs Table of Nutrition - Coming Soon...

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2013-05-26T02:49:44Z

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As we dig deeper into the Nutrition Facts, we begin to find essential nutrients that are not necessarily on the nutrition label. Understanding these, often overlooked, nutrients are vital to the future of our health. Amongst these nutrients we have omega-3 fatty acids. These five W’s should help answer any wandering questions regarding Omega -3’s. What is Omega-3? Who needs Omega-3? Everyone! Omega-3 fatty acids are not produced by the human body and must be consumed in our diet via food or supplement. Individuals consuming low to moderate amounts of omega-3 fatty acids, or would like to ensure they are getting the proper amount of omega-3, may want to consider taking a supplement. Please contact your physician to insure your supplementation will not interfere you’re your current medications or health complications. Why do we need Omega-3? Omega-3 fatty acids are important for brain function, growth & development, protecting against macular degeneration, inflammation, heart disease and cancer. Omega-3 can also assist in treating arthritis, blood clots, high blood pressure, high cholesterol, diabetes, depression, osteoporosis, and ADHD. Studies show that supplements with ultra-refined DHA/EPA help promote cardiovascular health. Note: Too little omega-3 can present with signs of fatigue, memory loss, confusion, dry skin, depression, or heart disease. Exceeding 3 grams per day of omega-3 is not recommended due to the possibility of toxicity. Where do we get Omega-3? Omega-3’s are only found in select foods, such as; salmon, tuna, halibut, sardines, herring, nut/seed oils, free range poultry or beef, seaweed, fortified eggs, kale, brussel sprouts, and supplements (fish oil, EPA, DHA, ALA). Consuming foods high in omega-3 fatty acids at least 2-3 times per week is recommended for a healthy diet. If you are unable to consume adequate amounts via diet, supplementation may be needed. When to take Omega-3 supplements? When taking an omega-3 supplement it may interfere with the absorption of other vitamins or minerals, so it is best to take in the absence of other supplements, but in the presence of food. These are the facts of omega-3 fatty acids. Fatty acids are absolute for a healthier life and each one usually goes unrecognized to the average grocery shopper. Omega-3’s shall not be overlooked and must be controlled as well as all consumption of food. Did you know that GenoVive's Customized Meal Program includes a high quality omega-3 supplement? The Gen-Omega daily supplement is made from food sourced calamari oil so it does not contain any rancid or fishy aftertaste. To find a diet that is perfect for your genetic makeup visit www.genovive.com. Please consult your physician before beginning any diet or exercise program. The information provided in this blog is not intended to prevent, diagnose or treat any medical condition and should not replace the advice of your physician.

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2013-05-22T22:19:36Z

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When the Drake Oil Well in Titusville, Pennsylvania began seeping crude oil 150 years ago, humanity allowed itself to become engulfed in the ecology of oil, according to a Penn State environmental historian. Now in the midst of an energy transition, the U.S. and the world need to keep moving forward toward alternative methods of power generation. "American consumers must take stock and understand our dependency on oil in the context of how we got to this point," said Brian Black, associate professor of history and environmental studies, Penn State Altoona. "Just as a certain path of consumption led us to petroleum dependence, a path will lead us out of it. These paths, of course, are composed by the choices made by the American consumer." In the late 1800s, oil was not a commodity. In fact, crude oil was a product looking for a purpose. While people did distill a little kerosene and use it in place of whale oil in lamps, one of the first commercial products produced was petroleum jelly -- Vaseline -- patented in 1872 and discovered when it accumulated in the equipment and workers found it softened their hands. It took Henry Ford and the mass production of automobiles to push the industry into complex processes like cracking, fractionation and distillation that now produce the gasoline, kerosene, Jet A, benzene and the myriad other products that derive from crude oil. This also opened up industry to other petroleum-based products including plastics, fabrics, coatings, medications, cosmetics and the entire world of petrochemicals that permeate modern life. "Together, these uses composed a dependence so pervasive that it remade the ecology of human life," said Black. "This slow growth of petroleum products over the 20th century led to a centrality in American life that no resource had possessed for humans before. This occurred to the point that in the 21st century petroleum dictates decisions of national security and human security," he told attendees at the annual meeting of the American Association for the Advancement of Science today (Jan. 14) in Chicago. Such a dependence on petroleum really contradicts the United States' founding principles. Black considers that it would be a telling exercise to imagine the reaction of the founding fathers, Thomas Jefferson or Benjamin Franklin perhaps, allowing the country's autonomy to become compromised by the necessity of a resource for which the nation was beholden to others. "By declaring our dependence on oil, we can clearly view our history in a way that will allow us to better approach the problem of our energy future," said Black. According to Black, history tells us that consumers never imagine the next energy source, that the transition from one source of energy to another is unforeseen and sometimes unguided and that in the past, governments have not been involved in these transitions. "In the 21st century, it may be that governments need to be involved," said Black. "We see some of that in the way President Obama is approaching the nation's plans for future energy." Regardless of who initiates the change, it is one that must take place if we are going to continue our way of life as it is with no major disturbances. From the beginning, it was known that crude oil was a finite resource and that eventually it would run out. It seems that only now does the American public understand this reality. Black suggests that our energy transition may begin with a reevaluation of our uses for crude. One of the first things to go in a switch to alternative energy sources would be petroleum-powered transportation, according to Black. Burning derivatives of crude oil would have to stop because the commodity is too valuable for use as a feedstock in chemical processes. "In the future, I think, people will look back at burning petroleum as a wasteful practice that demonstrated 20th-century Americans' lack of appreciation of petroleum's diverse applications," said Black. "That will likely seem jarring to the energy sensibilities of the 21st century. "We have no definable way to say what energy transitions will take place or when a culture has to let go of everything that they know," said Black. "My argument is that we are in an era where we will reconsider some of our most basic ways of using and acquiring energy," said Black. "We have a culture now that is more open to these new ideas and concepts than ever before." Despite lower gasoline prices, Black believes that the country and the world are ready to meet the challenges of a change away from oil. He is optimistic that Americans will take the knowledge they now have of how problematic oil dependency is to the country and make the decisions that will ensure our future security and freedom. By declaring our dependence on petroleum, Black argues that we will help to establish a more independent energy future. Source: Penn State Explore further: Source of life running out: water scientists

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2013-05-25T06:47:14Z

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Feb 23 2009 Atlantis is one of those enduring myths that is so tenacious it provokes speculation about what is it, exactly, that makes it so irresistible. It certainly appeals to the imagination – wondering what an ancient yet advanced civilization might have been like. It also appeals to the little explorer in each of us. At a time when we can go on the computer in our living room and see high quality satellite images of the entire planet it may seem like there is nothing left to explore – no edge of the map beyond which there be dragons. A little mystery can be fun – perhaps there are hidden archaeological and historical treasures to be found, at the bottom of the ocean or under Antarctica, whatever your preference. Ironically, Bernie Bamford, an aeronautical engineer from Chester, UK, claims he found an aerial map of Atlantis on Google Earth. What he found was what appears to be a grid-pattern of lines covering an area about the size of Wales about 620 miles off the coast of West Africa (here are the Google coordinates: 31 15’15.53N 24 15’30.53W. Bamford is quoted as saying that the grid pattern “must be man-made.” Some reports characterize the pattern as “perfect.” Certainly perfectly straight lines and right angles are not features common in nature and they do indeed suggest a human technological origin. If you look closely at the photo you will see that the lines are not perfect – but to be fair they are close enough that the non-natural argument still holds. What, then, are the possibilities? The standard archeological approach to an aerial photo of a potential site is that on the ground (in this case on the sea floor) confirmation is always required. This is because it is very difficult to identify objects from far above. Such images are notoriously susceptible to optical illusions and pareidolia (see the Face on Mars). A legitimate archeologist will not publish that they found X until they have gone to the site and confirmed X. Further, it is important not to jump to the sexy explanation based upon flimsy data. There is no reason to think that this grid of lines is Atlantis specifically. In fact there is no reason to think that it is anything until the nature of the data itself is examined. Before we begin speculating about what the grid pattern is we need to ask – is it real or is it an artifact of the data. For example, if one finds a blob of light on a picture, before speculating about what phenomenon is in the picture a photographic artifact must first be ruled out. Also conspiracy theorists are fond of zooming in on NASA photos of the surface of the moon or mars and then declaring that the straight lines they find must be artificial and not natural. However, they are just looking at pixelation artifact from digital photos. In this case the apparent grid pattern does not survive this first test. Google has made an official statement that the grid pattern is indeed an artifact of data collection. They used sonar images from boats mapping the ocean floor – boats following a grid pattern. The lines represent the paths the boats travelled while mapping and is simply an artifact in the resulting composite image. So it turns out the grid pattern was man-made – it was made by the path of sonar-mapping boats. Of course, there are many other reasons why the Atlantis hypothesis was highly unlikely. It is clear, for example, that Plato (who first wrote about Atlantis) invented Atlantis as a literary device and was not claiming that it actually existed. Atlantis was the evil empire, enemy of Athens, the shining virtuous city. Atlantis fell into the ocean due to its moral decay. This was a philosophical discourse – not an archaeology lesson. And of course efforts to find even the slightest evidence of Atlantis have completely failed. The surface of the earth is finite, and as Google Earth shows us, it has been extensively mapped and explored. The absence of evidence for Atlantis (a highly dubious notion to begin with) at this point is more than sufficient to conclude (to the extent that science can draw any tentative conclusion) that it simply does not exist. I think it is also fair to say that it would be folly to invest further resources into looking for Atlantis. The Google grid pattern, however, is likely to make its way permanently into Atlantis lore. Those who cling to belief in Atlantis as a real place are likely to be more compelled by their imaginations of what the grid pattern may represent than the logic and evidence that tells us it is nothing but artifact. 28 Responses to “Google Atlantis” Leave a Reply You must be logged in to post a comment.

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2013-05-24T08:37:53Z

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|Spain Table of Contents Charles II, the product of generations of inbreeding, was unable to rule and remained childless. The line of Spanish Habsburgs came to an end at his death. Habsburg partisans argued for allocating succession to the Austrian branch of the Habsburg dynasty, but Charles II, in one of his last official acts, left Spain to his nephew, Philip of Anjou, a Bourbon and the grandson of Louis XIV. This solution appealed to Castilian legitimists because it complied with the principle of succession to the next in the bloodline. Spanish officials had been concerned with providing for the succession in such a way as to guarantee an integral, independent Spanish state that, along with its possessions in the Netherlands and in Italy, would not become part of either a pan-Bourbon or a pan-Habsburg empire. "The Pyrenees are no more," Louis XIV rejoiced at his grandson's accession as Philip V (r. 1700-24; 1725-46). The prospect of the Spanish Netherlands falling into French hands, however, alarmed the British and the Dutch. Source: U.S. Library of Congress

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2013-06-19T12:32:49Z

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A Guide to the Philip Nolan Papers, 1797-1808 Born to Peter and Elizabeth (Cassidy) Nolan in Ireland, Philip Nolan (1771-1801) became a noted mustanger and possible filibuster in Spanish Texas. Before arriving in Texas, Nolan worked as a bookkeeper and shipping clerk for General James Wilkinson in Kentucky and New Orleans, where he learned of business opportunities in Texas. Nolan began mustanging in 1791, though suspicions grew among Spanish authorities about his true intentions due to his connections with Wilkinson and illegal trade. A year after marrying Frances Lintot in 1799, Nolan set out with a group of well-armed men on his fourth expedition to catch horses in Texas. After building a small fortification and corrals, Nolan began catching mustangs. He was killed, however, in March 1801 by Spanish forces sent to intercept him, while his captured men were tried and imprisoned. Composed of Photostat copies of correspondence and government documents, the Philip Nolan Papers, 1797-1808, document the Spanish reaction to his expeditions. Jackson, Jack. "Nolan, Philip."Handbook of Texas Online. Accessed July 26, 2011. This collection is open for research use. Philip Nolan Papers, 1797-1808, Dolph Briscoe Center for American History, The University of Texas at Austin. Basic processing and cataloging of this collection was supported with funds from the National Historical Publications and Records Commission (NHPRC) for the Briscoe Center’s History Revealed: Bringing Collections to Light project, 2009-2011. Detailed Description of the Papers

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2013-05-24T22:29:42Z

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Brief SummaryRead full entry Apocephalus borealis is a species of North American parasitoid phorid fly that parasitizes bumblebees, honey bees and wasps (Brues 1924, Ennik 1973, Brown, 1993, Otterstatter et al. 2002). The association with honey bees has so far only been documented from California and South Dakota (Core et al. 2012); elsewhere, they are primarily associated with bumblebees (Otterstatter et al. 2002). Female flies land on the abdomen of their host and pierce the cuticula with a sharp, swordlike ovipositor. As the larvae develop, they attack the host's brains and cause it to become disoriented, fly at night and exhibit other unusual behaviors. Whether these changes in host behavior increase parasite fitness remains to be established (Core et al. 2012). Mature larvae emerge from the junction of the head and thorax, often decapitating the host (the generic name Apocephalus refers to this grim result). A. borealis has been suggested as a possible vector promoting the spread of the pathogens responsible for colony collapse disorder in bees (Coghlan 2012, Core et al. 2012).

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2013-05-25T13:38:02Z

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9:15 pm in Uncategorized by Cardigan An acanthamoeba may not be a term you’re likely to hear at the optometrist while being outfitted for a new prescription for contacts, but it’s a good reason to heed their warnings about proper contact lens care. The acanthamoeba is a microorganism found to essentially crawl through the eye’s cornea causing not only pain but also potentially permanent blindness. The United Kindgom’s Press Association recently reported though incidence if the infection is rare — only about 75 people of the 3.7 million contact lens wears in the U.K. are treated each year — it’s still worth being aware of how to best avoid contracting it. The UKPA states that the parasite, which burrows into the eye, can be picked up from a dirty case or from rinsing lenses in tap, river, pond or lake water. It also notes the condition, Acanthamoeba keratitis, is often misdiagnosed. Once contracted, treatment includes a hospital stay with “round-the-clock administration of disinfecting eye drops,” UKPA states. If the infection is bad enough, the cornea could need to be replaced or blindness could also result.

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2013-05-24T23:05:35Z

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Walruses are subdivided into two subspecies: the Atlantic walrus (O. r. rosmarus) and the Pacific walrus (O. r. divergens). The Pacific walrus is distributed along the continental shelf of the Bering and Chukchi Seas. In winter, they mostly occur in polynyas and open leads in two major concentrations, one south of St. Lawrence Island and the other in Bristol Bay. In the summer, most follow the retreating pack ice, migrating north into the Chukchi Sea. However, many adult males remain in the Bering Sea to rest and molt at terrestrial haul-out sites. Alaskan and Russian natives hunt Pacific walruses for subsistence purposes. These harvests are an important means of maintaining cultural traditions in native villages while providing a source of food, skins, and ivory for local subsistence lifestyles and economies. Because of their large size (they can weigh more than 3,500 lbs.) and prominent tusks, they are one of the most recognizable pinnipeds. Walruses do not use their tusks to dig for food as is commonly believed. Rather, they use them for fighting and displays of dominance with other walruses, for defense against predators, as picks to pull themselves out of the water onto ice floes, and to kill and tear apart seals.

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2013-06-20T09:15:00Z

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Forms of Dating Violence and Abuse for Teens Abuse can come in many forms -- verbal, physical, sexual or emotional. Many abusive relationships have more than one type of abuse, and none of them should be tolerated. Physical abuse occurs when someone physically hurts you, such as by hitting or throwing something at you. Even if someone only hits you once or doesn't hurt you that badly, it is a big deal. Abuse tends to escalate, putting you at greater risk in the future. Just one incident of being physically hurt by your partner is unacceptable, and you should take steps to stop the abuse. Sexual abuse is when someone forces you into unwanted sexual activity, especially through threats or coercion. Emotional and verbal abuse are somewhat more difficult to define. These types of abuse often involve angry outbursts, withholding of emotional responses, manipulative coercion or unreasonable demands. Verbal abuse is often insulting and humiliating, with the abuser making fun of or ridiculing the target. Emotional abuse often includes verbal abuse. It also involves the abuser taking complete control over the life of the person she or he is abusing, often by making threats or otherwise manipulating that person. Those who are being emotionally or verbally abused are often made to feel that their perception of reality is incorrect and that their feelings are wrong and unimportant. Back to top

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2013-05-22T00:51:58Z

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Leave a comment The Steadfast Tin Soldier The Tin-soldier trembled; but he remained steadfast, showed no emotion, looked straight in front of him, shouldering his gun. This touching story by Hans Christian Anderson relates how a brave tin soldier keeps a stiff upper lip throughout his adventures. He is treated unfairly but never complains, and always remains true to the toy ballerina with whom he has fallen in love. He stands as firmly on one leg as the others soldiers stand on two, and as Andersen says, he is the one who became famous. Natasha brings to life the magical world of the tin toys, as well as their very human emotions. Read by Natasha. Duration 13 minutes. For full text read on. The full text of The Streadfast Tin Soldier Hello Everybody, My Name’s natasha, and his Royal Highness Prince Bertie the Frog has commanded me to tell you the storynory of the Tin Solider, by Hans Christian Andersen [version by Andrew Lang] But first, I’ll share a little gossip I picked up about Bertie. Once, when Bertie was still a prince, before he was turned into a frog, he tried to play with the soldiers who stood guard outside palace, but the Sergeant Major shouted him really loudly, and made his clean his boots and tidy his room, and after that Bertie decided to stick playing with toy soldiers. That’s a secret by the way, so don’t’ tell anyone. Now, Bertie’s asking me to get on with the story, so I had better begin the Storyory of the Steadfast Tin Soldier. There were once upon a time five-and twenty tin-soldiers–all brothers, as they were made out of the same old tin spoon. Their uniform was red and blue, and they shouldered their guns and looked straight in front of them. The first words that they heard in this world, when the lid of the box in which they lay was taken off, were: ‘Hurrah, tin-soldiers!’ This was exclaimed by a little boy, clapping his hands; they had been given to him because it was his birthday, and now he began setting them out on the table. Each soldier was exactly like the other in shape, except just one, who had been made last when the tin had run short; but there he stood as firmly on his one leg as the others did on two, and he is the one that became famous. There were many other playthings on the table on which they were being set out, but the nicest of all was a pretty little castle made of cardboard, with windows through which you could see into the rooms. In front of the castle stood some little trees surrounding a tiny mirror which looked like a lake. Wax swans were floating about and reflecting themselves in it. That was all very pretty; but the most beautiful thing was a little lady, who stood in the open doorway. She was cut out of paper, but she had on a dress of the finest muslin, with a scarf of narrow blue ribbon round her shoulders, fastened in the middle with a glittering rose made of gold paper, which was as large as her head. The little lady was stretching out both her arms, for she was a Dancer, and was lifting up one leg so high in the air that the Tin-soldier couldn’t find it anywhere, and thought that she, too, had only one leg. ‘That’s the wife for me!’ he thought; ‘but she is so grand, and lives in a castle, whilst I have only a box with four-and-twenty others. This is no place for her! But I must make her acquaintance.’ Then he stretched himself out behind a snuff-box that lay on the table; from thence he could watch the dainty little lady, who continued to stand on one leg without losing her balance. When the night came all the other tin-soldiers went into their box, and the people of the house went to bed. Then the toys began to play at visiting, dancing, and fighting. The tin-soldiers rattled in their box, for they wanted to be out too, but they could not raise the lid. The nut-crackers played at leap-frog, and the chalk ran about the blackboard; there was such a noise that the canary woke up and began to talk to them, in poetry too! The only two who did not stir from their places were the Tin-soldier and the little Dancer. She remained on tip-toe, with both arms outstretched; he stood steadfastly on his one leg, never moving his eyes from her face. The clock struck twelve, and crack! off flew the lid of the spice- box; but there were no spices inside, nor any hot curry powder, only a little imp–that was the beauty of it. Now an imp is a magical creature, a little like a fairy, only more naughty. ‘Hullo, Tin-soldier!’ said the imp. ‘Don’t look at things that aren’t intended for the likes of you!’ She meant that he shouldn’t look at the little dander. But the Tin-soldier took no notice, and seemed not to hear. ‘Very well, wait till to-morrow!’ said the imp. When it was morning, and the children had got up, the Tin-soldier was put in the window; and whether it was the wind or the little imp, I don’t know, but all at once the window flew open and out fell the little Tin-soldier, head over heels, from the third- storey window! That was a terrible fall, I can tell you! He landed on his head with his leg in the air, his gun being wedged between two paving-stones. The nursery-maid and the little boy came down at once to look for him, but, though they were so near him that they almost trod on him, they did not notice him. If the Tin-soldier had only called out ‘Here I am!’ they must have found him; but he did not think it fitting for him to cry out, because he had on his uniform. Soon it began to drizzle; then the drops came faster, and there was a regular down-pour. When it was over, two little street boys came along. ‘Just look!’ cried one. ‘Here is a Tin-soldier! He shall sail up and down in a boat!’ So they made a little boat out of newspaper, put the Tin-soldier in it, and made him sail up and down the gutter; both the boys ran along beside him, clapping their hands. What great waves there were in the gutter, and what a swift current! The paper-boat tossed up and down, and in the middle of the stream it went so quick that the Tin-soldier trembled; but he remained steadfast, showed no emotion, looked straight in front of him, shouldering his gun. All at once the boat passed under a long tunnel that was as dark as his box had been. ‘Where can I be coming now?’ he wondered. ‘Oh, dear! This is the imp’s fault! Ah, if only the little lady were sitting beside me in the boat, it might be twice as dark for all I should care!’ Suddenly there came along a great water-rat that lived in the tunnel. ‘Have you a passport?’ asked the rat. ‘Out with your passport!’ But the Tin-soldier was silent, and grasped his gun more firmly. The boat sped on, and the rat behind it. Ugh! how he showed his teeth, as he cried to the chips of wood and straw: ‘Hold him, hold him! he has not paid the toll! He has not shown his passport!’ But the current became swifter and stronger. The Tin-soldier could already see daylight where the tunnel ended; but in his ears there sounded a roaring enough to frighten any brave man. Only think! at the end of the tunnel the gutter discharged itself into a great canal; that would be just as dangerous for him as it would be for us to go down a waterfall. Now he was so near to it that he could not hold on any longer. On went the boat, the poor Tin-soldier keeping himself as stiff as he could: no one should say of him afterwards that he had flinched. The boat whirled three, four times round, and became filled to the brim with water: it began to sink! The Tin-soldier was standing up to his neck in water, and deeper and deeper sank the boat, and softer and softer grew the paper; now the water was over his head. He was thinking of the pretty little Dancer, whose face he should never see again, and there sounded in his ears, over and over again: ‘Forward, forward, soldier bold! Death’s before thee, grim and cold!’ The paper came in two, and the soldier fell–but at that moment he was swallowed by a great fish. Oh! how dark it was inside, even darker than in the tunnel, and it was really very close quarters! But there the steadfast little Tin-soldier lay full length, shouldering his gun. Up and down swam the fish, then he made the most dreadful contortions, and became suddenly quite still. Then it was as if a flash of lightning had passed through him; the daylight streamed in, and a voice exclaimed, ‘Why, here is the little Tin-soldier!’ The fish had been caught, taken to market, sold, and brought into the kitchen, where the cook had cut it open with a great knife. She took up the soldier between her finger and thumb, and carried him into the room, where everyone wanted to see the hero who had been found inside a fish; but the Tin-soldier was not at all proud. They put him on the table, and–no, but what strange things do happen in this world!–the Tin-soldier was in the same room in which he had been before! He saw the same children, and the same toys on the table; and there was the same grand castle with the pretty little Dancer. She was still standing on one leg with the other high in the air; she too was steadfast. That touched the Tin-soldier, he was nearly going to shed tin-tears; but that would not have been fitting for a soldier. He looked at her, but she said nothing. All at once one of the little boys took up the Tin-soldier, and threw him into the stove, giving no reasons; but doubtless the imp in the spice-box was at the bottom of this too. There the Tin-soldier lay, and felt a heat that was truly terrible; but whether he was suffering from actual fire, or from the ardour of his passion, he did not know. All his colour had disappeared; whether this had happened on his travels or whether it was the result of trouble, who can say? He looked at the little lady, she looked at him, and he felt that he was melting; but he remained steadfast, with his gun at his shoulder. Suddenly a door opened, the draught caught up the little Dancer, and off she flew like a fairy to the Tin-soldier in the stove, burst into flames–and that was the end of her! Then the Tin-soldier melted down into a little lump, and when next morning the maid was taking out the ashes, she found him in the shape of a heart. There was nothing left of the little Dancer but her gilt rose, burnt as black as a cinder. And that’s the Storynory of The Steadfast Tin Soldier. I think the ending was rather sad, don’t you? He was such a brave little soldier. But not all stories have happy endings. Bertie says that when he was a prince, he always looked after all his toys, really carefully, and always put them away in their correct places. He would never lose a good little soldier like the one in the story. Anyway, I’ll be back with another story soon. In the meantime, you can find loads more stories and poems on Storynory.com. Most of them have happy endings, and they are all absolutely free, but if you can also buy personalised stories for a very special person in your life. So tell all your friends to visit Storynory.com. For now, from me, Natasha, Bye Bye!

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The mitotic spindle is a structure of the eukaryotic cytoskeleton involved in mitosis and meiosis. It consists of a bundle of microtubules joined at the ends but spread out in the middle, vaguely resembling an American football in shape. The spindle is aligned perpendicularly to the plane along which the cell is to divide. In most cells, the spindle is formed by the centrosomes as they move apart. Some of the spindle's microtubules attach to the kinetochores that assemble on the centromere portion of the chromosomes and then pull the chromosomes into alignment along the center of the spindle. Once all the chromosomes are aligned with sister chromatids pointing to opposite ends of the spindle, the sister chromatids separate and are dragged away from each other, ensuring that each daughter cell will receive one chromatid after the cells divide in cytokinesis.

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2013-05-23T12:43:04Z

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Red Sun reveals Dove's fascination with both the outward appearance and underlying mystery of nature. As in other works of this period, undulating lines and shapes of earth and sky serve as representations of the forces of nature, a theme that became most visible in Dove’s work during the 1930s. His interest in giving form to the mystical attributes of the environment was encouraged by fellow artists in the Stieglitz circle, but also influenced by his interest in theosophical writings of the late nineteenth and early twentieth centuries, which emphasized the correlations between natural forces and visual form. Although never a strong advocate of theosophy, Dove was probably interested in the idea that certain forms and colors could symbolize nature’s hidden energies. The painting is dominated by a large simple red-orange sphere—the sun—in which a thin spiral line is painted. The vibrant red radiates throughout the painting, illuminating the sky where it meets the land and conveying the intensity of the sun’s heat and light at the end of the day. The spiral’s subtle circular motion alludes, perhaps, to the movement of the sun as it sets over a range of hills, shown as a large, dark, curving shape. Below the darkening sky thin wisps of clouds cross in front of the bright sphere; they bring to mind the edge of a dark curtain descending, turning day into night. Painted in tones of deep blues and grays, the hovering sky and clouds balance the sun’s brilliant glow, giving visual form to the moment between light and dark that occurs at sunset. At the lower edge of the canvas, alternating bands of red-orange and blue call to mind the furrowed fields of the land around Dove’s farm in upstate New York. Yet they, too, echo the interplay of colors present throughout the composition, creating a visual counterpoint that expresses nature’s balance in cycles of light and darkness.

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Advertising's influence on children begins sooner than you may realize. - Children can begin to distinguish brands during their preschool years. Six-month-old babies can visualize corporate logos and mascots, according to the Center for a New American Dream. Brand loyalty begins as early as age 2. The average 3-year-old recognizes 100 different brand logos. - Toddlers cannot distinguish a commercial from a television show. The same is true for stories and puzzles versus an advertisement. - It isn’t until age 8 that kids begin to realize advertising can be untruthful or misleading. - As children take in multitudes of commercials, they learn to place worth in material possessions. As they grow, this materialism can contribute to discontentment, unhappy relationships and drug or alcohol abuse. - In 2000, $2 billion was spent on advertising to children in America. By 2008, that figure had increased to $15 billion. 1 - One-third of young children have a television in their bedroom, as do two-thirds of pre-teens and teens. 2 - In a study of more than 1,000 U.S. families, researchers found that 40 percent of 3-month-olds and 90 percent of kids aged 2 years old and younger regularly watch television, DVDs or videos. 3 - Children greatly influence parental spending. In 2008, households were likely to spend up to $2 billion online for children’s toys, and an average of $172 per household. 4 - According to advertisers, children under age 3 represent a $20 billion market. 5

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Kinder Bible Study: Noah of Ark God destroyed all living things with a flood but gave chance to repent and be saved with Noah. This lesson is about the story of Noah of Ark intended for preschoolers. This worksheet is complete with illustration, coloring pages, simple puzzle, connect the dots and memory game of Genesis 9:1, all to teach youngsters about Bible stories. #Views: 3,966 | #Prints: 773 | #Downloads: 250

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William Shakespeare (1564 – 1616) British Dramatist and poet The colossous who bestrode English literary scene with his immortal plays so diverse in subject, unrivalled in brilliance and depth, ironically remains still an enigma. Even its authorship has been doubted by scholars and critics who have analysed his plays – confronted with works of such grandeur can not attribute their authorship to who had such a humble beginnings. It is true that all known facts of his life would fill only a page or two; He was born at Stratford-upon-Avon in Warwickshire in the year 1564, probably on April 23, the son of John Shakespeare, a yeoman who later became an alderman at Startford. William courted Anne Hathaway (1582), daughter of a substantial yeoman, who was eight years older to him. At the age of eighteen he married her. Later we hear him making a name in London as a playwright and actor. In those days and times a playwright was a mere play – provider – a man of the theatre, a master of the company, whose sole duty was to provide text. It was unheard of printing a mere playwright’s story, especially one who was not even of courtly status. So little is known of his career in London. He appears to have been a handy man and a play provider rather than an actor at the Globe and other theatres. It was not until seven years after his death that two of his old friends and fellow actors saw to the production of the First Folio of his play. Similarly it was not until nearly a hundred years after Shakespeare’s death that his first biography appeared. We may have to rest content for want of better proof in the adage, “the life of an artist survives not in his biography but in the products of his art.” But if his plays tell us little about himself, they reveal a mind rich in the knowledge of his fellow creatures with their greatness and their faults. He was a warm, pleasant and unassuming companion, the local boy who made good by his sharp business sense, was a boon companion as vouched by many of his contemporaries. One day Burbage who played Richard III in the Bard’s Company made a tryst for the night with a lady and the password for her chamber was Richard III. Overhearing this the Bard knocked at the lady’s door and gained admission using the password. While they were making merry the actor knocked at the door. In response the Bard sent word to Burbage that William the Conqueror was before Richard the Third.

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2013-05-21T10:55:42Z

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Easton's Bible Dictionary A symbol of kings descended from royal ancestors (Ezek. 17:3, 10; Dan. 11:7); of prosperity (Job 8:16); of the Messiah, a branch out of the root of the stem of Jesse (Isaiah 11:1), the "beautiful branch" (4:2), a "righteous branch" (Jeremiah 23:5), "the Branch" (Zechariah 3:8; 6:12). Disciples are branches of the true vine (John 15:5, 6). "The branch of the terrible ones" (Isaiah 25:5) is rightly translated in the Revised Version "the song of the terrible ones," i.e., the song of victory shall be brought low by the destruction of Babylon and the return of the Jews from captivity. Noah Webster's New International Dictionary of the English Language 1. (n.) A shoot or secondary stem growing from the main stem, or from a principal limb or bough of a tree or other plant. 2. (n.) Any division extending like a branch; any arm or part connected with the main body of thing; ramification; as, the branch of an antler; the branch of a chandelier; a branch of a river; a branch of a railway. 3. (n.) Any member or part of a body or system; a distinct article; a section or subdivision; a department. 4. (n.) One of the portions of a curve that extends outwards to an indefinitely great distance; as, the branches of an hyperbola. 5. (n.) A line of family descent, in distinction from some other line or lines from the same stock; any descendant in such a line; as, the English branch of a family. 6. (n.) A warrant or commission given to a pilot, authorizing him to pilot vessels in certain waters. 7. (a.) Diverging from, or tributary to, a main stock, line, way, theme, etc.; as, a branch vein; a branch road or line; a branch topic; a branch store. 8. (v. i.) To shoot or spread in branches; to separate into branches; to ramify. 9. (v. i.) To divide into separate parts or subdivision. 10. (v. t.) To divide as into branches; to make subordinate division in. 11. (v. t.) To adorn with needlework representing branches, flowers, or twigs.

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Even though the H1N1 vaccine is widely available, lots of people have held off on getting it, some because they're scared of side effects or getting sick from the vaccine itself. Part of that concern stems from what happened during the 1976 swine flu outbreak . After getting vaccinated, 500 people contracted a rare, paralyzing autoimmune syndrome called Guillain-Barre (say "ghee-YAN bah-RAY") or GBS. Thirty-two people died after getting GBS, compared with only one person who died from the actual swine flu. I had GBS my senior year of college, therefore I won't be taking any chances. What is GBS? GBS can occur after respiratory or gastrointestinal viral infections, vaccines or surgery . There is no known cure. It affects only one in 100,000 people yearly, but its impact is devastating. GBS attacks the nerve endings of the body and can lead to temporary or permanent paralysis and even death. I developed GBS after a respiratory illness. Within two days, I couldn't walk and was admitted to the hospital ICU for a week, receiving a high-dose of immunoglobulin through an IV to boost my immune system. My case was considered moderately severe; mild cases include trouble with balance and walking , while severe cases can paralyze your respiratory muscles, forcingyou to rely on a ventilator for survival. I had three months of twice-a-week physical and occupational therapy to re-learn how to walk. My mother had to feed, bathe and clothe me. I had to start my last semester of college three weeks late (thankfully, my teachers e-mailed me my assignments). Back at school, I struggled with walking to class and carrying my books. One morning, I slipped in the snow outside my townhouse and couldn't pick myself up, and a classmate had to help me. I was constantly tired, yet slept only a few hours a night because my body ached from my nerves repairing themselves. Thankfully, I fully recovered. But vaccines are tricky for me. Immune stimulation is thought to play a role in the onset of GBS, and since vaccines have an effect on the immune system, they may be linked with the syndrome . I was already told by my gynecologist not to get the Gardasil vaccine because of my GBS history (some women and teens have developed GBS after getting the vaccine or the cervical cancer shot Cervarix). Since GBS can recur and be so debilitating and even deadly, I've decided for now to avoid vaccines all together. Experts say the vaccine is safe. Experts are still unsure as to why the 1976 swine flu vaccine was linked to GBS. But doctors say today's H1N1 vaccine is more developed and therefore presents less concern of GBS. "The vaccine in 1976 was made in a fairly short timeframe. Generally speaking, the manufacturing process today is far better in terms of quality control and the evaluation of each step of the process. It's something that gets highly scrutinized by the FDA," said Dr. William Winkenwerder, Jr., a physician and the former assistant secretary of Defense for Health Affairs. (He also recommended that I get the H1N1 vaccine.) Dr. Mitchell Weinstein, medical expert on JustAnswer.com and an infectious diseases doctor in Chicago, IL, says no GBS outbreaks related to vaccines have occurred since the swine flu incident of 1976. Because it is so soon, there are no figures yet to estimate the risk of GBS infection from the H1N1 vaccine. But since the vaccine is similar to the seasonal flu inoculation, the risk should remain low. "For other years [after] 1976, the risk seems to have been much lower, with a rate attributed to vaccines likely one case per million in some data...Clearly the risk after influenza vaccine has been extremely low and rare," he said. As for the people scared of getting the flu from the shot, Dr. Margaret Lewin, medical director of Cinergy Health in New York, says that can't happen. She recommends the vaccine for children and young adults up to age 24. "You can't catch the flu from the flu vaccine," she said, though some people might get a fever or achiness -- because like any vaccine, it works by revving up the immune system. Tell us: Did you get the vaccine? Do you plan to? Why not?

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"Hybridism" is the eighth chapter of On the Origin of Species by Means of Natural Selection by Charles Darwin. This chapter begins with a goal. "The view generally entertained by naturalists," Darwin writes, "is that species, when intercrossed, have been specially endowed with the quality of sterility, in order to prevent the confusion of all natural forms.… I hope, however, to be able to show that sterility is not a specially acquired or endowed quality, but is incidental to other differences." In this first paragraph, Darwin also notes that sterility could not have been developed through natural selection, because sterility provides no survival benefit to its possessor, and indeed prevents them from passing on their genes. Even so, sterility is extremely important to evolution, because it helps to create distinct species. If any plant or animal could interbreed with any other, evolution would be a very different thing, as new species could be created in only one generation. Darwin continues by explaining that "two classes of facts" about the subject of hybridism "have generally been confounded together; namely, the sterility of two species when first crossed, and the sterility of the hybrids produced from them." On the first of these, the sterility, or, inversely, the fertility of two species when crossed, Darwin quotes other researchers of his time and comes to the conclusion that "neither sterility nor fertility affords any clear distinction between species and varieties." In other words, there are some cases in which plants and animals considered to be of different species are able to interbreed, and there are also cases in which those that are merely varieties of the same species are not fertile when crossed. This underscores his earlier point that there is not an exact definition of what constitutes a species. On the second of these topics, the sterility of the hybrids themselves, Darwin notes that many experiments have shown that hybrid plants are generally less fertile than their parents, but that he believes "that in all these experiments the fertility has been diminished by an independent cause, namely, from close interbreeding" of the hybrids with each other. In fact, he notes, experiments using artificially fertilized hybrid plants have shown an increase in fertility, and it seems that hybrids can actually be more fertile than their parents. Following these explanations, Darwin comes back to the question of whether sterility is endowed for the purpose of separating species, or whether it is incidental. He repeats that he thinks it is incidental and explains why through a series of questions: "For why should the sterility be so extremely different in degree, when various species are crossed, all of which we must suppose it would be equally important to keep from blending together? Why should the degree of sterility be innately variable in the individuals of the same species?" and so on. He concludes from these questions that "the sterility both of first crosses and of hybrids is simply incidental or dependent on unknown differences, chiefly in the reproductive systems, of the species which are crossed." Steve Jones, in his chapter on hybridism in Darwin's Ghost, builds on this idea. He writes about modern views on hybridism. It is now possible, through biotechnology, to hybridize virtually any two (or more) species in nearly any way. One of the earliest foods to be modified was the tomato. The tomato has been so heavily modified that Jones questions whether the kind now available in supermarkets is really even the same species as before. Jones also questions the quality of safeguards put in place to protect consumers of genetically modified foods, as "biotechnology, with its twenty-first-century powers, has an eighteenth-century view of what species are." This eighteenth-century view is that "each species represents a Platonic ideal unable to exchange genes with others." As a result of this view, a "protein that has been proved harmless to man moved to a foreign plant used as food does not even have to be tested in its new home." This is mistake that "takes no account of the notion of species as interacting groups of genes," in which the effects of specific genes depend on the context of other genes present in the species. For instance, Jones writes, some hybrid fish suffer from combinations of genes that cause them to develop cancers that their parent species do not. Jones sees biotechnology as risky even with testing of every new hybrid, though. Since all species were once varieties, the genes put into a species can actually spread to other species, and sometimes do. "Already," he writes, "genes for herbicide resistance put into oilseed rape have seeped into wild mustards and radishes." He ends his chapter with another statement of the risks of genetic engineering: "Those who cast down the barriers to hybridism will soon be reminded of what evolution can do; and the very fact of [species] permeability is testimony of their origin in descent through modification." < Instinct | On the Imperfection of the Geological Record >

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2013-05-20T11:31:20Z

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|Galaxies, Stars, and Dust| Spiky stars and spooky shapes abound in deep cosmic skyscape. Its well-composed field of view covers about 2 Full Moons on the sky toward the constellation Pegasus. Of course the brighter stars show diffraction spikes, the commonly seen effect of internal in reflecting telescopes, and lie well within our own Milky Way galaxy. The faint but pervasive clouds of interstellar dust ride above the galactic plane and dimly reflect the Known as high latitude cirrus or integrated flux nebulae they are associated with molecular clouds. In this case, the diffuse cloud cataloged as less than a thousand light-years distant, fills the scene. Other galaxies far beyond the Milky Way are visible through the ghostly apparitions, including the striking spiral galaxy NGC 7497 some 60 million light-years away. Seen almost edge-on near the center of the field, NGC 7497's own spiral arms and dust lanes echo the colors of the Milky Way's stars and dust. Ignacio de la Cueva Torregrosa

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When prowling for a hook up, it's not always the good-looker who gets the girl. In fact, in a certain species of South American fish, brawn and stealth beat out colourful and refined almost every time. In a series of published studies of a South American species of fish (Poecilia parae), which are closely related to guppies, Syracuse University scientists have discovered how the interplay between male mating strategies and predator behaviour has helped preserve the population's distinctive colour diversity over the course of time. The third study in the series was published Dec. 23 in BMC Evolutionary Biology, a publication of BioMed Central, London. The studies were supported in part by grants from the National Science Foundation (NSF). 'Poecilia parae are an ideal model for investigating how genetic diversity originates and is maintained within a species,' says study author Jorge Luis Hurtado-Gonzales, a Ph.D. candidate in the Department of Biology in SU's College of Arts and Sciences. 'The findings may help us better understand how to protect biodiversity in larger ecosystems.' Hurtado-Gonzales' co-author is J. Albert C. Uy of the University of Miami. Like guppies, Poecilia parae sexually reproduce and their offspring are born live. Unlike guppies, in which no two males have exactly the same colour patterns, Poecilia parae males come in five, genetically determined colours - red, yellow, blue, parae (clear with a black stripe), and immaculata (drab grey that mimics the colour of immature females). When found in the wild, the abundance of each colour group represented in the total population is relatively constant despite the fact that females prefer to mate with the more striking reds and yellows. 'If females prefer red and yellow males, then one would think that red and yellow would dominate and the other colours would phase out over time,' Hurtado-Gonzales says. 'However, red and yellow are the rarest colours found in the wild.' The most recent study in BMC Evolutionary Biology found that while females prefer reds and yellows they go for the winner of fin-to-fin combat in a significant number of cases. In the study, the larger parae almost always prevailed, thus gaining a mating advantage despite its less-than-desirable coloration. Immaculatas, which are the smallest males, generally shunned the showy displays of violence and were mostly ignored by all but yellow males. The larger yellows almost always defeated immaculatas, stopping them from approaching females. 'In the absence of male-to-male competition, we found that females will almost always choose a red male,' Hurtado-Gonzales says. 'However, if the red loses a fight, the female will generally seek out the winner. In most cases, that is the larger parae, which is the most dominant male.' Immaculatas compensate for their lack of physical prowess and attractiveness through a mating strategy that relies on stealth. In a 2009 study published in the journal Animal Behaviour, Hurtado-Gonzales found that the immaculatas' drab colour provides camouflage that enables them to stealthy mate with females while the more colourful red males were wooing them. Females are promiscuous and will mate with multiple males. Additionally, immaculatas have developed larger testes, which produce more sperm, providing a post-mating advantage in the race to fertilise female eggs. Finally, in a study published earlier this year in the Journal of Evolutionary Biology, produced by the European Society for Evolutionary Biology, Hurtado-Gonzales found that a common predator of Poecilia parae prefers to dine on reds and yellows, most likely because their striking colours make them easier to see. This predatory disadvantage contributes to the lower numbers of reds and yellows in the overall population. 'It seems that within an evolutionary scale, the less attractive males persist in the population over their more attractive counterparts by evolving unique, but likely equally effective mating strategies,' Hurtado-Gonzales says. 'Therefore, the maintenance of multiple colours may result from the interaction between predator control of attractive males (reds and yellows) and the ability of less attractive males to exploit other areas of sexual selection, including male dominance, sneak behaviour, and sperm competition.' A forthcoming study will focus on how blue males gain a mating advantage. Early results indicate that blues exploit habitats in which blue light waves maximise their attractiveness to females and possibly limit their vulnerability to predators.

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CC-MAIN-2013-20

http://sciencecentric.com/news/11010363-su-scientists-find-that-the-evolutionary-mating-game-brawn-stealth-rule.html

2013-05-24T02:25:44Z

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en

Office of Children and Youth (OCY) Education and Training For more information, please contact: Kristy Leach at 615-253-4800 or email@example.com ERASE THE STIGMA: Erase the Stigma is a statewide educational program that promotes understanding of mental health and wellness by providing basic information and education about mental illness, the warning signs and symptoms in regards to children and youth with serious emotional disturbance, and their needs and the needs of their families. Any group, school, church or organization can request these services. A duck puppet/mascot named I.C.Hope is the signature method of providing mental health information to children and youth in concert with storytelling and other interactive exercises. Erase the Stigma is available statewide, which provided education to over 15,000 people in FY12. For more information, please call the Mental Health Association of Middle Tennessee at (615) 269-5355 or visit www.mhamt.org CHILD AND FAMILY MENTAL HEALTH EDUCATION PROGRAM: NAMI Tennessee provides several education courses for children with Serious Emotional Disturbance (SED) and their families. The Beginnings/NAMI Basics curriculum provides information about mental illness for primary caregivers of children with SED. Caregivers may be parents, extended family or foster parents. Beginnings/NAMI Basics also provides information about mental illness for youth to better understand these illnesses. The Breaking the Silence curriculum was developed for middle and senior high school students to put a human face on mental illness and confront the myths that reinforce the stigma related to mental illness. These programs are available statewide and in FY12 over 12,000 people were served in some capacity, including support groups, Helpline calls, or training participation. For more information on these programs, contact NAMI Tennessee at 1-800-467-3589 or visit www.namitn.org VIOLENCE AND BULLYING PREVENTION: Funding is provided to Centerstone of Tennessee, Inc., for the Violence and Bullying Prevention program which instills resiliency in children in order to prevent violent behaviors. Learning empathy skills, anger management, and other skills taught with this curriculum promotes resiliency and reduces discipline referrals due to bullying and or other violent behaviors. This program is available to 4th-8th grade students in various Middle Tennessee counties, including but not limited to Bedford, Coffee, Dickson, Franklin, Montgomery, and Stewart. In FY12, 777 children were served. For more information, please contact Centerstone of Tennessee, Inc., at (931)721-3312 or visit www.centerstone.org

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http://tn.gov/mental/children/child_edu_train.shtml

2013-05-23T11:43:07Z

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en

- puppet (n.) - "doll moved by strings or wires" (later applied to puppets in glove form), 1530s, later form of Middle English popet "doll" (c.1300; cf. poppet), from Old French popette "little doll, puppet," diminutive of popee "doll, puppet" (13c., Modern French poupée), from Vulgar Latin *puppa, from Latin pupa "girl; doll" (see pupil (n.1)). Metaphoric extension to "one whose actions are manipulated by another" first recorded 1540s (as poppet). Puppet show attested from 1650s, earlier puppet-play (1550s). Puppet government is attested from 1884 (in reference to Egypt).

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CC-MAIN-2013-20

http://www.etymonline.com/index.php?term=puppet&allowed_in_frame=0%C3%83%C6%92%C3%A2%E2%82%AC%C5%A1%C3%83%E2%80%9A%C3%82%C2%A0

2013-05-23T19:19:34Z

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en

Hawaiian Marine Life Profiles: Fish |Back to Marine Life Index| Found in Exhibit: Shallow Reef, Deep Reef |The wrasse family has the distinction of being one of the most difficult fish to identify. Juveniles often display different patterns and colors than the adults, and again males and females sometimes have varying appearances. These variations resulted in confusion in the past, with males and females of the same species often being identified as separate species. To make identification even more confusing, females can actually change into males. The rockmover wrasse is one species that has a very different appearance as a juvenile as it does when it is an adult. As a juvenile, it more closely resembles a drifting piece of algae than a fish. Juvenile rockmovers, which are sometimes called dragon wrasses, have long filamentous extensions on their fins and sway from side to side, appearing to drift with the currents. They are generally reddish or brown in coloration with white speckles to help them blend into the background. As they age, the fins start to diminish in size, and their color becomes a slightly more uniform brown and white until all traces of the elongated fins disappear. Rockmover wrasses get their name from their method of finding food, by overturning small rocks in search of prey living in the sea floor. They eat small invertebrates such as brittle stars, sea urchins and worms. Rockmover wrasses are found in the Indo-Pacific region and the tropical eastern Pacific area. They are generally seen in depths of 10 to 70 feet over areas with sandy or rubble-covered bottoms. Rockmovers can also be seen following SCUBA divers in hopes that they will disturb the bottom, revealing the sought-after prey. Unlike many species of the wrasse family, male and female rockmovers have the same color pattern. Members of the wrasse family can generally be identified by their thick lips, cigar-shaped bodies and prominent use of their pectoral fins. They will use their tail fin only when needed for speed. Wrasses are also known as one of the most territorial fish on the reef. Wrasses are also diurnal, meaning they are more active during the day. At night, the smaller species often bury themselves in the sand, while the larger ones find shelter in the reef. As far as scientists know, wrasses are born as females, known as the initial phase, but some change into males later in life, known as the terminal phase. It is not exactly known what triggers the change to occur for all species, however, we do know that wrasses live in harems with one male and several females. When the male dies or is removed, the most dominant female will begin the change. The change not only involves internal changes, but can also include growing larger and coloration changes. On first impression, the rockmover wrasse seems to be just another reef fish, however closer investigation reveals a world full of bizarre sex changes, fascinating camouflage and an impressive tenacity for finding food. Anyone lucky enough to be able to see a rockmover in action, carefully moving rocks from one area to another, looking for a meal and creating holes in which to hide from predators, is in for both amazement and amusement.

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http://www.mauioceancenter.com/index.php?id=11&ss=0&page=marine&content=marine_detail&cat=1&CRid=38&limitstart=0

2013-05-24T09:04:03Z

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en

One small step for Mexico… Mexican science played a small… and critical… part in the moon landing, one that gave the achievement a world-wide immediate impact, and changed our concept of not just the heavens, but life here on earth as well. Mexico was a pioneer in innovative television technology (Guillermo González Camarena invented color television in 1939) and in creative uses of what poet and dramatist Salvador Novo called the “monstrous daughter of the hidden intercourse between radio and cinema” for disseminating information. Being a country which very early (in the 1960s) began using satellite transmissions — for academic lectures to hard to reach parts of the country — Mexico was the ideal testing ground for the one thing that made it possible for the Apollo 11 Mission to be seen as it happened. The 1968 Summer Games, while mostly remembered for other things, or for the Tlatelolco Massacre which was not televised, it was the first time sound and moving images were broadcast directly to satellites, for distribution in “real time” across the planet. What the Summer Games showed was that it was possible for something happening in Mexico to be seen by people in Australia. For NASA scientists (who then called in Mexican technicians for assistance), it wasn’t implausible for people on Earth to see what was happening on the Moon. That in itself was a unprecedented technical breakthrough, allowing for the mixed blessing of of 24/7 news cycle today… affecting not only what we know of events, but how events occur. What happened in Tahrir Square in the spring of 2012 might have been more like what occurred in the Plaza de Tres Culturas in October 1968 had it not been for this technical achievement. For those of us who are earthbound, the Mexican contribution to the moon landing has been a mixed blessing. Being able to know 24/7 what happens almost anywhere on the planet has affected not only what we know of events, but how events occur. We are all witnesses… often helpless ones. How we contextualize what happens somewhere on the planet has been altered forever… watching something like missile attacks on Baghdad, or the people daring a dictator to attack them in Egypt, means we are forced to give meaning to what we see as it happens, without time to reflect, or consider it in the long perspective. On the other hand, would the outcome of Tahrir Square in the spring of 2012 been more like what occurred in the Plaza de Tres Culturas in October 1968 had it not been for this technical achievement. They went, they conquered, we saw… even those of us who were at Boy Scout Camp Babcock-Hovey in Ovid, New York… on 20 June 1969.

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http://mexfiles.net/2012/08/26/one-small-step-for-mexico/

2013-06-20T08:50:36Z

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en

The Trinovantes tribe inhabited the modern county of Essex and much of southern Suffolk. The first Roman Colonia in Britain was established within the tribal territories at Colchester in AD49. They were bordered to the north by the Iceni, to the south by the Cantiaci and to the west by the Catuvellauni. The tribal name Trinovantes possibly means 'The Vigorous People'. The Roman civitas capital of the Trinovantes. The name of this town, meaning 'The Field of Caesar', may point to the town being founded on (or near) the site of a battle fought between the Romans and the Britons in AD43. The only town mentioned by Ptolemy was the ancient tribal capital of the Trinovantes, which had been wrested from them during a war with the neighbouring Catuvellauni c.AD9. After the Roman invasion the town became the site of the first Roman Legionary Fortress in Britain and was later to become the first Roman colonia in the province. Both establishments were self-administrating and were allocated a large proportion of the original Trinovantian tribal territories. |Canonivm||(Rivenhall, Kelvedon, Essex) - Mentioned in the Antonine Itinerary and the Peutinger Table.| |Combretovivm||(Baylham House, nr. Coddenham, Suffolk) - A minor settlement at an important road junction.| |Dvrolitvm||(Romford, Essex) - Mentioned in the Antonine Itinerary, but not supported by archaeological evidence.| |Sitomagvs||(somewhere near Dunwich, Suffolk) - Mentioned in the Antonine Itinerary, and in the Peutinger Table as Sinomagus, has now been engulfed by the sea.| |Villa Favstini?||(Scole, Norfolk) - Posting station and minor settlement on the road north between Colchester and Caistor-by-Norwich, possibly to be identified with the Villa Faustini of the Antonine Itinerary.| |Long Melford||(Suffolk) - Minor settlement and posting station north-west of Colchester.| |Stoke Ash||(Suffolk) - Posting station on the road north between Colchester and Caistor-by-Norwich.| It is possible that the Trinovantes were one of only two British tribes who sent the required tribute and hostages to Gaul where Caesar was wintering after his initial expedition to Britain in 55BC (vide Caesar B.G. iv.38). "... the Trinobantes, the strongest state, perhaps, in those parts ... sent deputies to Caesar, promising to surrender to him and to do his commands, and beseeching him to protect Mandubracius¹ from outrage at the hands of Cassivellaunus, and to send him to their state as ruler and sovereign lord. ..." (Caesar De Bello Gallico v.20) Shortly after the Atrebates tribe were taken into his protection, Caesar defeated the army of Cassivellaunus near Wheathamstead, soon afterwards receiving the submission of the last of the hostile British tribes. Seeing all was lost, their appointed leader Cassivellaunus himself surrendered, trusting to the famed clemency of Caesar. Caesar, obviously learning from his previous mistake, this time waited until all of the British hostages had been delivered to him in Kent, before moving his forces back to the continent where they were to spend the winter of 54/53BC. Prior to stepping aboard his trireme, he issued the resigned British warlord a warning: "... He straitly charged Cassivellaunus to do no hurt to Mandubracius or the Trinobantes." (Caesar De Bello Gallico v.22) Julius Caesar was destined never to return to Britain - indeed, no Roman general was to set foot on the island again for almost one hundred years - but the influence that he had on the future political development of the southern British tribes cannot be underestimated. There is a passage in the Res Gestae of the emperor Augustus which mentions the names of two reges Britannorum, or 'Kings of the Britons'. "The following kings sought refuge with me as suppliants: ... of the Britons; Dumnovellaunos¹ and Tim[...]² ..." (Augustus Res Gestae vi.32) It is thought that Dubnovellaunus travelled to Rome and paid tribute to Augustus before AD7, and this is recorded in the Res Gestae. When the Roman general Varus lost three legions in the German Teutoberger forest in AD9, it appears that Cunobelin of the Catuvellauni took the opportunity to attack and capture the Trinovantian capital. It is very likely that Dubnovellaunus would have travelled to Rome once more to plead his case before Augustus, but with the critical situation on the German borders the emperor was in no position to enforce discipline in Britain. The Varus disaster and the second visit by the Trinovantian king went unrecorded; the Res Gestae after all, listed Augustus' triumphs, not his failures. The trinovantes were later to have a significant role in the revolt associated with Queen Boudicca of their northern neighbours the Iceni. It is though likely that the primary reason for their joining the revolt was that they had not had their tribal lands returned to them after the defeat of Caratacus and the Catuvellauni. "... they¹ flew to arms, and incited to rebellion the Trinobantes and others², who, not yet broken by servitude, had entered into a secret and treasonable compact to resume their independence. ...' (Tacitus Annales xiv.31) |Mandubracius||Was regarded by Caesar as the most powerful of the British tribal monarchs in 54BC. Nothing further is known about him. The next identifiable ruler of the Trinovantes was Addedomaros who started his rule c.20-15BC, but whether he was the son or grandson of Mandubracius is not known; indeed, it is possible that Mandubracius was the last of his line, and that his throne was taken by, or given to the family of Addedomaros.| |Addedomaros||Was the next identifiable ruler of the Trinovantes after Mandubracius in Caesar's time, though it is not known whether any others preceeded him. Almost immediately upon his succession to the throne sometime between 25 to 15BC, he moved his centre of government from Braughing on the eastern headwaters of the river Lea to a new site on the east coast which he named 'the fort of the war god Camulos', or Camulodunum. It is possible that he either warred with or was client to Tasciovanus, for around 15-10BC the Catuvellaunian monarch produced a coin issue with the mint mark CAMV[lodunum]. He reigned for about a decade or so before being succeeded by his son Dubnovellaunus c.10-5BC. It is possible Mandubracius died intestate or leaving no heirs; the family of Addedomaros, possibly championed by his father, succeeded to the throne after a brief struggle between the remaining Trinovantian noble houses; the Catuvellaunian king Tasciovanus later claimed that he was the true heir to the thone (perhaps his mother was the daughter of Mandubracius) and went to war on that pretext; thanks primarily to the interest of Rome, Tasciovanus was forced to withdraw and Addedomaros resumed the throne.]| |Dubnovellaunus||Succeeded Addedomaros to the Trinovantian throne c.10-5BC and ruled for several years before being supplanted by Cunobelin of the Catuvellauni. Like his contemporary Tincommius of the Atrebates, he appeared as a suppliant to Augustus and paid tribute on the Capitol in Rome before AD7. He should not be confused with Dubnovellaunus of the Cantiaci.|

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CC-MAIN-2013-20

http://www.roman-britain.org/tribes/trinovantes.htm

2013-05-19T18:50:14Z

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en

Aquatic Invasive Species There are many aquatic invasive species that wreak havoc on Nevada streams, rivers and lakes. These aquatic invasive species can be fish such as tilapia, plants such as water milfoil, or tiny snails such as New Zealand mud snails. None of these, however, have had as damaging of an impact to the environment, recreation, and infrastructure as the thumbnail size quagga and zebra mussels. Since their introduction to the Great Lakes in 1986, the mussels have spread to rivers and lakes throughout the east. In January 2007, the quagga mussel was discovered in the Western United States and has been confirmed in Nevada, Arizona and California. The primary way these invasive mussels spread is on boats and trailers. If your boat or personal watercraft has been in infested waters, it could be carrying quagga or zebra mussels. They attach to boats and motors and their microscopic larvae (called veilgers) can be unintentionally transported in water held in live wells, bilges, or bait buckets. Quagga and zebra mussels feed by filtering water and removing large amounts of food, effectively starving native species in infested rivers and lakes. The waste they produce accumulates and degrades the environment, using up oxygen, making water acidic and producing toxic byproducts. They reproduce so quickly (over one million eggs per year) they clog power plants, public water intakes and pipes, and constrict flow reducing the intake in heat exchangers, condensers, firefighting equipment, and air conditioning and cooling systems. They colonize in large numbers on a variety of surfaces including boats, motors and docks. Don't Move A Mussel Prevent the spread of these damaging invasive species by following these simple steps:

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2013-06-19T06:02:33Z

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en

GEF, UNDP Support Danube Countries in Adopting Joint River Management Plan 20 April 2011: With the support of the Global Environment Facility (GEF) and the UN Development Programme (UNDP), Hungary, Romania, Serbia, Slovakia and Ukraine endorsed a management plan committing them to further cooperation in their efforts to protect the valuable environment of the Tisza River Basin. The Integrated Tisza River Basin Management Plan (ITRBM Plan) was developed with the support of a three-year UNDP/GEF project to encourage improved land and water management throughout the basin. The ITRBM Plan includes: an analysis outlining the pressures from pollution, river engineering works, floods and droughts; an overview of the status waters; and the measures needed to reach the objectives of the EU Water Framework Directive (WFD) by 2015. The Tisza cooperation links the region to the EU Danube Strategy, a set of measures and policies for sustainable development in the Danube River Basin. The Tisza River is the longest tributary of the Danube. Its basin is the largest sub-basin of the Danube Basin and home to 14 million people in the five countries. According to GEF, the area is rich in biodiversity, providing habitats for many species no longer found in other parts of Europe. Many areas of the region, including nature reserves and national parks, are important ecological assets. [GEF Press Release]

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2013-06-19T18:52:06Z

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en

Brazil plays an important and unique role in climate change. It is one of the ten largest economies in the world and — most importantly for climate change — home to one of the greatest ecosystems and forests of the planet: the Amazon. Brazil is the eighth largest emitter of greenhouse gases, and the third largest emitter in the developing world after China and India, according to 2000 World Resources Institute figures. Unlike most developed and many developing countries, Brazil's energy sector contributes little to the country's greenhouse gas emissions. Unsustainable land use and forestry contribute most. Brazil's track record in renewable energies is an example to many. Brazil is the world's largest producer and also consumer of ethanol, which it has added to gasoline since the 1970s. This has reduced both greenhouse gas emissions and pollution in urban centres, where more that 80 per cent of the 180 million Brazilians live. In international negotiations, Brazil points out that climate change is driven more by the accumulation of greenhouse gases in the atmosphere than by yearly emissions, primarily because the most important greenhouse gas (carbon dioxide) remains in the atmosphere for more than a century on average. Yearly emissions data therefore generally overestimate developing countries' contributions to climate change, and underestimate that of developed countries. Brazil therefore says that it will not limit its greenhouse gas emissions until the middle of the century. Brazil's vulnerability to climate change Brazil is vulnerable to climate change, not least due to its fragile, biologically diverse ecosystems. The tropical rain forest in the Amazon and the Pantanal wetland are of particular concern. Some studies show that, as temperatures rise, the Amazon rain forest could become dryer, making spontaneous fires more frequent. Those fires would release more greenhouse gases increasing their concentrations in the atmosphere, in turn raising temperatures further. There is also concern that coral reefs along Brazilian coastlines could suffer from the effects of climate change. Changing rainfall patterns, especially in the drought-affected northeastern region of the country, will mean poorer water resources and a reduced water supply. Agriculture will suffer, aggravating the risk of famines. Less rain will also affect the hydropower supply, which, according to the International Energy Association, provides more than 80 per cent of the electricity Brazil generates. Floods, which are already a serious problem for various regions, may increase. Coastal areas, where the bulk of the population and economic activities are concentrated, will be vulnerable to rising sea levels. How climate change will affect agricultural productivity is not yet understood in detail. But possible effects on crops that are particularly important to the country's economy, such as corn, soybean, wheat, coffee and oranges, are a great concern. Finally, rising temperatures are expected to help organisms that act as vectors for diseases, such as mosquitoes, which transmit dengue fever and malaria, and assassin bugs (Tripanosomiasis americana), which transmit Chagas disease. Brazil has yet to undertake a comprehensive study of how climate change will affect its economy, society, agriculture, health and environment. It is important that Brazil completes such a vulnerability assessment in order to support policy decisions on how to adapt to the inevitable impacts of climate change. The Brazilian emissions profile differs from developed countries, where burning fossil fuels for energy and transportation contribute most to overall emissions. In 1994, only 17 per cent of Brazil's total emissions came from energy production. Emissions from agriculture, land use and forestry, however, were together responsible for 81 per cent (see Table 1). |Emissions in carbon dioxide equivalents||Energy||Industrial processes||Agriculture||LULUCF*||Waste||Total| * land use, land use change, and forestry Units are megatons of carbon dioxide equivalent About 38 per cent of the country's energy supply is generated from renewable sources, most importantly from large hydropower stations, which are responsible for 13 per cent, followed by sugarcane and wood (12 per cent each) (see Figure 2). As a result, energy emissions per person are relatively low (0.50 tons of carbon per person compared to 5.58 in the United States). But Brazil's emissions are fairly high for its overall economic activity because the sectors that contribute most to the economy, including iron and steel, cement, aluminium, chemical, petrochemical, pulp and paper, and transportation, rely heavily on fossil fuels which produce large amounts of greenhouse gases. The primary source of greenhouse gas emissions in Brazil is deforestation as agricultural frontiers expand, mainly in the Amazon region. In climate change policy jargon, this is referred to as 'land use, land use change, and forestry' (or LULUCF) emissions. Deforestation contributes to climate change first when forests are burnt, releasing greenhouse gases. Burning is widely used in the Amazon region to prepare new agricultural land. When forests are cleared, carbon that was held in the soil is also released as carbon dioxide or methane. Natural decomposition within intact forest is a further source of carbon dioxide and methane emissions. Good estimates of how much land has been deforested are available from satellite images. But the corresponding emissions are very hard to calculate, because of a lack of reliable data on how much biomass the different kinds of forests and savannahs hold. Demand for wood drives deforestation, as does the demand for land for large soybean plantations and extensive cattle rearing. Significant institutional gaps, especially between legislative power and law enforcing authorities, makes enforcing environmental laws in the Amazon region very difficult. In Brazil, emissions from raising cattle are as important as energy sector emissions. Farm animals release methane, and according to the Ministry of Science and Technology, in 1995 these emissions were in the order of ten megatonnes, 80 per cent of which came from beef cattle. Converted to carbon dioxide equivalent (see Box 1), that is equal to 233.7 megatonnes — only slightly lower than the 248.4 megatonnes of greenhouse gases emitted by the energy sector the previous year. Nitrous oxide is the second important gas emitted by agricultural activities, and accounts for nearly 150 megatonnes of greenhouse gas emissions. This brings the total emissions from the agricultural sector to just less than 383 megatonnes — one and a half times what is emitted by the entire energy sector. Different greenhouse gases have different influences on the climate change process, and cannot be compared directly. So the Intergovernmental Panel on Climate Change (IPCC) developed a way to estimate their effects as carbon dioxide equivalents. Over 100 years, one tonne of methane has the same impact on the climate change process as 23 tonnes of carbon dioxide, and one ton of nitrous oxide has the same impact as 296 tonnes of carbon dioxide. Government action: Brazilian efforts to lower emissions Brazil has implemented many programmes where the primary objective was not to limit greenhouse gas emissions, but this has happened as a 'side-effect'. They include the ethanol and PROCEL programmes. Other programmes, such as the PROINFA and the biodiesel projects, were created with the express intention of reducing emissions. The Brazilian ethanol programme The Brazilian ethanol programme was first launched in 1975, when international sugar prices tumbled, and the oil bill of 1973 had increased the country's financial burden. The programme remains the largest commercial application of biomass for producing and using energy in the world. It succeeded in demonstrating the technical feasibility of large-scale ethanol production from sugarcane, and its use as a fuel for cars. The ethanol programme helped curb the increase of air pollution in Brazilian cities and reduce the greenhouse effect. In 1997, Isaías Macedo of the University of Campinas (Unicamp) showed that using sugarcane ethanol and bagasse (the dry pulpy residue left after extracting juice from sugar cane) had avoided the emission of 9.45 megatonnes of carbon in one year (1990–1991). The carbon that is released into the atmosphere when bagasse and ethanol are consumed for fuel is compensated by an equivalent quantity of carbon that the sugarcane absorbs during its growth. Taking into account only the gasoline that is not burned, using ethanol has avoided the release of 5.86 megatonnes of carbon per year between 1980 and 1990. The PROCEL (Electrical Energy Conservation Program) PROCEL was created in December 1985 to reduce the waste of electrical power on both the supply and the consumer side. In 1999, Emilio La Rovere and Branca Americano calculated the overall greenhouse gas emissions from the power sector, and how much gas release PROCEL avoided. PROCEL's contribution was significant. In the 1990s, the bulk of Brazil's energy consumption was supplied by hydropower, so the emissions from the sector were modest. In 1997, emissions from the Brazilian power sector were 17 million tonnes of carbon dioxide equivalent. In the same year, PROCEL activities avoided the emission of 1.2 million tonnes of greenhouse gases (in carbon dioxide equivalent). The PROINFA: Incentives for renewable energy sources In April 2002, the Brazilian Congress approved a law aiming to establish a compulsory market for renewable energy. The law also provides the necessary legal support for creating a scheme to feed power from renewable sources into the national electricity grid. The programme, called Programa de Incentivos às Fontes Alternativas de Energia Elétrica (PROINFA) helps independent power producers using renewable sources of energy supply a higher share of electricity to the national grid. PROINFA has two phases. The first will install 3,300 megawatts of electricity-generating capacity based on biomass, small hydro power plants and wind power. This represents just under one per cent of the total electricity production in 2002. PROINFA's second phase was intended to increase the share of these sources to ten per cent. But new regulations in the power sector have necessitated a review of this target, and PROINFA's second phase is not yet defined. Stimulating large hydropower investments Lula da Silva's national government administration changed the power sector regulations, to increase the attractiveness of, and opportunities for, private investments in hydropower generation. The new regulations mean that hydropower projects cannot be presented to public tender until after the governmental energy planning agency grants an environmental licence. The aim is to reduce environmental risks to investors, and to stimulate hydropower investments. Other energy programmes In 2002, Brazil proposed the Brazilian Energy Initiative, which set targets to increase renewable energy use throughout Latin America. The chosen target was to have ten per cent of energy needs supplied from renewable sources by 2010. The initiative received strong support at a meeting of the ministers of environment from Latin American and Caribbean Countries held in May 2002, and influenced negotiations on renewable energies during the World Sustainable Development Summit. The summit's final documents call on countries to "work with urgency to substantially increase" the global share of renewable energy. The summit urged countries to switch government subsidies from nuclear and fossil fuels to cleaner energy sources, in order to encourage the growth of renewable energy sectors. Brazil is one of the few countries in the world that uses charcoal in the production of iron and steel. Because the charcoal comes from a renewed crop, this reduced emissions of carbon dioxide in the industrial sector by 50 millions tonnes between 1990 and 2000. Finally, Brazil has just launched a National Biodiesel Program, aiming to progressively increase the share of biodiesel content in diesel fuel used all over the country. The goal is to have at least three per cent of biodiesel added to fossil diesel by 2008, and five per cent by 2012. Currently, no biodiesel is used in Brazil. Biodiesel can be produced from several beans and palms that grow easily in Brazil, such as dendê, castor bean, soybean, sunflower, peanuts and others. It can also be made from animal fat, sewage and used vegetable oil. The National Biodiesel Program aims to promote biodiesel produced from castor beans and dendê palm produced by smallholder agriculture in poor areas, such as the country's north and northeast regions. The government's stance on future emission targets Brazil is an important developing-country player in international climate change negotiations, and, with China and India, one of the three largest emitters of greenhouse gases in the developing world. Brazil maintains that yearly emissions should not be seen as a proxy for a country's responsibility for climate change. This responsibility, it argues, is more closely related to contribution to global temperature increase. Since carbon dioxide, the most important greenhouse gas, remains in the atmosphere for more than one century on average, past emissions need to be taken into account. As a result, in international negotiations, Brazil has refused to accept emission targets before the middle of the century. At that time, Brazil believes that the burden of responsibility for the total emissions present in the atmosphere would be the same for developing and developed countries. Brazil's size in geographic, demographic and economic terms adds to the complexity of the climate change problem. Brazil leads many other countries in promoting renewable energy sources, which already occupy an important share of the energy mix and have great potential to grow further. Therefore, in terms of mitigating the energy sector's contribution to greenhouse gas emissions, Brazil has been doing very well. But the country still needs to study its vulnerability to climate change so it can prepare for the unavoidable effects of climate change. Unfortunately, in this field, Brazil is late in taking action. Brazil emission's profile is atypical: LULUCF emissions, notably from deforestation in the Amazon, are the main source of domestic greenhouse gas emissions. This is due to the scale of deforestation, but also because, unlike many countries, a large part of Brazil's power comes from renewable energy sources. Moreover, emissions from cattle contribute as much as energy sector emissions, in part because of the enormous number of cows—almost one per Brazilian citizen. Deforestation in the Amazon comes hand in hand with considerable biodiversity loss, and the emission of greenhouse gases into the atmosphere. This is a crucial problem that must not be denied. Brazil claims a right not to be bound by the requirement of the United Nations Framework Convention on Climate Change to reduce its emissions (even after the Kyoto Protocol has reached its term in 2012). The authors believe this should not be used as an excuse for failing to deal with the Amazon problem. On the other hand, he issue of the deforestation of the Amazon should be viewed independently of post-Kyoto negotiations. In either case, the authors welcome international and national pressure against deforestation in the Amazon. Emilio Lèbre La Rovere is head of the Center for Integrated Studies on Climate Change and the Environment, and a professor at the Institute for Research and Post-graduate Studies of Engineering of the Federal University of Rio de Janeiro - CentroClima/COPPE/UFRJ. André Santos Pereira is a Ph.D. candidate at the School of High Studies in Social Sciences – (EHESS - Paris) and a contributing researcher at CIRED (France) and at CentroClima/COPPE/UFRJ (Brazil).

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CC-MAIN-2013-20

http://m.scidev.net/en/climate-change-and-energy/climate-change-in-brazil/policy-briefs/brazil-climate-change-a-country-profile.html

2013-06-19T19:05:45Z

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NEC breakthrough paves way for powerless standy-by modes NEC has announced the development of a memory circuit element that, it claims, will allow chips to consume no power when they're put in stand-by mode. The circuit component is a non-volatile magnetic flip-flop (MFF) - not a reference to cheap footwear but to a transistor-based circuit of the type assembled by schoolboys to make two lightbulbs flash alternately. In processors, the circuit is used as the basis of a 1-bit memory cell, storing a bit in its two possible states, within the register storage space. Existing flip-flops require power to maintain their state and a clock circuit to control them. NEC's MFF uses magnetism to eliminate the need for juice. So, says NEC, use MFFs instead of traditional memory flip-flops and non-volatile MRam cells instead of SRam, and you have the basis for a system-on-a-chip part that can be completely powered down yet still retain data - something traditional SoCs can't do. Using MRam, the company added, also gets over the limited write life of Flash chips - MRams have "unlimited write endurance", NEC said. NEC said it has made a working MFF that can operate at 1.2V or less - the same voltage range as standard SoC flip-flops - and at clock speeds of up to 3.5GHz. By working to these parameters, NEC said, it should be easy to integrate the new flip-flop structure into existing chip circuit designs. ® Powerless Standby Modes.and non-volatile Memory Surely no only I remember CORE MEMORY ?? We used to power down NAVDAC in 1966, and on Power-Up, the core memory remembered everything it had when powered down. Of course, it was a serial, NAND gate based, discrete component computer, maintained to component level ! VERY old ! MARDAN on the other hand had RECIRCULATING REGISTERS on the HDD. They too could be made to hold unchanged content through a power-down. Same generation of computer, though. A bit like, but simpler than writing memory to a boot- like sector on the HDD (Perhaps the one after the boot sector). I thought Laptops already did this ?? I see the children are re-inventing the wheel again !! I think what you're all missing here is... In "traditional" computer memory, each bit has to be topped up with charge every so often in order to retain what it stores. If this magnetised memory doesn't need this then it will save power even when the device is on. Just because the memory has no power running through it doesn't make it unusable - the memory controller being on/off defines that. What this means is that, yes, your phone in standby (what I think you meant here was sitting idle in your pocket, which is not what the article is refering to, if I'm correct) can receive a call because the GSM modem (is that the right term? I'm no telecoms expert) will still have power running through it and can send interrupts just the same when a call arrives. Whist this doesn't mean great things for battery life of a computer whilst it is on (as was rightly said, the screen takes most of that) the battery life of the computer won't discharge whilst it is in standby mode (mine takes about a day to go flat like this, so useful if you accidentally leave it on overnight). Also, whilst it may not be a great saving of power for your single computer, think about how many computers there are out there and if they are all slowly replaced by computers that don't have to "top up" the charge in their memory every few nanoseconds then THAT will be a considerable saving. @ Steve Jones The issue with Flash is that the write cycle is too slow for use as Regular memory. It sounds like this memory is going to be fast enough to use as Regular computer memory so Standby mode will not need to power the memory and as the Greenies say 'a milliwatt-hour saved is one less picogram of CO2 in the atmosphere'.... No seriously - the less that needs to be powered up when a computer is in standby the smaller the battery that is needed and think about being able to turn your computer on and not having to wait interminably for it to boot up (because it is still booted up). You obviously don't recollect your schooldays so well! > flip-flop ... a transistor-based circuit of the type assembled by schoolboys to make two > lightbulbs flash alternately No! A flip flop is a simple (bi-stable) memory device, which can store 1 bit of information. To make it oscillate automatically, you must add two capacitors. Then you have an astable multivibrator. As in Tellybox Flash? SoC's (apologies for the redundant apostrophe but ...) rapid on/off/standby tellyboxes?

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http://www.theregister.co.uk/2009/01/05/nec_magnetic_flip_flop/

2013-05-22T07:28:25Z

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en

What Is It? Psoriasis is a chronic skin disorder that causes scaling and inflammation. Psoriasis may develop as a result of an abnormality in the body's immune system. The immune system normally fights infection and allergic reactions. Psoriasis probably has a genetic component. Nearly half of patients have family members with psoriasis. Certain medications may trigger psoriasis. Other medications seem to make psoriasis worse in people who have the disease. Psoriasis causes skin scaling and inflammation. It may or may not cause itching. There are several types of psoriasis: Plaque psoriasis. In plaque psoriasis, there are rounded or oval patches (plaques) of affected skin. These are usually red and covered with a thick silvery scale. The plaques often occur on the elbows, knees, scalp or near the buttocks. They may also appear on the trunk, arms and legs. Inverse psoriasis. Inverse psoriasis is a plaque type of psoriasis that tends to affect skin creases. Creases in the underarm, groin, buttocks, genital areas or under the breast are particularly affected. The red patches may be moist rather than scaling. Pustular psoriasis. The skin patches are studded with pimples or pustules. Guttate psoriasis. In guttate psoriasis, many small, red, scaly patches develop suddenly and simultaneously. Guttate psoriasis often occurs in a young person who has recently had strep throat or a viral upper respiratory infection. About half of people with skin symptoms of psoriasis also have abnormal fingernails. Their nails are often thick and have small indentations, called pitting. A type of arthritis called psoriatic arthritis affects some people with psoriasis. Psoriatic arthritis may occur before skin changes appear. Your doctor will look for the typical skin and nail changes of this disorder. He or she can frequently diagnose psoriasis based on your physical examination. When skin symptoms are not typical of the disorder, your doctor may recommend a skin biopsy. In a biopsy, a small sample of skin is removed and examined in a laboratory. The biopsy can confirm the diagnosis and rule out other possible skin disorders. Psoriasis is a long-term disorder. However, symptoms may come and go. There is no way to prevent psoriasis. Treatment for psoriasis varies depending on the: Type of psoriasis Amount and location of affected skin Risks and benefits of each type of treatment Treatments for psoriasis include: Topical treatments. These are treatments applied directly to the skin. Daily skin care with emollients for lubrication. These include petroleum jelly or unscented moisturizers. Corticosteroid creams, lotions and ointments. These may be prescribed in medium and high-strength forms for stubborn plaques on the hands, feet, arms, legs and trunk. They may be prescribed in low-strength forms for areas of delicate skin such as the face. Calcipotriol (Dovonex) slows production of skin scales. Tazarotene (Tazorac) is a synthetic vitamin A derivative. Salicylic acid to remove scales Phototherapy. Extensive or widespread psoriasis may be treated with light. Phototherapy uses ultraviolet B or ultraviolet A, alone or in combination with coal tar. A treatment called PUVA combines ultraviolet A light treatment with an oral medication that improves the effectiveness of the light treatment. Laser treatment also can be used. It allows treatment to be more focused so that higher amounts of UV light can be used. Vitamin A derivatives. These are used to treat moderate to severe psoriasis involving large areas of the body. These treatments are very powerful. Some have the potential to cause severe side effects. It's essential to understand the risks and be monitored closely. Immunosuppressants. These drugs work by suppressing the immune system. They are used to treat moderate to severe psoriasis involving large areas of the body. Antineoplastic agents. More rarely, these drugs (which are most often used to treat cancer cells) may be prescribed for severe psoriasis. Biologic therapies. Biologics are newer agents used for psoriasis that has not responded to other treatments. Psoriasis is caused, in part, by substances made by the immune system that cause inflammation. Biologics act against these substances. Biologic treatments tend to be quite expensive. And they must be injected rather than taken as a pill. When to Call a Professional If you are unsure whether you have psoriasis, contact your doctor. Also, contact your doctor if you have psoriasis and are not doing well with over-the-counter treatment. For most patients, psoriasis is a long-term condition. There is no cure. But there are many effective treatments. In some patients, doctors may switch treatments every 12 to 24 months. This prevents the treatments from losing their effectiveness and decreases the risk of side effects. National Psoriasis Foundation 6600 SW 92nd Ave. Portland, OR 97223-7195

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2013-05-22T07:21:49Z

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How do pets help children develop empathy? Read on, and you might give your child's pleas for a puppy a second thought. 1. Caretaking is a skill that can be transferred to people. According to the American Academy of Child and Adolescent Psychiatry (AACAP), “A child who learns to care for an animal, and treat it kindly and patiently, may get invaluable training in learning to treat people the same way…Positive relationships with pets can aid in the development of trusting relationships with others. A good relationship with a pet can also help in developing non-verbal communication, compassion, and empathy.” 2. Having animals around helps children relax. “Humane education programs aimed at promoting empathy development and pro-social behaviours in children possessing compromised levels of these constructs may be more effective if they incorporate non-human animal and interaction with them,” according to Promotion of Empathy and Prosocial Behaviour in Children throughHumane Education by Kelly L. Thompson and Eleonora Gullone (http://thebegavalley.org.au/uploads/media/prosocial_behaviour.pdf ) “Such attraction to other sentient beings is likely to increase the efficacy of intervention efforts since children are more likely to be attentive and to have increased motivation levels if animals are involved.” 3. Pets help children learn to share their feelings. According to AACAP, children feel they can tell their secrets to their pets, much as they do stuffed animals, and this helps them feel listened to, and to practice sharing private stories with other people. contributions from Frankie Thomas and Ilya Tsinis

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http://startempathy.org/pets-and-empathy

2013-05-25T05:37:29Z

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en

Ins and Outs of Respiration For each student For every group of four students 1. Respiration rate is the number of breaths taken each minute (a breath is one inhalation and one exhalation). While watching a clock, count the number of times you breathe in two minutes. Make three trials, and find the average. Divide by two to find the average number of breaths per minute. Record respiration rate on your chart. 2. Survey the class to determine if gender has an effect on breathing rate. What did you conclude? What other factors might affect respiration rate? Look over the class data for any patterns. 3. Investigate the effect exercise has on breathing rate. Walk in place for two minutes then count the breaths in one minute. How does the rate after exercising compare to that of normal breathing? Would more vigorous exercise affect the rate? Check it out. 1. Conduct an experiment to determine whether age has an effect on normal breathing rate. Select subjects of different ages making sure both genders are equally represented. Select smokers and nonsmokers. 2. Compare the normal respiration rate of various ages with the respiration rate after exercise. Be sure to choose an exercise that will not endanger the health of the various ages. 3. The higher the level of oxygen intake, the harder the cells are working. Have students count their breaths per minute (oxygen intake) during different times of the day and for different activities-running, thinking, before getting up in the morning, etc. Keep a chart of the activity, time of day, and rate. Construct a graph to show the respiration rate per minute of the various activities. Label all parts of the graph and include a title. 4. If you have a pet, determine its resting respiration rate. First decide how to determine when the animal is breathing in and out. Place a hand on its chest and count as the chest expands and contracts with each breath. Or place a hand near its nose and count the breaths as air is exhaled. Survey the class, and graph the at-rest rates of the various animals tested. Analyze the graph for any patterns. Do you see a relationship between size or weight of the animal and the respiration rate? Notes to the teacher: Oxygen and Breathing The body can store many of the things it needs to function such as vitamins and food in the form of fat. Oxygen is one item that cannot be stored in sufficient quantities for more than a few minutes. At rest, the blood holds about a quart of dissolved oxygen, but it is continually being used by the cells to produce energy. The lungs need to be constantly working to furnish a sufficient supply for various activities. Human respiration rate is controlled by a part of the brain called the medulla. It sends signals to the body to adjust the breathing speed to provide enough oxygen for every activitysleeping, eating, exercising, etc. The level of carbon dioxide, not oxygen, in the blood is measured by the brain, which in turn makes needed adjustments in the respiration rate. During exercise, the cells burn oxygen faster to produce more energy for the body, which creates more carbon dioxide as a waste product. This increased carbon dioxide level is detected by the brain, which signals for a higher respiration rate to provide more oxygen for the cells. Breathing is an involuntary action controlled by the brain, but it can also be controlled voluntarily. Holding your breath is one example. This can be done only for a few minutes before we become faint and the involuntary control takes over and restores breathing to a normal rate. Hyperventilating is abnormally rapid, deep breathing and usually occurs when anxiety or emotional stress stimulates the part of the brain that regulates breathing. Kidney failure and diabetes may also cause hyperventilation. Too much carbon dioxide is exhaled, leaving less in the blood. This causes the vessels to constrict, decreasing the flow of blood. With too little blood reaching the brain, the person may become dizzy and faint. Hyperventilation attacks may last a half hour. They can be controlled by trying to slow the breathing rate. Exhaling into a paper bag and rebreathing the air can increase the carbon dioxide content in the blood and shorten the attack. Similar to the heart, the lungs have two ways to increase oxygen intake in response to a changing demand during exercise. One is to breathe faster (respiratory rate) and the other is to breathe deeper (volume). The next activity, "Catch Your Breath", explores the second mechanism.

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http://www.smm.org/heart/lessons/lesson8.htm

2013-05-22T14:48:02Z

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Computer-linked cameras placed in the stands around each goal capture ball’s motion,which is then read by a computer in real-time. Ball’s path is tracked on each of the cameras.These separate views are then combined to produce an accurate 3D representation of the ball’s path. High speed TV cameras capture images at up to 500 frames per second. The system would signal a goal to the referee in half a second who would hear a distinct beep through an ear-piece or message to a watch Ball. Chip sensor in ball is triggered by magnetic field and signals computer to send “GOAL”message.Wires run around the goal mouth to form a magnetic field. Six Cameras around the goal track the ball and the system software creates 3D images which capture the position of the ball in relation to the goal line. If the Ball crosses the line,an encrypted signal is transmitted to he referee via watch or a ear piece within half a second. Posts Tagged ‘sports’ July 7, 2012 Leave a comment

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2013-05-25T19:42:35Z

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en

This post can also be found on the Our World, Our Numbers blog. Along with this information about U.S. landmarks, you’ll also be able to learn about landmarks from other countries around the world. Check back next week as each class posts about a new topic! Welcome to Avery’s U.S. Tours! We’ll be your guides today as we take you across the United States to some of its most historic, famous landmarks. So, buckle your seat belts, hold on to your hats, and enjoy the journey! Okay, well, if we were really able to take you across the United States to see all of our amazing landmarks, that’s probably how we’d start our tour. Since we’re unable to though, we’ll instead share them with you on here! Did you know that you can tie math into every landmark? You can try to determine how old they are. You can try to figure out how tall they are. You can try to calculate how much area they take up. You could determine what shapes they’re made out of. It’s incredible how math is tied into almost anything you can think of! We created a presentation to share some of our landmarks with you. Throughout the presentation there are different math questions based upon the facts. See if you can find the answer to some of the problems. Share the problem you tried as well as your answer down in the comment section! This presentation is slightly different to ones you may be used to. In this presentation, you can sometimes navigate down, to the right, to the left, or up. You’ll see four blue arrows in the bottom-right hand corner of our presentation. If an arrow is dark blue, it means that you can move the presentation in that direction. You can use your mouse, the arrow keys on your keyboard, or if you’re on a tablet, swipe in the direction you want to move. Start by moving to the right, read the first slide, and then move down to find out the answer! Continue moving to the right to work through the entire thing!

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2013-05-22T22:13:52Z

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en

Learn to Troubleshooting HVAC Units Hvac units troubleshooting part 1 The superheat temperature tells us if there is excessive or inadequate refrigerant in the low side of the hvac units. Anything which adds heat to the evaporator coil will boil off more of the refrigerant, thereby increasing the superheat. Conversely, anything which interferes with the coil’s ability to absorb heat will lower the superheat, possibly flooding the compressor. For this reason we check the evaporator fan motor and coil before measuring the superheat and recheck the superheat after reaching design space temperature. Since we are following this HVAC troubleshooting process, we have visually determined that the airflow through the evaporator is adequate. Is it, really? Let’s test to confirm evaporator airflow. Measure the temperature of the air entering the evaporator and the air leaving the evaporator. If the airflow is inadequate, the evaporating temperature is lower than design and the slower moving air has more time to cool, so the temperature difference across the coil is greater. If the difference between entering air and leaving air is more than 20°F, the airflow is inadequate. Note: Colder air leaving the evaporator means less refrigeration, not more. One way to check air flow across the evaporator is to put the hvac units in the heat mode and raise the thermostat to a point that will bring the heat on. Place the fan switch in the on position. This should place the fan motor in the high speed setting if the motor is variable speed. Next measure the temperature rise across the heat exchange. Find the BTUH output on the furnace name tag. Insert the known values in the following formula to solve for CFM. CFM = BTUH/(1.08 x ∆T) For example, if the furnace is rated 100,000 BTUH output and the actual temperature rise is 50 °F, the CFM would be 100,000/(1.08 x 50) = 1852 If you are working with resistance heat, you can convert the Kw of resistance heat to BTU by multiplying the Kw x 3.414 BTU/KW. For example, 10 Kw X 3.414 BTU/Kw = 10,000 X 3.414 = 34,414 BTU’S. How much air is too much and how much is too little? Most furnaces have a design temperature rise noted on the nameplate for heating. For example, one may see a range of 35° - 36° on the nameplate. This means that at maximum air flow in the heating mode the temperature rise would be 35°F and at minimum flow it would be 65°F. For air conditioning, the air flow through the furnace should be close to or above the maximum heating air flow. A good rule of thumb for air conditioning air flow through the evaporator is 400 CFM per ton of refrigeration. Conditioned Space Temperatures Warm air flowing through the evaporator coil increases its ability to absorb heat and therefore increases its capacity. When the conditioned space temperature is above its design temperature range we must expect the superheat temperature to be higher than normal. This is particularly true on cap tube ac unit. For this reason we must recheck superheat measurements after the hvac units has reached its design temperature range in order to obtain true readings. Suction Line Insulation Suction lines should be insulated before measuring superheat. By insulating the suction line we eliminate condensation on the suction line and help keep the refrigerant vapor temperature low enough to provide adequate compressor cooling. We may assume that a compressor is refrigerant cooled until proven otherwise. One exception is the open compressor, which does not need cold vapor to cool its windings since its motor is separate from the compressor. Another exception is a hvac units that has a suction/liquid heat exchanger. By purposely installing a device which adds superheat to the suction line, the manufacturer is telling us that the compressor is not as sensitive to inlet vapor temperature. High superheat is caused by undercharge (leak), or restriction. If we add refrigerant until the subcooling is normal and the superheat is still high, the hvac units is restricted. Note: for diagnostic purposes we may consider an underfeeding metering device to be a form of restriction. If the superheat is no longer high, the air conditioner unit was undercharged. Locate and repair the leak before proceeding. In most central air unit anything over 30°F superheat at the compressor should be considered too high. In general, lower superheat is better for the compressor, however some manufacturers specify higher than 30°F superheat for their central ac unit, usually low temp refrigeration. Consult the manufacturers specifications when possible. If in doubt, 20°F at the compressor, at design space temperature, is a reasonable limit for superheat. High superheat is caused by undercharge or restriction. By holding back the flow of refrigerant, a restriction causes refrigerant to accumulate in the high side while limiting the amount of refrigerant in the low side; therefore, a restriction is identified by a combination of high superheat at design space temperature with subcooling at design ambient. If we add refrigerant to the central air units until the superheat is 20°F and the subcooling rises above 15°F, the hvac units is restricted. The point of restriction can be found by taking temperature measurements on the liquid line at the condensing unit and the point where it enters the expansion device and/or across each of the liquid line device, such as driers, valves, etc.. If the temperature drop from one end of the liquid line to the other is less than 5°F, the liquid line and its devices are not restricted. Note: A temperature drop across a heat exchanger is normal. If the temperature drop across the liquid line is more than 5°F, check for a temperature drop across each of the liquid line devices. If the liquid line devices are not restricted and there is no temperature drop, the restriction is in the liquid line. Check for kinks in the line or an undersized line. If the temperature drop across the liquid line minus the drop across the heat exchanger is less than 5°F, the metering device is restricted. Restricted Metering Device Once we have traced the restriction to the metering device, we must determine whether the device is in fact restricted or simply out of adjustment. In a cap tube central ac it is definitely a restriction, but in a TXV ac unit the inlet screen should be examined before blaming the valve. If the screen is clear, the problem is in the TXV. Unless you have reason to believe that the TXV has been improperly adjusted, replace the TXV. Long Suction Lines Generally speaking, TXV may be unable to maintain accurate control with less than 3°F superheat at its sensing bulb. On a hvac units with a long suction line this could make it impossible to maintain less than 30°F superheat at the compressor inlet. If the compressor is air cooled, higher superheat at the compressor is permissible. If the compressor is refrigerant cooled, it will need a de-superheating metering device. This is an extra metering device which feeds a small amount of liquid refrigerant into the suction line near the compressor. Undercharge of refrigerant is identified by a combination of high superheat and low or no subcooling. If we add refrigerant until the superheat at the compressor is 20°F at design space temperature and the subcooling does not exceed 15°F, the hvac unit was undercharged. Unless you have reason to believe that the hvac was not charged properly, it is reasonable to assume that there is a leak. Locate and repair the leak before continuing the procedure. The amount of refrigerant in the low side is also affected by the rate of refrigerant flow through the metering device. Anything which slows the flow rate will decrease the amount of refrigerant, thereby increasing the superheat, and anything which increases the flow rate will increase the amount of refrigerant, thereby decreasing the superheat. Since the condensing temperature (discharge pressure) affects the rate of flow, we checked the condenser fan motor and condenser coil, raised the condensing temperature to simulate design ambient, and checked the subcooling before measuring the superheat. Low superheat (floodback) is caused by overcharge, overfeeding metering device, or inefficient compressor. If we remove refrigerant until the superheat is normal, and the central air still has measureable subcooling, the central air was overcharged. If the hvac units has no subcooling, check the compressor efficiency as described later. If the compressor is OK, the metering device is overfeeding. Low Superheat (cap tube system) Although we have determined that the amount of refrigerant in the air conditioner systems is not excessive for the condenser (less than 15°F subcooling), on a cap tube system this may be excessive for the evaporator. In other words, an overcharge is still possible even though the subcooling is not excessive (under 15°F), on a cap tube hvac units. Anything less than 15°F superheat at the compressor should be considered too low (floodback). If we remove refrigerant slowly until the superheat is normal (over 20°F), and we still have measureable subcooling, than the hvac units has enough refrigerant to satisfy the needs of the evaporator and has refrigerant in reserve (subcooling) to handle heavier heat loads. In other words, the hvac units was overcharged, but is now functioning normally. Low Superheat (TXV system) Like the cap tube system, anything less than 15°F superheat at the compressor is too low. Unlike the cap tube system, a TXV is capable of opening and closing it’s orifice, thereby regulating the amount of refrigerant held in reserve (subcooling). Removing refrigerant at this point would do nothing more than to deplete the subcooling, while proving nothing. Therefore, at this point we must check the compressor efficiency as described later. Metering Device Overfeed From a diagnostic viewpoint, the main difference between a cap tube system and a TXV system is that a TXV is capable of overfeeding (or underfeeding) the evaporator (and compressor). The sensing bulb must be in the proper location, fastened tightly to the line, and insulated. If this does not solve the problem, and if you have no reason to believe that the TXV has been improperly adjusted, assume that its internal parts are worm out and replace the TXV. Since the TXV is capable of regulating subcooling, be sure to check the subcooling after locating and repairing the problem. Compressor Vacuum Test A compressor efficiency test involves shutting off the flow of refrigerant to the metering device or, even better, the compressor inlet, and the running the compressor to see how far into a vacuum it can pump. If the hvac units does not have valves with which to shut off the flow of refrigerant and you are fairly certain that the compressor is inefficient, pinch the liquid line at the drier tightly with a pinch-off tool to stop the flow of refrigerant. Be careful in doing this. Keep in mind that you will have to repair the liquid line and replace the drier after this test. The question is not whether the compressor is efficient, but whether it is efficient enough to do its job. If the compressor cannot pump at least 15 inches of vacuum, it is not efficient enough for a normal heat load and should be repaired or replaced. If it pumps 20 inches, it is efficient. This test will identify most of the compressor pumping problems but not all. We have tested its efficiency but not its capacity. Return to 2myhvac from Hvac units troubleshooting

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Two Is the Magic Number A new science of creativity. This article introduces a series on creative pairs. You can read the second piece in the series, a look inside the Lennon/McCartney partnership, here. What makes creative relationships work? How do two people—who may be perfectly capable and talented on their own—explode into innovation, discovery, and brilliance when working together? These may seem to be obvious questions. Collaboration yields so much of what is novel, useful, and beautiful that it's natural to try to understand it. Yet looking at achievement through relationships is a new, and even radical, idea. For hundreds of years, science and culture have focused on the self. We talk of self- expression, self-realization. Popular culture celebrates the hero. Schools test intelligence and learning through solo exams. Biographies shape our view of history. This pervasive belief in individualism can be traced to the idea most forcefully articulated by René Descartes. "Each self inhabits its own subjective realm," he declared, "and its mental life has an integrity prior to and independent of its interaction with other people."Though Descartes had his challengers, his idea became a core assumption of the Enlightenment, as did Thomas Hobbes' assertion that the natural state of man was "solitary" (as well as "poor, nasty, brutish, and short.") Following this line, the first modern psychologists focused on the individual. Emil Kraepelin, the godfather of biological psychiatry, looked for organic explanations of illness. Despite Sigmund Freud's interest in early-life relationships, he treated his patients by having them speak into silence and saw cure as a reconciliation of internal conflicts. Creative Pairs: Lennon and McCartney Beyond illness, the fundamentals of healthy life took root from the idea of the atomized person. Jean Piaget, who created modern development theory—the system of thought about how children's minds work and grow—emphasized relationships to objects, not people. Even the most basic relational tool—the way we speak—was shaped by individualism, following Noam Chomsky's notion of language as an expression of inborn, internal capacities. This focus on the self meshed tightly with Western ideology—the Ayn Randian notion of the rugged man forging his destiny on the forbidding plains. (A 1991 Library of Congress survey found Rand's Atlas Shrugged second only to the Bible as the book that made the most difference in American readers' lives.) The triumphant Western position in the Cold War established individual liberty and individual choice as the root unit of society—in opposition to the Marxist emphasis on collective achievement. The ultimate triumph of the idea of individualism is that it's not really seen as an idea at all. It has seeped into our mental groundwater. Basic descriptions of inter-relatedness—enabling, co-dependency—are headlines for dysfunction. The Oxford American Dictionary defines individualism as, first, "the habit or principle of being independent and self-reliant" and, second, as "a social theory favoring freedom of action for individuals over collective or state control." This lopsided contrast of "freedom" vs. "state control" is telling. Even our primary reference on meaning, the dictionary, tilts in favor of the self. But a new body of research has begun to show how growth and achievement emerge from relationships. The new science begins with infancy. For centuries, babies were seen as blank slates who just filled their stomachs, emptied their bowels and bladders, and cried and slept in between. As for any significant aspects of their environment, small children were seen as passive receivers. (And largely insensitive ones: For most of the 20th century, doctors routinely operated on babies without anesthesia, believing them exempt from pain.) But a burgeoning field has shown that, from the very first days of life, relationships shape our experience, our character, even our biology. This research, which has flowered in the last ten years, took root in the 1970s. One reason, explains the psychologist and philosopher Alison Gopnik, was the advent of the simple video camera. It allowed researchers to easily capture and analyze the exchanges between babies and their caregivers. In video of 4-month-olds with their mothers, for example, the two mimic each other's facial expressions and amplify them. So, a baby's grin elicits a mother's smile, which leads the baby to a full-on expression of joy—round mouth, big eyes. This in turn affects the mother, and so on in a continuous exchange that entwines the pair. It's common sense that babies and mothers affect each other. But when you stop the tape and look at it frame by frame—as the researcher Beatrice Beebe and her team did in this experiment—you see how remarkably fast the exchange takes place, down to fractions of a second. It's not that a baby waits for stimulus from her mother and responds in kind. Actually, as the psychologist Susan Vaughan puts it, "both parties are processing an ongoing stream of stimuli and responding while the stimulation is still occurring." Another study of 2-day-old babies found similar results. Emotions, Vaughan asserts, are "peopled" from the start. This dynamic turns out to play a critical role in the development of neural circuits that shape not only interaction, but autonomy too. In other words, the way we experience ourselves is inextricably linked to the way we experience others—so much so that, on close view, it's hard to draw a concrete distinction between the other and the self. (This in turn raises questions about what the "self" actually is.) The sensation of "mirror neurons" helped further dissolve the distinction. About 10 years ago, a team of Italian researchers showed that certain neurons that fire during actions by macaque monkeys—when they pick up a peanut, for example—also fire when they watch someone else pick up the peanut. It's probably overblown to say—as many have—that this phenomenon can explain everything from empathy and altruism to the evolution of human culture. But the point is that our brains register individual and social experience in tandem. Joshua Wolf Shenk, a Slate correspondent, is the author of Lincoln's Melancholy and a contributor to the Atlantic and other magazines. Follow him on Twitterand like his Creative Pairs group on Facebook. Photographs of: Paul McCartney and John Lennon by Mirrorpix/Courtesy Everett Collection; Emily Dickinson from the Yale University Manuscripts & Archives Digital Images Database/public domain; Susan Huntington Gilbert courtesy emilydickinsonmuseum.org/public domain; Tiger Woods and Steve Williams by Glyn Kirk/AFP/Getty Images.

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The Dogomba and Mamprussi states flourished in the 12th and 13th centuries in the north while Akan speakers, the Ashanti and the Fanti, migrated from the savanna and formed a series of small states below the forest line. In the 16th century the Portuguese established trading settlements on the coast and the region became a major supplier of gold to Europe hence the name Gold Coast. During the 16th century, the developing slave trade whetted the interest of several European nations. The Dutch, the British and the Danes forced the Portuguese out, built forts and competed to trade with the Ashanti Empire who controlled trade going through their capital Kumasi. In 1821, 14 years after the abolition of the slave trade, the British private settlements were taken over by the Crown as were the Danish forts in 1850 and the Dutch settlements in 1871. The coastal area, by then entirely under British control, was designated a crown colony in 1874. A series of Ashanti-British wars continued sporadically until the Ashanti and the northern territories were annexed to the colony in 1901. After WW II, part of the German Togoland was added in 1922 and the first elections for a legislative council were held in 1925. In 1957, the British Parliament passed the Ghana Independence Act, and the National Assembly of the Gold Coast adopted the name of Ghana and proclaimed its independence with the Marxist Kwame Nkrumah as Prime Minister. Ghana became a republic in 1960 with Nkrumah as president and opposition parties were outlawed in 1964.Two years later Nkrumah was ousted in a military coup and the Soviet and Chinese technicians, whom he had brought in, were expelled from the country. Ghana was ruled by the National Liberation Council until power was transferred in 1969 to a civilian government headed by Kofi A. Busia who was ousted by another army coup in 1972, this one headed by Colonel Ignatius K. Acheampong who suspended the constitution, banned political activity, and curbed freedom of the press and union activities. Acheampong was forced to resign in 1978, giving way to General Frederick W. Akuffo, who ruled for less than a year before he was overthrown by Flight Lieutenant Jerry John Rawlings who stepped down in favor of an elected civilian president, Hilla Limann. When economic conditions worsened, Limann was deposed in a second coup led by Rawlings in 1981. His regime had to suppress many coup attempts until a referendum reestablished a constitutional government in ’92. Rawlings, running as a civilian, won the presidency in multiparty elections that year and was reelected in December 1996. |Atlapedia CIA Country Reports Lonely Planet Traveldocs| My Ghana experience started with a long bus ride from Ouagadougou in Burkina Faso to Kumasi in the south. The big Ghanaian STC bus covered the 750 km distance in 14 hours which is quite fast considering that we stopped once to go through the border formalities, twice to eat to and a number of times to satisfy the ubiquitous road pirates. Bolgatanga is a small Ganaian town near the Burkina Faso border. On the bus I met Dantodsi Dosseh a baker from Cotonou and two Texans, Doug and Steve who were going to Kumasi like me. I enjoyed Kumasi but somehow I took only photo there, this one of the old Kumasi fort which has been transformed into a Military Museum. I guess I wasn't in a picture taking mood. It's a pity because there were lots of good subjects, the national cultural center, the big market and nearby motor parks, the Presbyterian Guesthouse where I stayed, the busy city center and more importantly two fellow backpackers, French Émilie Pierret and German Telse Frank. I can't understand why I did not take a picture of them they were both charming and lovely... I took a night train from Kumasi to Takoradi and left my bag at the hotel Zenith whose inner courtyard Inn shown here. Then I took a taxi to nearby Sekondi to visit Fort Orange. Forts and castles along Ghana's coast have played an important part in her history. Competition between European traders led to the construction of over 60 forts and trading posts along a 500 km stretch of what was called The Gold Coast. The Portuguese came first (1470 to 1600), but they were followed by the Dutch, the French, the British, the Swedish and the Danish who all built forts, sometimes within sight and gun range of each other in the 17th century. All this activity was concentrated here because of the proximity of gold mines and because access to the interior was not hindered by lagoons and mangrove swamps as it was in other areas of the Guinea coast.. Fort Oranje was built by the Dutch in 1690 on the foundations of a trading post opened in 1642. The British soon build a similar Fort only a few hundred yards away in an effort to draw the gold trade away from the Dutch but nothing is left of it today as it was razed by the French in 1779. In the end, fort Oranje was taken over by the British along with the rest of the coastal area which was declared a crown colony in 1874. Fort Oranje is now used as a light house and living quarters by the port authorities. It is badly in need of restoration and the people living there visibly resent the intrusion of curious tourists. I was allowed in by a friendly young man but chased out with a loud stream of invective by an angry harridan. It is a pity to let it crumble for it could be turned into an additional tourist attraction for the region. The majority of southern Ghanaians are Christian as the Animists and Muslims are concentrated in the north. The same applies to the neighbouring countries for the Muslim invasions (8th to 13th centuries), did not reach the coastal areas which were later subjected to European influence. This impressive structure is a Methodist church not far from the fort. The big Elmina Castle we see today evolved over a period of three centuries from the initial Saõ Jorge fort built by the Portuguese in 1482 to defend their monopoly on the gold trade from the Spanish. The Spanish threat was eliminated in 1493 by Pope Alexander VI's decree delimiting Portugal's and Spain's zones of influence respectively east and west of an arbitrary longitude. The other European powers did not feel constrained by the papal order and their ships began to encroach upon Portugal's monopoly. A fort building race was on previewing the recent Cold War's armament race. Around 1600, fort Saõ Jorge was reinforced and more than doubled in size by the addition of this large courtyard. By this time, development of the slave trade intensified competition particularly from the Dutch who were late to engage in it. (The Dutch Calvinists did not discover passages of the scriptures justifying slavery until they needed large numbers of slaves to work the plantations way had conquered from the Portuguese.) The Portuguese reinforcement of the fort proved inadequate when the Dutch managed to install heavy guns on the nearby and St Jago hill from which they proceeded to destroy its northern defenses in 1637. The Portuguese capitulation of their Elmira stronghold to the Dutch, soon led to the loss of their entire Atlantic Empire of which they nevertheless later managed to regain Brazil and Angola. It is interesting to note that the Dutch built their profitable Eastern Empire also at the expense of the Portuguese who lost all their holdings to them except Macao and Gao. The victorious Dutch lost no time to further reinforce the northern defenses of Elmira and to build a strong redoubt on top of St Jago Hill to prevent a repeat performance of their successful strategy. It was later expanded to become the Coenraadsburg Fort shown in this picture. The the Dutch held on to Elmina and further reinforced its landward side during the 19th century wars between their Ashanti allies from Kumasi and the British based in Cape Coast who were supported by the Fanti tribes. Finally, negotiations led to the abandonment of Dutch holdings in the Gold Coast to the British in exchange of lands in northern Sumatra and other considerations and, on the sixth of April 1972, the Dutch flag was replaced by the Union Jack over Elmina Castle seen here from the east. British involvement in the gold Coast came in the early 16th century when the slave trade had ever had replaced gold as the major attraction. The British first built a trading post at Kormantin (50 kms east of Elmira), which they replaced by a fort in 1640 that they soon lost to the Dutch who rebuilt it under the name of New Amsterdam. With the fort building race in full swing the British concentrated their efforts in reinforcing the Carolusburg fort they had taken from the Dutch and which became the Cape Coast Castle shown here. By now the gold trade had declined and it was a slave trade that fuelled the competition between European powers and financed all this frantic building activity. In Cape Coast, the slaves brought in from the interior were stored in underground chambers, located under the row of guns seen here, until the time came to ship the merchandise. Then they were led out in chains through the black "Gate of No Return" to the beach to be ferried out to the slave ships anchored offshore. The slave trade must have been hugely profitable to warrant the investment of such formidable establishments by private companies. The Gold Coast had become the Slave Coast. Slaves were shipped in great numbers from many other parts of Africa but nowhere else can be seen such tangible proofs of that infamous trade. It is difficult for us to imagine how violent and cruel the 18th century was in the heyday of the slave trade. Today everyone else but the Serbs are appalled by the ethnic cleansing practiced in Bosnia and Kosovo. I see that as proof that humankind is progressing towards civilization. The concept of "crimes against humanity" is new. It certainly had no meaning when slave meat was a commodity to be traded and fought over. Nor did the horrendous expression "ethnic cleansing" mean anything in 1755 when the British deported the French from Acadia and gave their lands to settlers their own ethnic origin! American Blacks and Cajuns are the heritage of those crimes. Finally I got to Accra where I was expected by Thomas Assare, a bright young man who showed me the sights. Naturally we could not miss visiting Kwame Nkrumah's Mausoleum just behind us. The Gold Coast's climates, hot and humid in the south or hot and arid in the north, were not appreciated by potential British settlers who preferred the more pleasant climate of the Kenyan plateau. That factor and the British policy of administering through local authorities resulted in the presence of very few Europeans when the country gained its independence in 1957, the first country to do so in Africa. The British handed Nkrumah an elaborate administrative structure, symbolised here by these High Court buildings, but they could not grant him the experience and judgment required to manage the country efficiently. Nkrumah's prestige as a champion of decolonization grew in Africa but the opted for grandiose projects heralded by a leftist rhetoric and and the country's economy declined until he was deposed by a military coup while he was away visiting Hanoi in 1966. This great Independence Arch and the nearby huge Soviet style Independence Square are very impressive but they did little to satisfy the real needs of the Ghanaian people. Finally it was time to move on. I took a bus to Ho and from there, a "trotro" minibus to Kpalimé in Togo which we are approaching on this dirt road.

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The A6 record is a new DNS record, described in detail in RFC 2874, meant to replace the AAAA record in IPv6 address resolution. The primary new feature of A6 records is the possibility to divide the IPv6 address to a chain formed by several A6 records residing on different name servers, to ease the generation of aggregatable and renumberable IPv6 addresses. The concept of an A6 record chain can be hard to grasp without an example, so an example shall be provided: Consider the host foo, on site bar.baz. bar.baz has bought their Internet connectivity from ISPs isp-1.baz and isp-2.baz. Both ISPs have their own IPv6 address spaces, with prefixes 2001:1::/32 and 2001:2::/32. Both ISPs have also assigned the number 42 as the next level aggregation identifier for bar.baz. The site bar.baz now has two address ranges, 2001:1:42::/48 and 2001:2:42::/48. For the host foo they have assigned the subnet ID 1 and the interface ID 2a. So the two addresses for foo.bar.baz are 2001:1:42:1::2a and 2001:2:42:1::2a. Using AAAA records, this would be expressed in the zone file of bar.baz as: foo IN AAAA 2001:1:42:1::2a The drawback for this approach is that the addresses contained in bar.baz would have to be changed, should isp-1 or isp-2 for some reason renumber its network. With A6 records, the site bar.baz only needs to give the part of the IPv6 address they themselves decide (in this case, the last 80 bits), and point out which DNS names contain the A6 records for the prefixes in the first 48 bits. The format of an A6 record is: A6 <prefix-len> <ipv6-address> [dns-name] Here the prefix-len is a decimal number between 0 and 128, inclusive. The prefix lenght is the amount of bits that are missing from the ipv6-address part, and are supposed to be retrieved querying the name specified, dns-name. In the special case when prefix length is 0 (and the address is complete), the dns-name may be omitted. (Obviously, if the address is complete, there's no need to do further queries.) So, using A6 chains, the addresses for foo.bar.baz would be in the DNS zones like this: On the name servers of bar.baz: foo A6 64 ::2a subnet-1.ip6 subnet-1.ip6 A6 48 0:0:0:1:: ip6 ip6 A6 48 0::0 subscriber-bar.ip6.isp1.baz. ip6 A6 48 0::0 subscriber-bar.ip6.isp2.baz. On the name servers of isp-1.baz: subscriber-bar.ip6 A6 32 0:0:42:: isp-1.ip6.tla-admin.baz. subscriber-bar.ip6 A6 32 0:0:42:: isp-2.ip6.tla-admin.baz. isp-1.ip6 A6 0 2001:1:: isp-2.ip6 A6 0 2001:2:: This example is far too simple to occur in Real World - there would undoubtedly be more levels of aggregation (and thus more levels of indirection in the DNS records), but it was simplified in order to be more understandable. For a "better" example, see the aforementioned RFC, 2874. Currently the A6 record proposal hasn't received much popularity (a bit like the ip6.arpa zone), perhaps because of the added complexity and the fact that very few resolver libraries support the resolving of A6 chains properly. Still, it might very well be the future.

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They may be yellowed and worn but these ancient teeth and jaw fragment have something very revealing to say about how modern humans conquered the globe. The specimens, unearthed in Italy and the UK, have just been confirmed as the earliest known remains of Homo sapiens in Europe. Careful dating suggests they are more than 41,000 years old, and perhaps as much as 45,000 years old in the case of the Italian "baby teeth". The re-assessments have further importance because palaeoanthropologists can now put modern humans in the caves at the same time as the stone and bone tool technologies discovered there. There has been some doubt over who created the so-called Aurignacian artefacts at Kents Cavern and the slightly older Uluzzian technologies at Grotta del Cavallo. It could have been Neanderthals, but there is now an obvious association in time with Homo sapiens. From the NY Times: They had in fact discovered the oldest known skeletal remains of anatomically modern humans in the whole of Europe, two international research teams reported Wednesday. The scientists who made the discovery and others who study human origins say they expect the findings to reignite debate over the relative capabilities of the immigrant modern humans and the indigenous Neanderthals, their closest hominid relatives; the extent of their interactions; and perhaps the reasons behind the Neanderthal extinction. The findings have already prompted speculation that the Homo sapiens migrations into Europe may have come in at least two separate waves, rather than just one. I'll add the abstracts later. This certainly seems to be incompatible with substantial Neandertal interbreeding. If humans and Neandertals were genetically compatible species, then why would they maintain very separate morphological populations for ~10ka? We would expect the two populations to quickly merge into one. Moreover, a longer period of interbreeding in West Eurasia would have left an excess of "Neandertal" ancestry in modern West Eurasians, something we simply don't observe. "What the new dates mean", Benazzi summarised, "is that these two teeth from Grotta del Cavallo represent the oldest European modern human fossils currently known. This find confirms that the arrival of our species on the continent – and thus the period of coexistence with Neanderthals – was several thousand years longer than previously thought. Based on this fossil evidence, we have confirmed that modern humans and not Neanderthals are the makers of the Uluzzian culture. This has important implications to our understanding of the development of 'fully modern' human behaviour. Whether the colonisation of the continent occurred in one or more waves of expansion and which routes were followed is still to be established." Nature (2011) doi:10.1038/nature10484 The earliest evidence for anatomically modern humans in northwestern Europe Tom Higham et al. The earliest anatomically modern humans in Europe are thought to have appeared around 43,000-42,000 calendar years before present (43-42 kyr cal BP), by association with Aurignacian sites and lithic assemblages assumed to have been made by modern humans rather than by Neanderthals. However, the actual physical evidence for modern humans is extremely rare, and direct dates reach no farther back than about 41-39 kyr cal BP, leaving a gap. Here we show, using stratigraphic, chronological and archaeological data, that a fragment of human maxilla from the Kent’s Cavern site, UK, dates to the earlier period. The maxilla (KC4), which was excavated in 1927, was initially diagnosed as Upper Palaeolithic modern human1. In 1989, it was directly radiocarbon dated by accelerator mass spectrometry to 36.4-34.7 kyr cal BP2. Using a Bayesian analysis of new ultrafiltered bone collagen dates in an ordered stratigraphic sequence at the site, we show that this date is a considerable underestimate. Instead, KC4 dates to 44.2-41.5 kyr cal BP. This makes it older than any other equivalently dated modern human specimen and directly contemporary with the latest European Neanderthals, thus making its taxonomic attribution crucial. We also show that in 13 dental traits KC4 possesses modern human rather than Neanderthal characteristics; three other traits show Neanderthal affinities and a further seven are ambiguous. KC4 therefore represents the oldest known anatomically modern human fossil in northwestern Europe, fills a key gap between the earliest dated Aurignacian remains and the earliest human skeletal remains, and demonstrates the wide and rapid dispersal of early modern humans across Europe more than 40 kyr ago. Nature (2011) doi:10.1038/nature10617 Early dispersal of modern humans in Europe and implications for Neanderthal behaviour Stefano Benazzi et al. The appearance of anatomically modern humans in Europe and the nature of the transition from the Middle to Upper Palaeolithic are matters of intense debate. Most researchers accept that before the arrival of anatomically modern humans, Neanderthals had adopted several transitional technocomplexes. Two of these, the Uluzzian of southern Europe and the Châtelperronian of western Europe, are key to current interpretations regarding the timing of arrival of anatomically modern humans in the region and their potential interaction with Neanderthal populations. They are also central to current debates regarding the cognitive abilities of Neanderthals and the reasons behind their extinction1, 2, 3, 4, 5, 6. However, the actual fossil evidence associated with these assemblages is scant and fragmentary7, 8, 9, 10, and recent work has questioned the attribution of the Châtelperronian to Neanderthals on the basis of taphonomic mixing and lithic analysis11, 12. Here we reanalyse the deciduous molars from the Grotta del Cavallo (southern Italy), associated with the Uluzzian and originally classified as Neanderthal13, 14. Using two independent morphometric methods based on microtomographic data, we show that the Cavallo specimens can be attributed to anatomically modern humans. The secure context of the teeth provides crucial evidence that the makers of the Uluzzian technocomplex were therefore not Neanderthals. In addition, new chronometric data for the Uluzzian layers of Grotta del Cavallo obtained from associated shell beads and included within a Bayesian age model show that the teeth must date to ~45,000-43,000 calendar years before present. The Cavallo human remains are therefore the oldest known European anatomically modern humans, confirming a rapid dispersal of modern humans across the continent before the Aurignacian and the disappearance of Neanderthals.

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CC-MAIN-2013-20

http://dienekes.blogspot.com/2011/11/earliest-sapiens-remains-in-europe.html?showComment=1320641314629

2013-05-26T03:16:44Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706578727/warc/CC-MAIN-20130516121618-00050-ip-10-60-113-184.ec2.internal.warc.gz

en

COVINGTON -- Fire danger doesn't emanate just from turkey fryers. More cooking fires are reported on Thanksgiving Day than any other time of the year, according to the National Fire Protection Association. "U.S. firefighters responded to roughly 1,300 home fires involving cooking equipment on Thanksgiving in 2007, roughly three times the daily average of cooking fires," a press release from the NFPA states. In a three-year period from 2003 to 2006, home cooking fires in general were responsible for 150,200 home structure fires, causing 500 deaths, 4,660 injuries and $756 million in property damage. Unattended cooking was by far the leading contributing factor in these fires, the NFPA release states. Something that could catch fire was too close to the stove or other equipment ranked second, and unintentionally turned on or not turned off burners ranked third. The following tips are offered to avoid fire and injury caused from cooking: * Be on alert. If you are sleeping or have consumed alcohol, don't use the stove. * Stay in the kitchen while you are frying, grilling or broiling food. If you leave the kitchen for even a short period of time, turn off the stove. * If you are simmering, baking, roasting or boiling food, check it regularly, remain in the home while food is cooking and use a timer to remind you that you are cooking. * Keep anything that can catch fire -- oven mitts, wooden utensils, food packaging, towels or curtains -- away from the stove top. Should a fire occur, this is what the NFPA urges: * Keep a lid nearby when you're cooking to smother small grease fires. Smother the fire by sliding the lid over the pan and turn off the stove top. Leave the pan covered until it is completely cooled. * For an oven fire, turn off the heat and keep the door closed. * If you try to fight the fire, be sure others are getting out and you have a clear way out. * When in doubt, just get out. When you leave, close the door behind you to help contain the fire. * Call 911 after you leave.

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CC-MAIN-2013-20

http://www.newtoncitizen.com/news/2009/nov/18/thanksgiving-cooking-can-be-dangerous-without/?news

2013-06-20T02:17:58Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368710006682/warc/CC-MAIN-20130516131326-00001-ip-10-60-113-184.ec2.internal.warc.gz

en

Reliable measurements of the air-sea flux of carbon dioxide – an important greenhouse gas – are needed for a better understanding of the impact of ocean-atmosphere interactions on climate. A new method developed by researchers at the National Oceanography Centre, Southampton (NOCS) working in collaboration with colleagues at the Bjerknes Center for Climate Research (Bergen, Norway) promises to make this task considerably easier. Infrared gas sensors measure carbon dioxide based on its characteristic absorption spectra and are used to evaluate the air-sea flux of the gas. So-called closed-path sensors precondition air before measurements are made, while open-path sensors can be used to measure the air in situ. One advantage of using open-path sensors at sea is that wind measurements can be taken contemporaneously in the same place. Moreover, because they are small and don't use much power they can be used on buoys. "Open-path sensors have the potential greatly to increase our understanding of the variability of air-sea carbon dioxide fluxes," said PhD student John Prytherch of the University of Southampton's School of Ocean and Earth Science at NOCS. However, a long-standing concern has been that the values from open-path sensors do not tally with those from closed-path sensors, or with measurements made using other techniques. "Other scientists have been sceptical about the reliability of carbon dioxide flux measurements taken at sea using open-path sensors," says Prytherch: "However, we now believe that we understand the reason for the discrepancy and that we can correct for it." The problem turns out to be that the sensors are sensitive to humidity, meaning that fluctuations in the amount of water vapour in the sample air skew the carbon dioxide measurements. This is probably caused by salt particles on the sensor lens that absorb water. Having identified the problem, Prytherch and his colleagues developed and rigorously tested a novel method for correcting the data for the cross-sensitivity to humidity. Data were collected aboard the Norwegian weather ship Polarfront, equipped with a battery of instruments to measure wind speed, humidity and carbon dioxide. Even the motion of the ship was monitored. The researchers noted that the carbon dioxide fluxes calculated from open-path sensor data were clearly too high and affected by humidity. They were also very variable, suggesting that the effect is caused by salt on the optics, which accumulate before being washed off by rain. Indeed, the researchers were able to mimic this effect in the laboratory. However, after correction using their newly developed method, the calculated carbon dioxide fluxes were in line with previous studies that used different sensors or techniques. "This robust method opens the way for widespread use of open-path sensors for air-sea carbon dioxide flux estimation," said Dr Margaret Yelland of NOCS: "This will greatly increase the information available on the transfer of carbon dioxide between the air and sea – information crucial for understanding how the ocean-atmosphere interaction impacts climate." For more information contact the NOCS Press Officer Dr Rory Howlett on +44 (0)23 8059 8490 Email: email@example.com Images are available from the NOCS Press Office (Tel. 023 8059 6100). Scientist contact Dr Margaret Yelland: email firstname.lastname@example.org; telephone +44 (0) 23 8059 6406 John Prytherch: email email@example.com; telephone +44 (0) 23 8059 6631 The work was supported by the United Kingdom's Natural Environment Research Council and is part of the UK SOLAS project HiWASE (High Wind Air-Sea Exchanges). The researchers are John Prytherch, Margaret Yelland, Robin Pascal and Bengamin Moat (NOCS), and Ingunn Skjelvan and Craig Neill (Bjerknes Center for Climate Research, Bergen, Norway). Publication: Prytherch, J., et al. Direct Measurements of the CO2 flux over the ocean: development of a novel method. Geophys. Res. Lett. (published on-line, 2010) doi:10.1029/2009GL041482. http://www.agu.org/journals/pip/gl/2009GL041482-pip.pdf The National Oceanography Centre, Southampton is the UK's focus for ocean science. It is one of the world's leading institutions devoted to research, teaching and technology development in ocean and earth science. Over 500 research scientists, lecturing, support and seagoing staff are based at the centre's purpose-built waterside campus in Southampton along with over 700 undergraduate and postgraduate students. The National Oceanography Centre, Southampton is a collaboration between the University of Southampton and the Natural Environment Research Council. The NERC royal research ships RRS James Cook and RRS Discovery are based at NOCS as is the National Marine Equipment Pool which includes Autosub and Isis, two of the world's deepest diving research vehicles. AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.

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CC-MAIN-2013-20

http://www.eurekalert.org/pub_releases/2010-01/nocs-mcd011910.php

2013-05-19T02:39:39Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696383156/warc/CC-MAIN-20130516092623-00050-ip-10-60-113-184.ec2.internal.warc.gz

en

Student-centered learning (also called child-centered learning) is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. This approach has many implications for the design of curriculum, course content, and interactivity of courses. For instance, a student-centred course may address the needs of a particular student audience to learn how to solve some job-related problems using some aspects of mathematics. In contrast, a course focused on learning mathematics might choose areas of mathematics to cover and methods of teaching which would be considered irrelevant by the student. Student-centred learning, that is, putting students first, is in stark contrast to existing establishment/teacher-centred lecturing and careerism. Student-centred learning is focused on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner. Teacher-centred learning has the teacher at its centre in an active role and students in a passive, receptive role. Student-centred learning requires students to be active, responsible participants in their own learning. Traditionally, teachers were at the centre of learning with students assuming a receptive role in their education. With research showing how people learn, traditional curriculum approaches to instruction where teachers were at the centre gave way to new ways of teaching and learning. Key amongst these changes is the idea that students actively construct their own learning (known as constructivism). Theorists like John Dewey, Jean Piaget, and Lev Vygotsky whose collective work focused on how students learn is primarily responsible for the move to student-centred learning. Carl Rogers’ ideas about the formation of the individual also contributed to student-centred learning. Student centred-learning means reversing the traditional teacher-centred understanding of the learning process and putting students at the centre of the learning process. What student-centred learning is not In teacher-directed instruction: • Students work to meet the objectives set by the teacher • Students complete activities designed by the teacher to achieve goals determined by the teacher • Students respond to directions and step by step instruction from the teacher as they progress through activities • Students are given extrinsic motivators like grades and rewards as a means of motivating them to complete work • Students work in groups determined by the teacher-the teacher is in control of group membership • Student work is evaluated solely by the teacher Many public schools “claim” to use a student-centred approach to learning, however, they continue to fail to understand the concept. Such schools continue to require that students meet objectives set by the state, they continue to require that students complete teacher designed activities and achieve state determined goals, they continue to require that students respond to directions and step by step instruction from the teacher, they continue to motivate students with grades and rewards, they continue to use teacher control in groups, and student work is solely evaluated by the teacher. To implement a student-centred learning environment, attention must be given to the following aspects of learning: • The goal of student activity • The role of the teacher • Student’s motivational orientation • Student interaction Because much of the power resides with students, teachers must realize that they are collaborators in learning. This is a role teachers must be comfortable with if they are to successfully implement a student-centred learning environment. A successful student-centred learning environment will be open, dynamic, trusting, respectful, and promoting the natural desire and curiosity to learn. Students will collaborate on meaningful, authentic problems which serve to further their understandings of the subject matter and themselves. This experiential learning involves the whole person — their feelings, thinking, goals, social skills, and intuition. The result is a person who is empowered to be a lifelong learner; a student who embraces their own abilities and is accepting of others. Assessment of student-centred learning One of the most critical differences between student-centred learning and teacher-centred learning is in assessment. In student-centred learning, students participate in the evaluation of their learning. This means that students are involved in deciding how to demonstrate their learning. Developing assessment that supports learning and motivation is essential to the success of student-centred approaches. One of the main reasons teachers resist student-centred learning is the view of assessment as problematic in practice. Since teacher-assigned grades are so tightly woven into the fabric of schools, expected by students, parents and administrators alike, allowing students to participate in assessment is somewhat contentious. Text adapted (and edited) from Wikipedia, the free encyclopaedia

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CC-MAIN-2013-20

http://www.themodern.in/child-centered-learning/

2013-05-18T17:37:31Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696382584/warc/CC-MAIN-20130516092622-00053-ip-10-60-113-184.ec2.internal.warc.gz

en

This applet is an animation of an object moving with a constant acceleration in one dimension. It shows the velocity and acceleration vectors on the animation in real-time, as well as the position, velocity, and acceleration graphs as a function of time. The applet offers four distinct scenarios with different accelerations and initial positions and velocities. Standard controls allow the user to start, pause, step, and reset the animation. This is part of a large collection of Physlet-based (Physics Java Applet) illustrations and tutorials covering introductory physics. %0 Electronic Source %A Schneider, Scott %D March 15, 2006 %T LTU Physlet: Vector Quantities in Simple Kinematics %V 2013 %N 25 May 2013 %8 March 15, 2006 %9 application/java %U http://vnatsci.ltu.edu/s_schneider/physlets/main/kinvec0.shtml Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

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CC-MAIN-2013-20

http://www.compadre.org/introphys/items/detail.cfm?ID=4212

2013-05-25T20:09:34Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706153698/warc/CC-MAIN-20130516120913-00051-ip-10-60-113-184.ec2.internal.warc.gz

en

Students will create a metaphor poster that completes this comparison: “The three branches of government under the Constitution are like a…” They will also design and create an illustration for their metaphor, complete with a brief written explanation of why the metaphor is accurate. Each group’s metaphor must have the features listed in the lesson plan. An Accurate Metaphor.The major challenge of each group is to choose a metaphor that most accurately completes the statement, “The three branches of government under the Constitution are like a…” Students may choose from the following list of ideas, or they can come up with one of their own: A three-ring circus A football team A musical band A three-part machine Use of Proper Materials. One 24” x 28” piece of butcher paper or poster board; felt pens, crayons, or colored pencils; creative minds. Title. At the top of their poster, they must have a title, written clearly and in large letters, that reads, “The three branches of government under the Constitution are like a __________.” Visual Image. Create a central image for the metaphor. The image should be bold and artistic. It can involve drawing, cut-out magazine pictures, or both. For each of the ten required items and the five optional items, create a visual or part of a visual that represents each item. Be sure they are labeled and that they fit in with the theme of the metaphor. Labels. The metaphor must make direct comparisons between the three branches of government and the metaphor. In doing so, students must label on their metaphor the 10 required items listed below plus at least 5 of the others. They include: Required: Constitution, The People, Executive Branch, Legislative Branch, Judicial Branch, President, Congress, The Supreme Court, Checks and Balances, Separation of Powers. Choice of at Least Five: Constitutional Convention, James Madison, Articles of Confederation, Great Compromise, George Washington, Shays’ Rebellion, John Locke, Baron de Montesquieu, Thomas Hobbes, Iroquois Confederacy, Senate, House of RepresentativesFor example, if a student chooses the metaphor of a three-ring circus, he/she might label each of the three rings the Legislative, Executive, or Judicial branch. Or, if they chose the metaphor of a football team, they might label the quarterback as the President. Explanation. Alongside or below the image, students should write the word “because,” followed by a list of the three most important similarities between the thing they illustrated and the three branches of government. Differences. On the back of the poster, have students write the two most important ways in which the thing in their metaphor is different from the three branches of government. Extras. The metaphor should be neat, colorful, and creative. Sample Metaphor. The metaphor should look something like the following: CHECKLIST FOR METAPHOR PROJECT Make sure everybody understands his or her role: Project Manager: Makes sure the metaphor project is complete, accurate, and creative. Leads the brainstorming session and makes sure everyone has an equal chance to contribute ideas for the metaphor. Works closely with the presenter to determine ways to incorporate the required components into the metaphor. Makes sure all required components are included on the poster Presenter: Responsible for presenting the group’s metaphor to the class. Points out to the class the similarities and differences between the illustrated thing and the three branches of government. Contributes ideas for the metaphor. Works closely with the project manager to determine ways to incorporate the required components into the metaphor. Graphic Designer: Responsible for creating the “look” for the poster. Takes notes and contributes ideas during the brainstorming session. Determines what kinds of visuals should be incorporated in the poster. Works closely with the artist to create a rough sketch of the poster. Assists the artist with the final production of the poster. Artist: Has primary responsibility for creating the artwork for the poster. Contributes ideas during the brainstorming session. Works with the graphic designer to create both the rough draft and final draft. Participates in the group “brainstorming session,” contributing ideas for the different visuals. Holds the poster during the presentation. Review Guidelines for Creating a Metaphor carefully. Choose the best metaphor. Brainstorm ideas for how to label and explain in the most accurate way. Make sure you have all the necessary features on the poster. Have the artist and graphic designer create a rough sketch of the poster. Have all members give suggestions for improvements.Complete the final draft of the poster. Help prepare the presenter for the presentation. Each group should have four copies of Guidelines for Creating a Metaphor A piece of poster board or butcher paper Colored pens, crayons, or colored pencils This lesson was presented by a past Congress in the Classroom® participant and is adapted from the Teacher's Curriculum Institute's unit, The Constitution in the New Nation.

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CC-MAIN-2013-20

http://www.congresslink.org/print_lp_metaphor.htm

2013-05-22T22:33:00Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702452567/warc/CC-MAIN-20130516110732-00001-ip-10-60-113-184.ec2.internal.warc.gz

en

Homeopathy is based on the observation that substances that are capable of causing disorders of the mind or body in healthy people can be used in dilute form as medicines to treat similar disorders in someone who is ill, whatever the cause of the illness. Allium cepa derived from onions can be taken as an example. Contact with raw onions causes lacrimation, stinging and irritation around the eyes and nose. Allium cepa can therefore be prescribed to patients with hay fever with the same symptoms. The key to successful homeopathic treatment is identifying the similarity between the effects of the original substance in healthy people and the pattern of the illness in the individual who is ill. This is called the similia principle. Homeopathic medicines must be customized to match the individual with that disease, a process that is called ‘individualisation’. The very same disease in another patient will most often be cured with an entirely different medicine. Thus we could have two different medicines that cure two different patients with identical conventional diagnoses. The word ‘individualisation’ is emphasized because any particular disease or illness, although it may have a particular form of pathology, actually manifests itself differently in individual patients. The pattern of clinical symptoms and signs will differ in some details from person to person. This is true of the actual condition itself, but even more so if incidental factors like changes in mood, thirst, appetite, reaction to temperature, and other body functions are taken into account. The characteristic actions of the homeopathic medicine must match these individual characteristics of the illness if it is to have a therapeutic effect. Homeopathy is based on the philosophy that the body, mind and emotions are not really separate and distinct, but are actually fully integrated. Based on this perspective, a homeopathic doctor seeks a medicine that fits all of a patient’s physical and psychological symptoms. The action of homeopathic medicines is to enable the natural self-regulating mechanisms in the mind and body to function more efficiently, and to mobilize and reinforce the healing resources, which already naturally exist. Actually, instead of defeating or covering up diseases, it facilitates healing. Choosing the right prescription is like choosing the precise key needed to switch on this process. Homeopathy does not seek to remove or suppress symptoms. Its goal is to recognize and remove the underlying cause of these symptoms. This is why a homeopathic doctor will work towards understanding the whole person — including their body, mind and emotional state — before prescribing a medicine. When accurately implemented, homeopathic treatment can elicit a profound healing response. Homeopathy can be extremely effective in treating chronic and long-term health problems. Prescribing medicines of botanical origin is not identical with homeopathy. In phytotherapy the plant extracts are used in their crude form and not potentised as in homeopathy, nor is the law of similars considered. Homeopathy is also to be distinguished from anthroposophic medicine. In anthroposophic medicine homeopathic medicines can be used among other medicines, but their prescription is not based on the law of similars.

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CC-MAIN-2013-20

http://www.homeopathyeurope.org/Practice/faq/what-is-homeopathy

2013-05-24T15:36:56Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704713110/warc/CC-MAIN-20130516114513-00000-ip-10-60-113-184.ec2.internal.warc.gz

en

Imagine having hands so sensitive to cold that each winter they would swell and split open, so that just grabbing a carton of milk out of the refrigerator makes them whiten and throb with pain. Then imagine learning to raise the temperature in your hands so that you could hold the carton of milk and do it without any pain. This is an example of what biofeedback training is attempting to accomplish for certain medical problems, such as Raynaud's disease, a circulatory disorder that can cause its victims extreme discomfort and debilitation. For Raynaud's disease, this therapy has not been found to be clearly effective, but there may be benefits for some other conditions. Currently, incomplete but encouraging evidence suggests that biofeedback may indeed offer at least modest benefits for a variety of conditions, including anxiety , low back pain , insomnia , and female stress incontinence. There is mixed evidence as to whether biofeedback helps with migraine and tension headaches. The major advantages of biofeedback are that it is noninvasive, has virtually no side effects, and is possibly effective over the long-term. The major disadvantage for some is that it requires effort, commitment, and involvement on the part of patients. How Biofeedback Works Every time you scratch an itch, grab a snack when you're hungry, or use the bathroom when you feel the urge, you are responding to biofeedback cues from your body about your physiological state. With biofeedback training, however, you are cued by sensors attached to your body. These sensors measure heart rate, the temperature of your extremities, the muscle tension in specific muscle groups, or, in neurofeedback, the kinds of brain waves you are emitting. This information is conveyed by visual displays or sounds. Using imagery and mental exercises, you learn to control these functions, using the feedback provided by the sensors as a gauge of success. With practice, you can learn to "tune in" without instrumentation and control these functions at will during ordinary life. For example, in a biofeedback training session for headache, temperature sensors would be attached first to your hands, then to your feet, and finally to your forehead, if needed. Your goal would be to increase blood flow away from the brain by raising the temperature in your hands and feet and eventually lowering it in your temples. Other sensors might monitor your electrodermal or galvanic skin response, how easily you sweat or get goose bumps, because this affects your ability to alter your skin temperature. To warm up your hands and feet, you might imagine basking in the sun on a beach while listening to a script like "I feel warm…my hands are growing warm and heavy…" Both the image and the script would be tailored to you personally to evoke a vivid and relaxing mental image. After your training session, you would be sent home with an audio version of the script and small thermometers to use for your daily practice. Who Needs to Be Involved With Biofeedback? Any biofeedback treatment program should involve your primary healthcare provider and relevant specialists, such as urologists, cardiologists, or neurologists. The training is often most effective when integrated with other types of therapy, such as medicine or cognitive-behavioral therapy. Neurofeedback, also called EEG feedback, is the most controversial form of biofeedback therapy, largely because so few controlled clinical trials have been able to assess its efficacy. Neurofeedback is the "retraining" of brainwave patterns. Although controversial, it is experiencing a resurgence of interest in the treatment of a variety of disorders, including depression, fibromyalgia, attention-deficit hyperactivity disorder (ADHD), and alcoholism. In a neurofeedback training session, several sensors that measure your brain's electrical activity are attached to your scalp. You relax and play a video game, which is controlled just by your brain waves and responds favorably to brain waves of the desired pattern. As you play the game, your trainer observes your electroencephalogram (EEG), transmitted to a separate video terminal. Most practitioners recommend at least 20 sessions to obtain significant, long-lasting results, although improvement is usually noted early on if the treatment protocol is right for you. A note of caution: Be sure that the practitioner that you choose to work with has training and experience in using neurofeedback. Ask lots of questions and talk with your primary care doctor before starting a treatment program. - Reviewer: Brian Randall, MD - Review Date: 12/2011 - - Update Date: 12/28/2011 -

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CC-MAIN-2013-20

http://medtropolis.com/your-health/?/13550/biofeedback

2013-05-22T14:24:46Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701852492/warc/CC-MAIN-20130516105732-00000-ip-10-60-113-184.ec2.internal.warc.gz

en

The Business Behind Classroom Economies: An Information Resource Guide Classroom economy is essential for all students to understand because they will be dealing with the economy in the real world. It prepares the students and provides integral hands-on experience on how the national economy functions. Classroom economy also helps to instill a stronger sense of responsibility in students, nurturing them to grow up to become more responsible adults. Let’s take a deeper look at classroom economies. Economics is an elementary part of social studies curriculum but it can be hard for younger students to grasp the principles of economics. In this sense, a classroom economy can invigorate the education process by serving as a fun way for students to act as economists as well as consumers in a classroom setting. A classroom economy can help to promote an understanding of basic economics principles and it also functions as a simple behavior management system wherein students become more responsible financially. Objective of Class Economy With the help of a classroom economy, students will: - Compare their classroom economy system over history and time. - Perform classroom tasks in order to earn their daily salaries. - Evaluate the importance of their classroom tasks along with their daily responsibilities. - Be taught about the importance on saving money. - Understand that every decision has an opportunity cost. - Participate in designing their classroom economy to mirror activity in the real world. - Learn how to make a budget of their funds and balance their bank accounts. - Study the economic trends in their classroom economy. - Observe the behavior of classmates as consumers to learn about the law of demand. - Learn about how inflation works and how it affects their classroom economy. How Students Can Earn Money Pay from Their Class Jobs - In the classroom management system, students can decide how much is a particular job worth, and through the system, they can establish a pay scale. Jobs can be easily divided into various listings such as popular jobs or fun jobs to encourage the kids to sign up for such tasks. Students can either be paid at the end of the day or end of the week, depending on teacher preference. Hiring Crew Leaders - Different students can be selected each week to serve as the Crew Leader. The job of a Crew Leader is to check each and every job to ensure that it is performed correctly. In this manner, the working students will be paid appropriately. In fact, two different Crew Leaders can be selected so that they can share the job and check against each other. Setting up a Bank for the Class - A trustworthy student can be designated as the Class Banker in order to serve the class. Here, the class money can be stored in a container or a box so that the students can easily save the money which is earned during the day. The banker will be in charge of paying other students in accordance to their work and ensure that this designation is rotated responsibly. Using Class Money for Reward system - A stack of small denominations can be kept on the desk for rewarding students for their kind deeds or good behavior. The best way to develop social skills is to reward the positive behavior of students. Issuing Brain Bucks The student can print or write up some Brain Bucks on a piece of paper and assign values of worth. Then, the Brain Bucks are to be stored in a stack for easy access in the class room. When a student solves some problem or a puzzle in a creative way, the teacher can praise the student and reward the student by issuing a Brain Buck. An important note is that the teacher has to make sure that the student realizes how much these Brain Bucks are worth. Spending Money Earned By Students It is the most important part of classroom economy. As soon as the students earn their money, they will be interested to know how to spend the money. Some of the strategies are: Offering Special Privileges - The teacher can help students to use their money to purchase special privileges. For instance, they can spend their money to purchase extra time on the computers. Setting Up of a Classroom Treasure Chest - Some common activities include collecting items from free deals, buying items using book club points or asking for donations. Many parents will be willing to donate their money or items to help stock the classroom treasure chest. The teacher can make an appropriate time-table to show when students can visit the chest. Items can be labeled with different prices and visiting charges can also be introduced. Establishing a Class Store - The teacher can create a class store in which items can be stored. Furthermore, the students can help to organize the store, make the price tags and determine the prices. Some students can also play the role of store-keepers while others can shop. There should be a schedule for the visiting hours of the store. Holding Class Auctions - The teacher can appoint a student to be the auctioneer on the day of auction while others bid on the items. As always, the item is sold to the highest bidder. The class can source for donations from former students who may enjoy participating in the auctions. Local businesses and parents can also be approached for donations or the students can contribute their items for auctions. All in all, the classroom economy offers useful tools which are used in economic transactions in real life. For instance, students will learn about debits and credits, budgeting of their finances, and getting an in-depth understanding of demand and supply. Eventually, classroom economy will enable the teacher to inculcate the basic principles of economic decisions and provide a firm foundation for students to succeed financially in their later life. Here are some resources on classroom economies: - Creating a Classroom Economy - A Thriving Classroom Economy - The Classroom Mini Economy (PDF) - Mrs. Hillman’s Classroom Economy - My Classroom Economy - Classroom Economy Power Pack (PDF) - Mrs. Renz’s Classroom Economy - Another Thriving Classroom Economy - Lesson Plans on Economy and Finance - Classroom Economy for Fifth Graders (PDF)

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ii. IN CALCUTTA In comparison to the Parsis of Bombay, other Parsi communities of India have received less attention. From the 19th century onward Bombay became the principal Parsi center and the headquarters of the Parsis of India. In fact, the Parsis or Zoroastrians of India settled extensively across India from the time of their arrival in the subcontinent, which by Parsi tradition was in the 8th century (Seervai and Patel, 1899, p. 85; Palsetia, 2001, pp. 3-4). Calcutta became a center of Parsi settlement from the 18th century. Dadabhoy Behramji Banaji is recorded as the first Parsi to have come to Calcutta from Surat in western India in 1767. Banaji came to Calcutta to trade in Bengal and open commerce with East Asia (Madan, 1990, p. 63). The rise of the Parsis of Calcutta paralleled the consolidation of British power in eastern India. The British took possession of Calcutta in 1690, as an incipient center of trade and secured all of Bengal by 1765 through military conquest and the collaboration with Indians (Bayly, 1988). Calcutta became the capital of British India up to 1911. In the 18th century, Calcutta became the hub of the Eastern Triangular Trade between India, East Asia and Europe that witnessed Indian goods, principally opium, exported to China and other parts of East Asia towards the purchase of Chinese tea, which was then bound for India and Britain (Greenberg, 1951). The Parsis were an important component of this trading network and European commercial success in India (White, 1987, pp. 183-203). From the 17th century, the earliest of Parsis in contact with Europeans had functioned as supply agents, translators, and brokers; and so much so that a 19th-century observer noted “the bent of the Parsi community is purely commercial” (Briggs, 1852, p. 25). Parsi firms were established in Calcutta to broker or transship the consignment of goods bound for East Asia. Up until 1834, the British East India Company (BEIC) held a monopoly on the China trade. Parsis were part of the private traders known as “country traders” permitted to engage in the China trade subject to terms imposed by the BEIC. With the end of the BEIC’s trade monopoly, the China trade became the preserve of the country traders. In 1756, the brothers Hirji Jivanji and Mancherji Readymoney established the first Parsi commercial firm in Canton. The prominent Parsi families Banaji, Readymoney, Wadia, Bharda, Cama, Patel, Vikaji, and Parakh were all involved in the China trade (Karaka, II, 1884, pp. 45, 54, 55, 57, 59, 125-126, 144, 246, 257-58). The most famous Parsi involved in the China trade was Jamsetji Jejeebhoy who had his own shipping fleet based in Bombay and Calcutta (Karaka, II, op. cit., pp. 88-89). The China trade also witnessed the migration and settlement of Parsis to various centers in East Asia such as Canton, Macao, Hong Kong, Amoy, Singapore, Penang, and Batavia. In 1822 a Parsi cemetery appeared at Macao, and in 1845 the Canton Zoroastrian Association was started, as the first Zoroastrian community organization in Asia outside Iran and India (Hinnells, 2002, p. 460). Calcutta also emerged as a center of shipbuilding in the late 18th century. The Wadias became synonymous with the rise of the Bombay Dockyard with the arrival in 1736 of the shipwright Lowji Nusserwanji by invitation of the British (Wadia, 1964, p. 1). In 1837, Rustomji Cowasji Banaji bought the Kidderpore and Shalekin Dockyards in Calcutta for six lakhs (Rs. 6,00,000). He brought Parsi shipwrights to Calcutta from western India, including D.R.M. Wadia who built the new and faster clipper ship. Parsi shipwrights had indigenous skills and a few studied engineering in Britain. Parsi shipbuilding contributed to transforming India into the most productive shipbuilding center in Asia (Bulley, 2000, pp. 285-87). The wealth of the China trade furthermore provided for the expansion of Parsi business into other areas outside trade. The jute and cotton industries, banking, and early industrial sectors all benefited from Parsi financial diversification from the China trade (Morris, 1982, pp. 553-676). By the 19th century, the Parsis’ commercial preeminence had transformed minor traders into merchant princes and civic notables. As in other parts of India, the Parsis of Calcutta and Bengal built the moral infrastructure of community. The erection of Parsi religious institutions was essential in fostering community life wherever the Parsis migrated. In 1822, Nowroji Sorabji Umrigar is recorded to have built a tower of silence or dakhma in Calcutta (Seervai and Patel, op. cit.,p. 253). The tower of silence is a circular walled structure containing platforms and a central well that functions as a repository for the Parsi dead in line with the Zoroastrian funerary practice of exposure (see CORPSE; Modi, 1922 [repr. 1995], pp. 49-82). The erection of the tower of silence reflected the growing importance of Calcutta as a place of sojourn or permanent domicile for Parsis. In 1839, R.C. Banaji built the first Parsi fire temple or agiary in Calcutta at 26, Ezra Street (see ĀTAŠ and ĀTAŠKADA; Modi, op. cit., pp. 199-230). The vicinity around Banaji’s fire temple became a Parsi residential area and familiarly known as Parsi Church Street. In 1890, Dhunjibhoy Byramji Mehta maintained a sacred fire in his house at 65, Canning Street on behalf of the Calcutta Parsis. In October 1912, the Mehta family and the Parsi community or anjuman of Calcutta funded the erection of a fire temple in honor of Dhunjibhoy Byramji at 91, Metcalfe Street. This fire temple remains the functioning temple for the Parsis of Calcutta (Giara, 2002, p. 84). The small population of Parsis did not warrant the consecration of the most sacred of fires and fire temples in Calcutta, that of the Ātaš Bahrām; albeit, in 1830 the Parsis of Calcutta provided fire for the consecration of the Wadia Ātaš Bahrām in Bombay. The fire from a lightening strike was maintained by a priest in the home of Mehrwanji Limji in Calcutta for two years before being transported with Zoroastrian rites to Bombay (Dastur and Mistree, 2002, p. 307). In 1837, the first official record of the Parsi population of Calcutta noted forty Parsis out of a population of 229,705 inhabitants (Nair, 1989, p. 737). In 1901, the Parsi population was recorded as 274 individuals; and in 1921 the Parsi population of Calcutta reached its historical height at 620 individuals (Calcutta, 1988, p. 9). As in other parts of India, the Parsi influence on the life of Calcutta was inordinate to its size. The Calcutta Courier of 24 May 1837 noted the Parsis to be “an active, intelligent and enterprising race … whose enjoyment is the satisfaction of spreading the influence of their wealth among the community in which they live” (Choudhury, 1978, p. 19). Generosity in charity distinguished the small Parsi population of early Calcutta. Parsi relief charity in times of famine and drought, the building of rest houses and water tanks and wells was extensive throughout India (White, 1991, pp. 303-20; Hinnells, 1985, pp. 261-326). The Calcutta Phoenix of 6 May 1837 noted that the hands of the Parsis are “ever ready to be stretched out in the support, and their purses opened in the relief of suffering humanity” (Choudhury, 1978, p. 18). Parsis were also active in Calcutta civic life. In 1835, the British appointed R.C. Banaji among twelve Justices of Peace at Calcutta (Nair, op. cit., p. 736). In the 19th and 20th centuries, Calcutta Parsis attained the position of sheriff of Calcutta, and were leaders in the commercial, educational and entertainment spheres (Madan, op. cit., pp. 62-63). The Parsis of Calcutta emerged as a Westernized and progressive community. Broadening opportunities for Parsi females in society was a hallmark of the Parsi progressive outlook. From mid-19th century Parsi schools for males and females started in all the major centers of Parsi settlement. TheStatesman of Calcutta on 7 June 1883 noted “the Parsee girl to be the best educated among her Indian sisters” (Choudhury, 1987, p. 63). The Parsis also contributed to the rise of the newspaper press in India. Calcutta was the birthplace of the English-language newspaper press with the start of the Bengal Gazette in 1780. Bombay emerged as the center of the Parsi-run newspaper press beginning in 1822 with the Gujarati-language Bombay Samachar of Fardoonji Marzban. The Bombay Parsis benefited from the literary and newspaper standards begun in Calcutta. B.G. Horniman of The Statesman was enticed to Bombay to edit Pherozeshah Mehta’s Bombay Chronicle (Jejeebhoy, 1932, pp. 272-86; Karanjia, 2002, p. 483). Parsis were also involved in the rise of the modern Indian film industry. Parsi involvement in the film industry grew out of Parsi participation in theater. Parsi contribution to film had its beginnings in Calcutta with the establishment of J.F. Madan’s theater empire. Jamsetji Framji Madan had begun work as a prop boy in Calcutta Theater. In 1902 Madan held a projection show in a tent in Calcutta, and by the 1930s Madan and his sons controlled a theater empire across India that included 126 theaters (Rangoonwalla, 2004, pp. 9-14). In post-Independence India, the Parsis of Calcutta and India continue to be active in all aspects of civic and national life. The Parsi population of Calcutta is about one hundred individuals out of 69,601 Parsis recorded in the 2001 Indian Census (The Telegraph, Calcutta, 19 Sept. 2004). Notwithstanding demographic decline, the Parsis of Calcutta and India continue to preserve a resplendent heritage. C.A. Bayly, Indian Society and the Making of the British Empire in The New Cambridge History of India (vol. II, 1), Cambridge, 1988. H.G. Briggs, The Parsis or Modern Zerdusthians, Edinburgh, 1852. A. Bulley, The Bombay Country Ships, 1790–1833, Richmond, Surrey, UK, 2000. Calcutta–A Quest For: Project, Calcutta, 1988. R.R. Choudhury, Glimpses of Old Calcutta (Period 1836–50), Bombay, 1978. Idem, Calcutta: A Hundred Years Ago, Bombay, 1987. F. Dastur and F.P. Mistree, “Fire Temples and Other Sacred Precincts in Iran and India,” in A Zoroastrian Tapestry: Art, Religion and Culture, eds. P.J. Godrej and F.P. Mistree, Middletown, N.J., 2002, pp. 301-23. M.J. Giara, Global Directory of Zoroastrian Fire Temples, Bombay, 2002. M. Greenberg, British Trade and the Opening of China, 1800–1842, Cambridge, 1951. J.R. Hinnells, “The Flowering of Zoroastrian Benevolence,” Papers in Honour of Professor Mary Boyce. Hommages et Opera Minora, Vol. X, Leiden, pp. 261-326. Idem, “Bombay Parsis and the Diaspora in the 18th and 19th Centuries,” in A Zoroastrian Tapestry: Art, Religion and Culture, eds. P.J. Godrej and F.P. Mistree, Middletown, N.J., 2002, pp. 459-77. J.R.B. Jejeebhoy, “A Survey of Bombay Journalism,” in Jam-e-Jamshed Memorial Volume, Bombay, 1932, pp. 272-86. D.F. Karaka, History of the Parsis, Volumes 1 and 2, London, 1884. B.K. Karanjia, “Parsi Pioneers of the Press (1822-1915) in A Zoroastrian Tapestry: Art, Religion and Culture, eds. P.J. Godrej and F.P. Mistree, Middletown, N.J., 2002, pp. 479-83. C.J. Madan, “The Parsis of Calcutta,” in Calcutta: The Living City, ed. Sukanta Chaudhuri, Calcutta, 1990, pp. 62-63. J.J. Modi, The Religious Ceremonies and Customs of the Parsis, Bombay, 1922, repr. 1955. M.D. Morris, “The Growth of Large-Scale Industry to 1947,” in The Cambridge Economic History of India, Volume 2: c. 1757–c. 1970, ed. Dharma Kumar, Hyderabad, 1982, pp. 553-676. P.T. Nair, ed., Calcutta in the 19th Century: Company’s Days, Calcutta, 1989. J.S. Palsetia, The Parsis of India: Preservation of Identity in Bombay City, Leiden, 2001. F. Rangoonwalla, Seventy-five Years of Indian Cinema, New Delhi, 1975. The Telegraph, Calcutta, 19 Sept. 2004. K.N. Seervai and B.B. Patel, “Gujarat Parsis From Their Earliest Settlement to the Present Time (A.D. 1898),” in Gazetteer of the Bombay Presidency, Vol. 9, part 2, ed. J.M. Campbell, pp. 183-254, Bombay, 1899. R.A. Wadia, The Scions of Lowjee Wadia, Bombay, 1964. Idem, The Bombay Dockyard and the Wadia Master Builders, Bombay, 1983. D.L. White, “Parsis in the Commercial World of Western India, 1700-1750,” The Indian Economic and Social History Review 24, no. 2, 1987, pp. 183-203. Idem, “From Crisis to Philanthropy: The Dynamics of Eighteenth Century Parsi Philanthropy,” Modern Asian Studies 25, 2, 1991, pp. 303-20. (Jesse S. Palsetia) Originally Published: July 20, 2006 Last Updated: July 20, 2006

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