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Archaea as "prokaryotes"--a cell type that has no distinct nucleus to contain the genetic material, DNA, and few other specialized components. More-complex cells, known as "eukaryotes," contain a well-defined nucleus |
as well as compartmentalized "organelles" that carry out metabolism and transport molecules throughout the cell. Yeast cells are some of the most-primitive eukaryotes, whereas the highly specialized cells of human |
beings and other mammals are among the most complex. "A major unsolved question in biology has been where eukaryotes came from, where we came from," Lake said. "The answer is |
that we have two parents, and we now know who those parents were." Further, he added, the results provide a new picture of evolutionary pathways. "At least 2 billion years |
ago, ancestors of these two diverse prokaryotic groups fused their genomes to form the first eukaryote, and in the processes two different branches of the tree of life were fused |
to form the ring of life," Lake said. The work is part of an effort supported by the National Science Foundation--the federal agency that supports research and education across all |
disciplines of science and engineering--to re-examine historical schemes for classifying Earth's living creatures, a process that was once based on easily observable traits. Microbes, plants or animals wer Contact: Leslie |
Sudden death syndrome--an umbrella term for a range of heart conditions that can lead to cardiac arrest--is notorious for striking those who seem most fit. That is because the condition, thought to be largely hereditary, is often triggered by overexertion. Tragically for some, the first symptom can be cardiac arrest. It's possible, though costly, to screen for SDS. In fact, |
after soccer prodigy John Marshall died of a sudden heart attack at age 16 in 1994, the day before he was set to join Everton, testing became compulsory for professional athletes in several countries. Good thing, especially for those who don't have the means that professional athletes do, that a doctor at Tel Aviv University may have just made testing |
for the condition far simpler and more affordable. "There is such a significant overlap between what's normal and abnormal on an ECG [electrocardiogram] that we need additional screening parameters," Dr. Sami Viskin, a cardiologist at the Sackler Faculty of Medicine, said yesterday in a university press release. "This test, when done on people with strong symptoms, can really give...doctors a |
yardstick to compare those at risk for sudden death syndrome to those who would otherwise go on to live a healthy life." Named after the doctor, the Viskin Test is easy on the patient, who simply undergoes a baseline ECG while resting in the supine position, and is then asked to stand quickly and remain still during continuous ECG recording.… |
The test team views the use of a pulley as an intermediate step only, and has planned to shift to a reliance on windlasses like those that apparently were used to hoist sails on Egyptian ships. "The whole approach has |
been to downgrade the technology," Gharib said. "We first wanted to show that a kite could raise a huge weight at all. Now that we're raising larger and larger stones, we're also preparing to replace the steel scaffolding with wooden |
poles and the steel pulleys with wooden pulleys like the ones they may have used on Egyptian ships." For Gharib, the idea of accomplishing heavy tasks with limited manpower is appealing from an engineer's standpoint because it makes more logistical |
sense. "You can imagine how hard it is to coordinate the activities of hundreds if not thousands of laborers to accomplish an intricate task," said Gharib. "It's one thing to send thousands of soldiers to attack another army on a |
battlefield. But an engineering project requires everything to be put precisely into place. "I prefer to think of the technology as simple, with relatively few people involved," he explained. Gharib and Graff came up with a way of building a |
simple structure around the obelisk, with a pulley system mounted in front of the stone. That way, the base of the obelisk would drag on the ground for a few feet as the kite lifted the stone, and the stone |
would be quite stable once it was pulled upright into a vertical position. If the obelisk were raised with the base as a pivot, the stone would tend to swing past the vertical position and fall the other way. The |
top of the obelisk is tied with ropes threaded through the pulleys and attached to the kite. The operation is guided by a couple of workers using ropes attached to the pulleys. No one has found any evidence that the |
ancient Egyptians moved stones or any other objects with kites and pulleys. But Clemmons has found some tantalizing hints that the project is on the right track. On a building frieze in a Cairo museum, there is a wing pattern |
in bas-relief that does not resemble any living bird. Directly below are several men standing near vertical objects that could be ropes. Gharib's interest in the project is mainly to demonstrate that the technique may be viable. "We're not Egyptologists," |
he said. "We're mainly interested in determining whether there is a possibility that the Egyptians were aware of wind power, and whether they used it to make their lives better." Now that Gharib and his team have successfully raised the |
four-ton concrete obelisk, they plan to further test the approach using a ten-ton stone, and perhaps an even heavier one after that. Eventually they hope to obtain permission to try using their technique to raise one of the obelisks that |
still lie in an Egyptian quarry. "In fact, we may not even need a kite. It could be we can get along with just a drag chute," Gharib said. An important question is: Was there enough wind in Egypt for |
a kite or a drag chute to fly? Probably so, as steady winds of up to 30 miles per hour are not unusual in the areas where pyramids and obelisks were found. (c) 2001 Caltech SOURCES AND RELATED WEB SITES |
Facilitator's Guide for THE BELOVED COMMUNITY A film by Pamela Calvert/Plain Speech At the fenceline of Canada's "Chemical Valley," girls are being born at twice the rate of boys. How do you stay in the home you love when the |
price you pay may be your children's future? PLANNING A SCREENING Topics and Issues Relevant to THE BELOVED COMMUNITY As you plan your screening, you might consider speakers, panelists, or discussion leaders who have expertise in one or more of |
the following - Children's Health - Community Organizing - Corporate Social Responsibility - Endocrine Disruptors - Environmental Justice - Green Chemistry - Human Rights - Native Culture, History & Land Rights - Precautionary Principle - Reproductive Health - Toxic Exposure |
& Health Impacts - Workplace Health and Safety As You Plan Your Event A screening of THE BELOVED COMMUNITY can be used to spark interest in any of the topics listed above, as well as to inspire individual and community |
action. Using the checklist below will help ensure a high quality and high impact event. Set realistic goals. Will you host a single screening or use the film to spur ongoing efforts? Will you steer a panel or discussion toward |
a specific topic or let the participants pursue whatever issues they choose? Be sure to include your event partners in the decision making process. Being clear about your goals will make it much easier to structure the event, target publicity, |
and evaluate results. Structure your event to match your goals. Do you need an outside facilitator? If your goal is to share information beyond what is included in the film, are there local experts on the topic who should be |
present? How many participants do you want? (Large groups are appropriate for information exchange. Small groups allow for more intensive dialogue and action plans.) Arrange to involve all stakeholders. It is especially important that people be allowed to speak for |
themselves. We encourage you to seek out 'unlikely alliances' and push your own comfort zone, going out of your way to invite representatives of all the constituencies with a potential stake in building a healthy and sustainable community. Once the |
group is assembled, make sure that all participants have a chance to be heard and are treated with respect. Choose an accessible venue. If you are bringing together different constituencies, is your venue 'neutral territory'? Is it in a part |
of town that is reachable by various kinds of transportation? Does the physical configuration of the room allow for the kind of discussion you hope to have? Can everyone easily see the screen and hear the film? Is the room |
comfortable? Leave time for feelings. When the lights come up, people may have a strong emotional response to the film. This is where people make the empathetic connections that make all the following work possible, so it's important to encourage |
that personal response before moving on to questions of strategy. The conversation will naturally flow into "What do we do now?" Leave time to plan for action. If you want your screening to have lasting impact, it is important to |
leave time to plan action. People will be looking for something that is immediate, concrete, and local. Planning next steps can help people leave the room feeling energized and optimistic, even when the discussion has been difficult. It's also important |
to be prepared to facilitate networking. Provide a sign-in sheet at the door so people can share contact information like email addresses. Let participants know exactly how that information will (and won't) be shared. Let participants know whether or not |
press will be present. Facilitating a Discussion of THE BELOVED COMMUNITY People who feel safe, encouraged, respected and challenged are likely to share openly and thoughtfully. As a facilitator you can encourage that kind of participation. Here's how: View the |
film before your event. This will both give yourself time to reflect so you aren't dealing with raw emotions at the same time that you are trying to facilitate a discussion, as well as letting you check the DVD and |
equipment to make sure there are no technical glitches. You may want to refer to the Discussion Guide to get you started. You don't need to be an expert on globalization or environmental justice to lead an event, but knowing |
the basics can help you keep a discussion on track and gently correct misstatements of fact. Prior to your event, take time to check the Background Information and Suggested Resources in the film guide handout. Be clear about your role. |
Being a facilitator is not the same as being a teacher. A teacher's job is to convey specific information. In contrast, a facilitator remains neutral, helping move the discussion along without imposing her or his views on the dialogue. Know |
who might be present. It isn't always possible to know exactly who might attend a screening, but if you know what kinds of groups are present in your community, you might be able to predict who might be represented. You |
can also keep in mind that issues can play out very differently for different groups of people. Factors like geography, age, race, religion and class can all have an impact on comfort levels, speaking styles and prior knowledge. Take care |
not to assume that all members of a particular group share the same point of view. BELOVED COMMUNITY is a co-production of Plain Speech and Detroit Public Television, and is distributed by California Newsreel. All rights reserved. For more information: |
Refraction and Acceleration Name: Christopher S. Why is it that when light travels from a more dense to a less dense medium, its speed is higher? I've read answers to this question in your archives but, sadly, still don't get it. One answer (Jasjeet S Bagla) says that we must |
not ask the question because light is massless, hence questions of acceleration don't make sense. It does, however, seem to be OK to talk about different speeds of light. If you start at one speed and end at a higher one, why is one not allowed to talk about acceleration? |
Bagla goes on to say that it depends on how the em fields behave in a given medium. It begs the question: what is it about, say, Perspex and air that makes light accelerate, oops, travel at different speeds? If you're dealing with the same ray of light, one is |
forced to speak of acceleration, no? What other explanation is there for final velocity>initial velocity? Arthur Smith mentioned a very small "evanescent" component that travels ahead at c. Where can I learn more about this? Sorry for the long question. I understand that F=ma and if there is no m, |
you cannot talk about a, but, again, you have one velocity higher than another for the same thing. I need to know more than "that's just the way em fields are!" An explanation that satisfies me relates to travel through an interactive medium. When light interacts with an atom, the |
photon of light is absorbed and then emitted. For a moment, the energy of the light is within the atom. This causes a slight delay. Light travels at the standard speed of light until interacting with another atom. It is absorbed and emitted, causing another slight delay. The average effect |
is taking more time to travel a meter through glass than through air. This works like a slower speed. An individual photon does not actually slow down. It gets delayed repeatedly by the atoms of the medium. A more dense medium has more atoms per meter to Dr. Ken Mellendorf |
Illinois Central College Congratulations! on not being willing to accept "that is just the way em fields are!" The answer to your inquiry is not all that simple (my opinion), but I won't try to do so in the limited space allowed here, not to say my own limitations of |
knowledge. Like so many "simple" physics questions, I find the most lucid, but accurate, explanation in Richard Feynman's, "Lectures on Physics" which most libraries will have. Volume I, Chapter 31-1 through 31-6, which describes refraction, dispersion, diffraction. The "answer" has to do with how matter alters the electric field of |
incident radiation, but I won't pretend to be able to do a better job than Feynman. The answer is that you are not dealing with the same ray of light. In vacuum a photon just keeps going at the speed of light. In a medium, however, it interacts with the |
atoms, often being absorbed while bumping an atomic or molecular motion into a higher energy state. The excited atom/molecule then can jump to a lower energy state, emitting a photon while doing so. This can obviously make light appear to travel slower in a In detail, it is a very |
complicated question, requiring at least a graduate course in electromagnetism to begin to understand. Why, for example do the emitted photons tend to travel in the same direction? Best, Richard J. Plano Click here to return to the Physics Archives Update: June 2012 |
Attempts to relay mail by issuing a predefined combination of SMTP commands. The goal of this script is to tell if a SMTP server is vulnerable to mail relaying. An SMTP server that works as an open relay, is a email server that does not verify if the user is |
authorised to send email from the specified email address. Therefore, users would be able to send email originating from any third-party email address that they want. The checks are done based in combinations of MAIL FROM and RCPT TO commands. The list is hardcoded in the source file. The script |
will output all the working combinations that the server allows if nmap is in verbose mode otherwise the script will print the number of successful tests. The script will not output if the server requires authentication. If debug is enabled and an error occurrs while testing the target host, the |
error will be printed with the list of any combinations that were found prior to the error. Use this to change the IP address to be used (default is the target IP address) Define the destination email address to be used (without the domain, default is relaytest) or smtp-open-relay.domain Define |
How much fun is it to be a child in your home? Do you ever stop to think about how the house looks from their point of view? My task for this week is to conduct a Child’s Eye Audit of our living space, to try and make the rooms |
more child- and play-friendly. The audit need only take a few minutes and might suggest simple changes to make to improve the play space. To conduct a child’s eye audit, sit or kneel down so you’re at your child’s eye-level and consider the following things. 1. Safety first. Most importantly, |
the room needs to be safe and it’s useful t0 review this aspect of your home from time to time as children grow taller, become more mobile or more adventurous. Think about what your child can reach, what you don’t want them to reach and make any necessary adjustments. 2. |
Child’s eye view. Sit back for a minute on the floor and scan the room. What’s visible to your child at their height, and what’s not? You might display all their lovely paintings on the wall and fridge door – but are they too high for your child to actually |
see? Is their view just of empty walls? Hang some art work at a lower level or set up a low shelf or table with a display of things they can enjoy. 3. Within reach. Consider how accessible your toys are. Do you have an enabling environment where your child |
can independently help themselves to toys and resources to use in their play or is everything out of reach? Try to find a balance so you can keep the space tidy whilst still allowing free access. Open shelving and low baskets work well for us with some materials such as |
paint stored higher up. 4. Ring the changes. Do you always have they same toys out? Sometimes putting away familiar toys and bringing out some forgotten ones can spark new creativity and fun. Don’t have a complete change of resources though, as children do like to know where favourite toys |
are. With Christmas on the way now is a good time to have a toy audit, donating ones your child has grown out of to the charity shop and getting ideas for their Christmas list. 5. Invitation to play. Do you have any toys that never get played with, or |
activities that you child rarely takes part in? What can you change to make things more inviting? If you’d like to encourage some more reading, perhaps you could set up a cosy reading corner or story tent – with comfy cushions, a basket of tempting books and a favourite teddy |
to share with? If your toy kitchen has been ignored for a while, add some new resources to catch your child’s eye: a muffin tin and paper cake cases, some jars of real dried pasta, a recipe book from your shelf or lay the table for a birthday tea and |
surprise your child with a new play possibility. Do you sometimes review things from your child’s point of view? What changes have you made to make your space more child- and play- friendly? Leave a comment and share an idea with us. I’m writing this at one o’clock in the |
afternoon and the sky is grey and the rain is tumbling down. It’s making me think about how the weather affects our play, and particularly I’m thinking about how much time we spend outdoors in autumn and winter. I don’t think there’s any question that playing outside is wonderful for |
children: the fresh air, the feeling of space, the sensory benefits of being in nature. I certainly know with my own two girls, and all the children I’ve looked after, that if we’re having a grumpy sort of day, getting outside – in the garden, park or just for a |
walk – most often is all that’s needed to lighten everyone’s mood. But it’s getting colder now, and windy and rainy and dark. If you’re the type who is happy to be outside all the time in all weathers, I really do salute you. I however am naturally inclined to |
prefer a hot cup of coffee and a warm blanket inside! We do play outside everyday, whatever the weather, but there’s no denying we play outdoors less in winter – which I’m guessing is the same for lots of you? So, I’m resolving to put more thought into getting out |
there and planning on bringing you some posts over the next few months that inspire us to venture out. I’d also like to invite you to share your ideas too. The Play Academy carnival on Friday is open to any of your posts and I’d also love to hear from |
you if you’d like to write a guest post here. (On any play subject in fact, not just on playing outside. You can e-mail me cathy (at) nurturestore (dot) co (dot) uk if you have an idea you’d like to write about). To start us off, my top three tips |
outside. So, to help everyone enjoy themselves outside, and to stop you cutting short the children’s outdoor fun because you’ve had enough, my first tip is to make sure you are wearing the right clothes. Layer up, don’t forget your hat and gloves and make sure you are cosy. - |
Get active. We’re going to shift our outdoor play away from fairy gardens and dinosaur world’s and include lots more active games. Hopscotch, skipping, what’s the time Mr. Wolf are great fun and will keep everyone on the move. - Audit your outdoor space. Now is a good time to |
review your garden and get it ready for the colder months. Think about what you play outside and re-locate things or make changes to suit the weather. We’ll move the sandpit and den to under our covered area and make sure there are lots of props outside ready to spark |
active play (bikes, balls, kites, hula hoops). We’re not likely to do as much water play outside, so I’ll be thinking of ways to bring this inside. What about you – are you an all weather family? How do you promote lots of outdoor play, whatever the weather? Back in |
January I resolved to make 2010 our Year of Play. I’ve been thinking about this again this month as L has started at school. In last week’s Play Academy link-up I talked about wanting to make sure the girls still have lots of opportunity for playing, as well as schooling. |
So this weeks Twitter Tips are dedicated to having a playful return to school. The Twitter Tips get tweeted on a Friday at 8.30pm and in previous weeks they’ve started great twitter conversations, with people swapping ideas. The main thing I love about blogging is it being a forum to |
get inspiration and encouragement from others, so please feel free to add your own ideas in the comments or on our Facebook page. Join in, swap ideas, go play! How to have a playful Back to School #goplay Twitter Tip #1If you’re using after school clubs check how playful they |
are: do they offer free play after a structured school day #goplay Twitter Tip #2Make the school run fun: cycle, scoot or play i-spy. Leave a little earlier to let the kids play a bit before class #goplay Twitter Tip #3 Set up a play invitation in the morning to |
screen time. Could your kids live without TV for an hour, a day, a week? What could they play instead? #goplay Twitter Tip #9 Locate the park nearest your school and stop off any day day you can on the way home. Enjoy some #playoutdoors #goplay Twitter Tip#10 Instead of |
only setting up a homework area set up a play area too. Add untoys & let them #goplay How do you feel about the balance between school and play time? How do you manage homework at the weekend? Do your kids attend a playful school? Happily shared with Top Ten |
Tuesday. Use the linky below to add your post to the Play Academy Our summer holidays are drawing to a close and my Little is starting school on Monday (oh my!). I feel very strongly that our play should keep going. B is moving up to the Juniors and although |
her school offers are great curriculum including play, art, music, drama and experiments I think it’s inevitable that her lessons will become more and more about schooling. September always feels like the start of the year to me, so I’m keeping in mind my resolution to make 2010 our Year |
of Play, and we’ll certainly be limiting our after school clubs and weekend commitments to allow plenty of time for playing. How do you feel about finding a balance between schooling (or home educating) and play? I’m looking forward to getting even more inspiration from your Play Academy ideas this |
week – hope you’ll add a link. 1. Add your post to the Linky below. Remember to link to the individual post rather than your homepage. If you are not a blogger please visit the NurtureStore Facebook page and share your photo there. 2. Go and visit some of the |
other blogs on the Linky. Leave a comment and say hi. Get ideas. Tell them you’re visiting from the Play Academy. 3. Add a link back from your own post to this Play Academy – your readers can then come and get ideas too. You can use the Play Academy |
badge if you like.(Grab the code from the column on the left.) 4. Come back next Friday and swap some more play ideas. The next Play Academy linky will be Friday 10th September. |
Memoirs, other writings, deposition, and correspondence, relating to King Michael, Romanian participation in World War II, the transition of Romania from monarchy to communist regime, and Romanian emigre affairs. Includes a dissertation on Swiss Jacques M. Vergotti was born in 1915. A Major in the Romanian Army, he served as |
aide to Michael I, King of Romania, between 1941-1947. He witnessed the last year of the Romanian monarchy and the palace coup of December 30, 1947, when the King was overthrown and the Popular Republic of Romania was proclaimed. He was one of the few people allowed to leave the |
country together with the King, whose aide he was for one more year. He then emigrated to the US and has lived there since. 3 manuscript boxes 1.25 linear feet) For copyright status, please contact the Hoover Institution Archives. Collection open for research. |
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