text
stringlengths 205
677k
| id
stringlengths 47
47
| dump
stringclasses 1
value | url
stringlengths 15
2.02k
| file_path
stringlengths 125
126
| language
stringclasses 1
value | language_score
float64 0.65
1
| token_count
int64 47
152k
| score
float64 2.52
5.16
| int_score
int64 3
5
|
|---|---|---|---|---|---|---|---|---|---|
As a responsible pet owner, it’s important to keep your dog hydrated. While providing them with food is essential, making sure they drink water is equally important. In this article, we’ll discuss how to get a dog to drink water, starting with why water is important for dogs.
Why Is Water Important For Dogs
Water is important for all living things, including dogs. Just like humans, dogs need water to regulate their body temperature, digest food, and eliminate waste. Water is also essential for keeping your dog’s skin and coat healthy.
In addition to the above reasons, water is also important for maintaining your dog’s overall health and well-being. Dehydration can lead to serious health issues in dogs, such as kidney problems, urinary tract infections, and even heat stroke. It is important to always provide your dog with access to clean, fresh water and to monitor their water intake, especially during hot weather or periods of increased activity.
Understanding Your Dog’s Water Drinking Habits
Every dog’s drinking habits differ from one another. Some dogs drink water frequently while others may drink less frequently. Knowing your dog’s hydration needs is key to ensuring their health and well-being. Keep in mind that age, activity level, and weather conditions all affect how much water your dog needs.
It’s important to monitor your dog’s water intake and make sure they have access to clean, fresh water at all times. Dehydration can lead to serious health issues such as kidney problems and heat stroke. If you notice your dog is drinking less water than usual, it could be a sign of an underlying health issue and you should consult with your veterinarian.
Additionally, some dogs may prefer to drink from a specific type of water bowl, such as ceramic or stainless steel. It’s important to observe your dog’s preferences and provide them with a suitable water bowl to encourage them to drink more water. Remember, a well-hydrated dog is a happy and healthy dog!
Common Reasons Why Dogs Refuse To Drink Water
As a pet owner, you may have encountered situations where your dog refuses to drink water. While it’s not uncommon, it’s important to address the underlying cause behind it. Some of the most common reasons why dogs refuse to drink water include dental problems, stress, medication side effects, and dietary changes.
Dental problems are a common cause of water refusal in dogs. If your dog has dental issues such as gum disease or tooth decay, it can be painful for them to drink water. In such cases, it’s important to take your dog to the vet for a dental checkup and treatment.
Stress can also cause dogs to refuse water. If your dog is anxious or fearful, they may not feel comfortable drinking water in their current environment. In such cases, it’s important to create a calm and comfortable environment for your dog and offer them water in a quiet and secluded area.
Signs of Dehydration in Dogs and How to Prevent It
Dehydration can be a serious issue in dogs and should be avoided at all costs. Some of the common signs of dehydration in dogs include dry gums, sunken eyes, loss of skin elasticity, lethargy, and loss of appetite. To prevent dehydration, make sure your dog has access to clean and fresh water at all times. During hot weather or exercise, provide them with extra water breaks.
It’s important to note that certain factors can increase a dog’s risk of dehydration. These include illnesses that cause vomiting or diarrhea, as well as certain medications that increase urination. If your dog is experiencing any of these issues, it’s important to monitor their water intake closely and consult with a veterinarian if necessary. Additionally, if you notice any signs of dehydration in your dog, it’s important to act quickly and provide them with water and electrolyte solutions to help rehydrate them.
Tips for Encouraging Your Dog to Drink More Water
If your dog is not drinking enough water, there are several tips you can try to encourage them. These include changing the water bowl, adding flavors, rewarding them, and using a water fountain. Dogs may be more likely to drink water that tastes or smells different.
Another tip to encourage your dog to drink more water is to make sure their water bowl is always clean and fresh. Dogs may avoid drinking water that has been sitting out for too long or that has become contaminated with dirt or debris. It’s important to regularly clean and refill their water bowl to ensure they have access to clean, fresh water at all times. Additionally, you can try placing multiple water bowls around your home in different locations to make it more convenient for your dog to access water throughout the day.
Choosing the Right Water Bowl for Your Dog
Choosing the right water bowl is essential for your dog’s health and well-being. Select a bowl that is made of safe and durable materials, such as stainless steel or ceramic. Avoid plastic bowls as they may harbor bacteria and cause allergic reactions.
When selecting a water bowl for your dog, consider the size and shape of the bowl. A bowl that is too small may not provide enough water for your dog, while a bowl that is too large may be difficult for your dog to drink from. Additionally, a bowl with a wide base may be more stable and less likely to tip over, reducing the risk of spills and messes.
It is also important to clean your dog’s water bowl regularly to prevent the buildup of bacteria and other harmful substances. Wash the bowl with hot, soapy water at least once a day, and replace the water frequently throughout the day to ensure that it is fresh and clean. By choosing the right water bowl and maintaining it properly, you can help keep your dog healthy and happy.
How Often Should You Change Your Dog’s Water Bowl?
Changing your dog’s water bowl regularly is important for maintaining their health. Bacteria and debris can accumulate in the bowl over time, making it unsafe for your dog to drink from. Clean and refill your dog’s water bowl at least once a day to ensure it’s safe for them to drink from.
In addition to changing your dog’s water bowl daily, it’s also important to clean the bowl thoroughly on a regular basis. Use hot, soapy water to scrub the bowl and rinse it well before refilling it with fresh water. This will help to remove any stubborn bacteria or debris that may have accumulated in the bowl.
Another important factor to consider is the type of water you’re giving your dog. If you’re using tap water, it’s a good idea to invest in a water filter to remove any harmful chemicals or contaminants that may be present. Alternatively, you can use bottled water to ensure that your dog is drinking clean, safe water.
The Importance of Clean Water for Your Dog’s Health
Clean water is essential for your dog’s health. Dirty water can contain harmful bacteria that can cause infections and diseases. Make sure to clean your dog’s water bowl regularly and provide them with fresh water at all times.
In addition to providing clean water for your dog to drink, it’s also important to consider the water they come into contact with during outdoor activities. If your dog enjoys swimming in lakes or ponds, make sure to check for any signs of pollution or harmful algae blooms before allowing them to enter the water.
Furthermore, some dogs may be more sensitive to the quality of their water than others. If your dog has a history of urinary tract infections or other health issues, it’s especially important to ensure that they have access to clean, fresh water at all times.
Natural Ways to Flavor Your Dog’s Water
Adding natural flavors to your dog’s water can make it more appealing to them. You can try adding a splash of chicken broth or beef broth to their water bowl. However, avoid adding sugar or artificial sweeteners as they can be harmful to your dog’s health.
Another natural way to flavor your dog’s water is by adding a few slices of cucumber or a few leaves of mint. Not only will this add a refreshing taste to their water, but it can also help with their digestion and freshen their breath.
It’s important to note that while adding natural flavors to your dog’s water can encourage them to drink more, it’s still important to ensure they are drinking enough water throughout the day. Dehydration can lead to serious health issues in dogs, so make sure their water bowl is always filled with fresh, clean water.
How Much Water Should You Give Your Dog Daily?
The amount of water your dog needs depends on several factors, including their size, activity level, and age. Generally, dogs should drink at least one ounce of water per pound of body weight per day. Make sure to provide your dog with plenty of water to keep them hydrated.
It’s important to note that certain health conditions can also affect your dog’s water intake. For example, dogs with kidney disease may need to drink more water to help flush out toxins from their body. Additionally, dogs who are pregnant or nursing may require more water to support their increased energy needs.
Another factor to consider is the temperature and humidity of your dog’s environment. Dogs who live in hot and humid climates may need to drink more water to prevent dehydration. Similarly, dogs who are very active or participate in strenuous exercise may also require more water to replenish fluids lost through sweating.
The Benefits of Adding Ice Cubes to Your Dog’s Water Bowl
Adding ice cubes to your dog’s water bowl can provide several benefits. It can help keep their water cool during hot weather and encourage them to drink more water. However, make sure to avoid giving your dog too much ice water as it can lead to stomach upset.
In addition to keeping your dog’s water cool and encouraging them to drink more, adding ice cubes can also be a fun and interactive way to hydrate your furry friend. Some dogs enjoy playing with the ice cubes in their water bowl, which can provide mental stimulation and entertainment. Just be sure to supervise your dog while they play with the ice cubes to prevent any choking hazards.
When To See A Vet If Your Dog Is Not Drinking Enough Water
If your dog is not drinking enough water despite your efforts, it may be a sign of an underlying health issue. In this case, consult with your veterinarian to determine the cause behind it. Your vet may conduct several tests to diagnose your dog’s condition and provide appropriate treatment.
One of the common reasons why dogs may not drink enough water is due to dental problems. If your dog has dental issues, such as gum disease or tooth decay, it can be painful for them to drink water. Your vet can examine your dog’s teeth and gums to determine if this is the cause of their decreased water intake.
Another reason why your dog may not be drinking enough water is due to environmental factors. If your dog is not comfortable with their water bowl’s location or the type of bowl they have, they may avoid drinking water altogether. Try changing the location of their water bowl or using a different type of bowl to see if it makes a difference. If not, consult with your vet to rule out any underlying health issues.
Conclusion: Keeping Your Dog Hydrated and Healthy
Ensuring your dog drinks enough water is crucial for maintaining their health and well-being. By understanding their drinking habits, providing them with clean water, and using different techniques to encourage them to drink more, you can keep your furry friend hydrated and healthy for years to come.
In addition to providing your dog with clean water, it’s important to monitor their water intake. If you notice that your dog is drinking significantly more or less water than usual, it could be a sign of an underlying health issue. Consult with your veterinarian if you have any concerns about your dog’s drinking habits.
Another way to keep your dog hydrated is by incorporating wet food into their diet. Wet food contains more moisture than dry food, which can help keep your dog’s water intake up. However, it’s important to consult with your veterinarian before making any changes to your dog’s diet. | <urn:uuid:c46f220c-cb60-4bf6-a9bb-886fe5273d5f> | CC-MAIN-2023-50 | https://www.articleinsider.com/how-to-get-a-dog-to-drink-water/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.958798 | 2,588 | 2.765625 | 3 |
Many governments around the world found themselves ill-prepared to respond to the massive social and economic disruptions caused by the coronavirus disease (COVID-19) pandemic over the past 2 years. From Asia to Europe to the Americas, governments scrambled to support major health interventions while implementing a myriad of tools, ranging from information campaigns, social distancing regulations, travel bans, and full-scale jurisdictional lockdowns to massive bailouts and income transfers. These social, economic, legal, and political interventions were bound to have wide-ranging impacts on governments, workers, migrants, businesses, students, researchers, and other segments of the population, not least women, children, the elderly, and the disabled. Designing, implementing, evaluating, and recalibrating these interventions, however, requires significant and direct access to knowledge.
Efforts to understand the causes and impacts of these events have demonstrated the importance of mobilizing social science across a broad spectrum of disciplines and building bridges between academic silos to inform public policy debates and decisions.
Developed versus developing Asia
Governments in advanced and developing parts of Asia are increasingly investing more in research and development (R&D) (Figure 1). Many advanced Asian economies—notably the People’s Republic of China, the Republic of Korea, and Taipei,China—are reaping the benefits of their R&D investments, which are above the Organisation for Economic Co-operation and Development average. These investments have brought the knowledge needed to deal with the pandemic, develop vaccines, and draw up plans that have produced well-recognized results worldwide.
Figure 1: R&D Spending, 2000–2019 (% of gross domestic product)
OECD = Organisation for Economic Co-operation and Development, PRC = People’s Republic of China.
Source: OECD. Gross Domestic Spending on R&D (accessed 4 March 2022).
At the same time, many developing Asian countries have had to fend for themselves, with limited financial and human resources within their local social research communities and minimal connections to policy circles. Data on the pool of talent from domestic graduates illuminate this story (Figure 2). Social science graduates form an abysmal 0.1% of the pool in Myanmar and only 1.5% in the Lao People’s Democratic Republic (Lao PDR), compared to almost one-third in Bangladesh and India. So, it should not be surprising that the role of social science researchers and scholars as an effective, problem-solving cavalry appears under pressure across countries at a time when public trust is decreasing in institutions and expertise, with concomitant rises in social inequalities, rapid digitalization, and social-political polarization.
Figure 2: Graduates from Tertiary Education in Selected Asian Countries by Field, 2017–2019 (% of total)
Source: World Bank.
Major structural factors in need of change
In Asia, research support needs to bring about important structural change.
More equal knowledge. Not enough attention has been paid to where and by whom pandemic-related research or knowledge is produced, communicated, and used. Many of the large international development donors have funded, analyzed, and disseminated studies and surveys, such as the Asian Development Bank (ADB) on the impact of the pandemic on households and enterprises in the Association of Southeast Asian Nations (ASEAN) and in Central Asia Regional Economic Cooperation countries, which already show markedly different results across developing Asia. This is particularly urgent for ASEAN, where research systems are expected to address significantly larger development challenges with fewer resources than their East Asian counterparts, and where the functioning and structure of research systems is not extensively documented. More importantly, little is known about the pre-pandemic status of those national research systems with few exceptions, for example Indonesia, Cambodia, and Myanmar, and how they are affected by the current crisis.
A systems-approach beyond individuals, institutions, or specific projects. The pandemic is changing the way research is produced, disseminated, and used, including challenges to mainstream definitions of academic excellence and quality in research across South–North lines, Southern leadership in research, and the role of evidence-informed policy. While the pandemic has given unprecedented visibility to the role of science in public policy and decision making, much attention has focused on the capacity to produce research to answer very specific questions by specific actors. Other aspects that need to be considered are the impacts of the COVID-19 pandemic on research funding and quality control processes, the demand for research from policy actors and for job markets for researchers, the visibility of research and its workings on mass media, and public trust in social research.
Innovation for research-to-policy. The pandemic has called into question the capacity of national research systems to generate useful and actionable medical, technical, social, and human evidence. The pandemic has thrown science and knowledge onto the public and digital stage, along with questions around validity, methodologies, timeliness, and the link between research, public policy, decision making, and action. The understanding that research is a distinct but closely connected system to the domain of policy and practice has never been stronger or more strongly challenged by civil society, media, and the public at large. There is a growing debate and body of knowledge that seeks to understand these connections and show how they might be strengthened.
Examples for a more equitable, systematic, and innovative approach
A UN (2020) report reminds us of existing science strategies, such as the “science of science” approach, which learns how research that aims to be more open and impactful is funded, practiced, and evaluated within a given system. This is an example of what we are seeing emerge as a systemic approach to knowledge. Like-minded institutions, such as the Global Development Network (GDN), INASP, and the International Development Research Centre (IDRC), have started examining their own strategies to build a systematic vision, as opposed to a simple project-based approach for social research on COVID-19. The work of the Science Granting Councils Initiative in sub-Saharan Africa and the Doing Research global initiative in Asia is indicative of this capacity and interest in establishing a global observatory on Southern social science research and knowledge systems in ways that multiply the visibility and connection between existing efforts to generate evidence on these questions. Also, the IDRC and Swiss Peace have focused on the fragile developing contexts of Afghanistan and the Lao PDR, where there is no or very limited capacity of states, systems, and communities to respond to COVID-19 and adopt an ecosystem approach––beyond specific projects––to consider all actors involved in the research-to-policy process. The Asia Research Centre at Universitas Indonesia, together with the GDN and IDRC, recently published an overview of the role social scientists have played in COVID-19 responses in 11 countries in Southeast Asia.
Looking ahead to recovery
Knowledge equity, systematic approaches, and new knowledge translation should inform how we harness the power of science for a post-COVID-19 recovery. They are also important to the processes of democratic scrutiny and debate, although this aspect has proven weak in developing Asia, in particular in ASEAN. In Asia, political pressures add urgency and pragmatism to the pandemic. There is an opportunity that should not be wasted to place research system strengthening, including in the social sciences, higher on the agenda of national and international actors.
Azhgaliyeva, D., R. Mishra, T. Long, and P. Morgan. 2022. Impacts of COVID-19 on Households in CAREC Countries. ADBI Working Paper 1298. Tokyo: ADBI.
Gewin, V. The Career Cost of COVID-19 to Female Researchers, and How Science Should Respond. 2020. Nature 583(7818): 867–869.
Global Development Network. Doing Research Global Initiative (accessed 3 March 2022).
Global Development Network. Social Science and COVID-19 (accessed 3 March 2022).
INASP 30 Years of INASP (accessed 3 March 2022).
International Development Research Centre (IDRC) Science Granting Councils Initiative in Sub-Saharan Africa. IDRC. (accessed 3 March 2022).
International Network for Government Science Advice. 2021. Build Back Better: Knowledge, Policy and Publics in Dialogue. Viewpoints – Think Piece Compendium from 2021 INGSA Conference.
Morgan, P. J. and L. Q. Trinh. 2021. Impacts of COVID-19 on Households in ASEAN Countries and Their Implications for Human Capital Development. ADBI Working Paper 1226. Tokyo: ADBI.
OnThinkTanks. 2020. Doing Research: Social Science Research Systems, Southern Think Tanks and COVID-19 (Parallel Session, OnThinkTanks 2020 Conference), 24 June.
Oo, Z., Z. X. Lee, J. R. Glutting, N. L. Htet, N. W. Win, N. C. Aung, and T. Z. C. Oo. 2020. Doing Research in Myanmar – Country Report. Yangon, Myanmar: Centre for Economic and Social Development and the Global Development Network.
Pou, S., S. Sok, C. Work, A. Beban, K. Nauen, and T. Khoun. 2016. Doing Research in Cambodia: Make Models That Build Capacity. Phnom Penh: Cambodian Institute for Cooperation and Peace.
Rakhmani, I., Z. Sakhiyya, A. S. Ramadhan, and W. Agahari. 2020. Doing Research In Indonesia. New Delhi and Jakarta: Centre for Innovation Policy and Governance and the Global Development Network.
Swisspeace. Strengthening Knowledge Ecosystems for Safe and Inclusive Development in Fragile Contexts (accessed 3 March 2022).
United Nations. 2020. UN Research Roadmap for the COVID-19 Recovery. New York: United Nations. | <urn:uuid:889b33eb-19b3-4deb-8fb0-652fadd19c27> | CC-MAIN-2023-50 | https://www.asiapathways-adbi.org/2022/03/call-in-the-social-science-cavalry-for-post-pandemic-recovery/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.915959 | 2,070 | 2.5625 | 3 |
The potential issue with the Excel YEAR function not working is most likely linked to the possibility that the cell you have referred to is NOT a valid Excel date. This is possible even if you are convinced that you are seeing a valid date. This would equally apply to the MONTH, DAY and in fact any of the date functions.
3 Reasons the Year Function is not working in Excel
Typically you would get a VALUE error and this is Excel telling you that the cell it is looking at is NOT a value and it expects a date to be a value.
We need to step back a moment to understand how dates work in Excel.
If you have a valid date and you format it as a general number you will see something like 40 567. This is what Excel uses as a date and it means that the date is 40 567 days from the 1st January 1900. The fact that you format it into a proper date format is only for humans benefit. Excel is happy with the number. In fact it has to have a number!
If Excel doesn’t recognise the date as a date (e.g. I use American format of mm/dd/yyyy instead of what my computer needs of dd/mm/yyyy) it becomes text and no matter what you do it will not allow any date functions to work. So what you first have to do is check whether the cell is a valid date. The easiest way to do this is to try and change the format of the cell to a different date format.
So the steps would be.
- Click on the cell that contains the ‘date’
- Right click and choose the ‘Format Cells’ option
- Click on the date category
- While watching what happens in the Sample section, alternate between the different date formats (25/12/2014, 25 Dec 2014 etc)
- If the sample changes to the format you have clicked on it is a date
- If it does not change it is NOT a date.
Before any of the date functions can work you need to convert it to a valid date. There are many ways to do this covered in the Handling Dates section. | <urn:uuid:a42d9131-b3d4-417b-8ae5-9e83f289a515> | CC-MAIN-2023-50 | https://www.auditexcel.co.za/blog/excel-year-function-not-working/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.935974 | 447 | 2.984375 | 3 |
HHS to become first federal agency to fly trans pride flag
The Department of Health and Human Services will fly a trans pride flag in honor of Transgender Day of Visibility, becoming the first federal agency to do so, the White House announced Thursday.
The big picture: President Biden on Wednesday declared March 31 as the Transgender Day of Visibility to "recognize the resilience, strength, and joy of transgender, nonbinary, and gender-nonconforming people."
- 2021 was also the deadliest year on record for trans people in America.
State of play: The White House will also play host to a slew of events honoring transgender Americans.
- Second gentleman Doug Emhoff will meet with "Jeopardy!" champion Amy Schneider, who had the second-longest winning streak in show history and was the first openly transgender winner.
- Emhoff will also moderate a conversation with transgender kids and their parents as well as advocates to discuss the impact of anti-trans laws.
Meanwhile, Education Secretary Miguel Cardona will meet with LGBTQI+ students in Orlando, Florida, to discuss the controversial Parental Rights in Education Bill.
Zoom in: The legislation, which critics call the "Don't Say Gay" bill, bans classroom instruction on sexual orientation and gender identity from kindergarten through third grade.
- The bill requires "age appropriate" instruction on these topics in the rest of the grades.
- Cardona and the students will discuss the impacts of the bill, their experiences at school and support for LGBTQI+ students' mental health. | <urn:uuid:759b6a67-b388-46b8-a150-6610534341e9> | CC-MAIN-2023-50 | https://www.axios.com/2022/03/31/hhs-trans-pride-flag-transgender-day-of-visibility | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.937627 | 315 | 2.515625 | 3 |
Animals can be classified as diploblasts or triploblasts, depending on the number of germ layers present during their early development. Comparing diploblasts and triploblasts helps better understand animal developmental biology, body plans, and evolutionary processes.
Introduction to Early Animal Development
Early animal development is when a single fertilized egg transforms into a complex multicellular embryo. This involves a series of highly coordinated events that give rise to an animal’s complex body plan, shaping its structure and function.
Understanding early animal development provides valuable insights into the vast diversity of animals on Earth. Studying developmental variations among different animal groups allows scientists to trace the origins of different body plans and how these have evolved.
Diploblasts and Triploblasts: Defining the Basics
During early development, most animal species undergo a separation of tissues into germ layers, which serve as the architectural blueprint for an organism’s body plan. Each germ layer is predetermined to develop into different specialized tissues based on its position.
Animals can be classified as diploblasts or triploblasts, depending on the number of germ layers present during embryonic development. Diploblasts possess only two germ layers, known as the endoderm and ectoderm:
Endoderm: The innermost layer gives rise to the lining of the respiratory tract, digestive tract, and associated vital organs, such as the liver and stomach.
Ectoderm: The outermost layer forms the epidermis (outer skin layer) and the central nervous system. It also plays a vital role in the development of sensory organs, such as the eyes and ears.
As well as having an endoderm and ectoderm, triploblasts develop a third layer known as the mesoderm:
Mesoderm: this layer forms between the endoderm and ectoderm, giving rise to all muscle tissues, including the intestinal muscles and cardiac tissues, connective tissues, and visceral organs like the spleen and kidneys.
The Rise of Diploblasts: The Cnidarians
Diploblastic animals are generally simple in structure and exhibit radial symmetry. This means that they display a repeating pattern around a central axis.
Cnidarians, a group of soft-bodies, aquatic animals that include jellyfish, corals, and sea anemones, are some of the most well-known diploblasts. Most cnidarians contain a body wall that consists of an outer and inner epithelium, between which lies a gelatinous mesoglea.
The outer layer includes cells known as cnidocytes, which contain fluid-filled capsules called cnidae that are used to capture and immobilize prey. The inner layer produces digestive enzymes to break down food particles.
Cnidarians display two distinct body forms: the polyp and the medusa. The polyp is typically sessile, attaching itself to surfaces, while the medusa is a free-swimming, umbrella-shaped form.
Cnidarians are some of the most primitive animals. Their relatively simple body plan provides critical insights into the process of animal development and the emergence of multicellularity.
Triploblasts: Complexity and Diversity
Triploblastic animals are generally more complex in structure than diploblasts and exhibit a wide range of different body plans and behaviors. This diversity means that they are adapted to a wide range of ecological niches. Triploblasts are bilaterally symmetrical, meaning their left and right sides are mirror images of each other.
Triploblastic animals belong to a wide range of phyla, including Arthropoda, Mollusca, Annelida, and Chordata:
Arthropoda: includes insects, arachnids, and crustaceans.
Mollusca: animals such as snails, clams, squids, and octopuses.
Annelida: annelids are segmented worms like earthworms and leeches.
Chordata: chordates are a diverse group containing vertebrates, such as birds, mammals, and fish, and some invertebrates, like the tunicate. They all have a hollow nerve cord, called a notochord, formed from the mesoderm.
Germ Layers and Embryonic Development
The evolution of the mesoderm paved the way for the development of complex organ systems, intricate behaviors, and facilitated the astonishing diversity of life forms we observe today.
The mesoderm is a versatile germ layer that gives rise to a wide array of tissues and organs. The specific fate of mesodermal cells depends on their location within the embryo, their interactions with neighboring tissues, and the signals they receive from various signaling pathways. The development and specialization of mesodermal tissue can vary widely among different animal groups depending on their body plans and evolutionary histories.
Most triploblasts have an internal body cavity called a coelom. This is usually fluid-filled and lies between the visceral organs and the body wall. It contains many vital organs, including the circulatory system, reproductive organs, and digestive system.
The evolution of the coelom provided animals with functional advantages. It acts as a shock absorber for major organ systems and promotes optimal organ development and placement, as organs within the coelom can grow and move more freely. The coelom also improves animal motility and plays a role in nutrient transfer and waste removal.
Triploblasts that develop a true coelom, formed from mesodermal tissue, are called eucoelomates and include arthropods, annelids, and chordates. Those without a coelom, such as flatworms, are called acoelomates. Some develop a false coelom derived from mesoderm and endoderm tissue; these animals are known as pseudocoelomates.
It is generally accepted that triploblasts evolved from a simpler, diploblastic ancestor. The divergence between diploblasts and triploblasts holds profound implications for the evolution of animal life.
Comparing the development and function of different germ layers within diploblastic and triploblastic animals can provide insights into how the evolution of additional germ layers contributed to the development of more complex body plans.
Further study of different body plans can help to expose how changes in body structure facilitated the evolution of more complex locomotion, behavior, and sensory capabilities.
In summary, comparing diploblasts and triploblasts sheds light on animal developmental biology. It reveals how adding a third germ layer in triploblasts unlocked greater complexity and diversity over evolutionary history.
- Embryonic Development. [Online] LibreTexts. Available at: bio.libretexts.org/.../13.03%3A_Embryological_Development (Accessed on 14 September 2023).
- Nowotschin, S., Hadjantonakis, A.K. and Campbell, K. (2019). The endoderm: a divergent cell lineage with many commonalities. Development, 146(11). doi.org/10.1242/dev.150920
- Technau, U. and Steele, R.E. (2011). Evolutionary crossroads in developmental biology: Cnidaria. Development, 138(8), pp.1447-1458. doi.org/10.1242/dev.048959
- (2022) Triploblastic. [Online] Biology Online. Available at: https://www.biologyonline.com/dictionary/triploblastic (Accessed on 14 September 2023).
- DeSalle, R. and Schierwater, B. (2007). Key transitions in animal evolution. Integrative and Comparative Biology, 47(5), pp.667-669. doi.org/10.1093/icb/icm042 | <urn:uuid:edc61f14-d6a2-43bc-9029-aa0470717feb> | CC-MAIN-2023-50 | https://www.azolifesciences.com/article/Diploblast-vs-Triploblast-Unveiling-the-Secrets-of-Early-Animal-Development.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.904903 | 1,654 | 3.984375 | 4 |
We follow a broad and balanced Computing curriculum that builds on previous learning and provides both support and challenge for learners. We follow a Computing scheme from the National Centre for Computing Education (NCEE) that ensures and progression of skills and covers all aspects of the Computing curriculum.
Teachers will plan a knowledge organiser which outline key knowledge and vocabulary which all children must master. Low stakes quizzes will be used regular to support learners’ ability to block learning and increase space in the working memory. Challenge questions will be planned by teachers to allow for pupils to apply their learning in a philosophical/open manner.
All classes will have a scheduled Computing lesson each week and there will be an expectation that technology will be utilised throughout other lessons in the curriculum.
Children’s work will be recorded using a class PowerPoint presentation. These will be used for reference and assessment, to provide a clear picture of the children’s learning journey throughout the year.
We want to ensure that Computing is embedded in our whole school curriculum and that opportunities for enhancing learning by using technology are always taken. | <urn:uuid:5334319d-ca1e-4500-93fa-c9816cf7824a> | CC-MAIN-2023-50 | https://www.bankend.org.uk/curriculum/subjects/computing | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.929131 | 220 | 3.453125 | 3 |
CBD, a chemical compound found in the marijuana plant, is one of the medications approved for treating epilepsy. In addition to this, CBD is touted as a cure for many conditions. Research shows that CBD can reduce anxiety, among other conditions.
What Is CBD?
CBD is the acronym for cannabidiol. It is one of the chemicals found in the Cannabis sativa plant. And is one of the most studied cannabinoids alongside THC. THC or tetrahydrocannabinol is another well-known cannabinoid responsible for the high effect associated with marijuana. However, CBD does not produce this same effect.
There are a variety of potential health benefits of CBD. CBD contains powerful pharmacological effects as well as anti-inflammatory properties. In terms of inflammation, CBD works by blocking certain enzymes that may cause swelling and trigger inflammation.
Additionally, CBD can be used to manage conditions that may include depression, Parkinson’s disease, cancer, Alzheimer’s disease, chronic pain, and anxiety.
How CBD Can Help Manage Your Anxiety
CBD has proved to affect the level of serotonin in the brain. Serotonin is present in your body, and it plays a vital role in your digestion, sleep, mood, and behavior. All these factors, when not in the proper condition, can become the symptoms of anxiety. As a result, if CBD can help manage them, then it can do the same for your anxiety.
Stress is another condition that can cause anxiety. CBD is often used, by many people, to manage stress levels. As a result, many users of CBD get the benefit of soothing their anxiety, as well as other underlying conditions.
Additionally, CBD may be helpful to people with sleep disorders such as insomnia. It is essential because sleep deprivation can worsen the symptoms of anxiety. At the same time, you may not be able to sleep well when you are anxious, but CBD can help.
In addition to the help of managing sleep disorders, CBD, when taken orally, is effective in helping people with seasonal affective disorder. Researchers believe that CBD can help with post-traumatic stress. All of these point to the idea of managing anxiety with CBD.
Presently people suffering from anxiety typically take CBD in tablets, oils, or orally. It is also available in lotions and creams. It is recommended to see a medical practitioner for proper care and the right dosage before using CBD. And this will help you avoid any potential effects that can cause additional issues.
How to Use CBD for Anxiety
How to use CBD to manage anxiety varies from one individual to another. The method of usage that works well for one person may not be a bit good for another. It is, therefore, essential that you find the best method for you.
You can choose to consume CBD in the form of gels and creams, flowers, vapes, capsules, sprays, gummies, and oils and tinctures. You can try different forms to know which is best to help you manage your anxiety. For example, smoking and vaping CBD is more effective than using gummies, when it comes to its absorption into the bloodstream.
When used orally through forms like capsules, edibles, and oils, CBD can start being effective within 30 minutes and 2 hours. Oral CBD products can help manage anxiety at any time of the day. Some of these products can even be taken with food in the morning. Vaping CBD oil or smoking can provide instant relaxation that can help calm you when stressed.
CBD Dosage for Anxiety
It is recommended you see an expert before using CBD for treating anxiety. It is mostly encouraged to begin small and watch how your body reacts to it. Work your way up, and do not jump too high a dosage, as it may lead to harmful side effects.
From clinical tests, the following dosage of CBD for treating anxiety is suggested:
- 25 to 75 mg for sleep disorder or generalized anxiety
- 33 to 49 mg per day for post-traumatic stress
- 300 mg in male patients and 600 mg in patients with social anxiety disorder in a speech simulation
Risks and Side Effects of CBD
CBD is generally a safe and well-tolerated substance according to WHO. It is because it has many few reported adverse effects. However, there may be some risk associated with its usage if not used right. This substance can cause some unwanted effects that may include:
- Changes in weight
- Decreased appetite
It should be mentioned, that the use of CBD in managing anxiety or any other health issues is not regulated by the Food and Drug Administration (FDA). You should therefore seek the advice of experts before purchasing any CBD product. You should only get CBD from reputable distributors and manufacturers.
The effect of CBD on breastfeeding and pregnant women is yet unknown. There are no recommended CBD products for women in this category yet. As a result, it is advised by the FDA that nursing and pregnant women should avoid using any CBD product. It is to avoid any risk of complications during the pregnancy or harm to the newborn baby.
CBD may help you manage your anxiety and other health conditions when used correctly. Visit us at BC Seeds to know and get the best information and varieties of CBD. The dosage and quality may differ from one manufacturer to another, as CBD is not regulated by the FDA for the treatment of anxiety. Therefore, you should meet with a doctor before using CBD supplements or prescription medication. | <urn:uuid:6c739b50-a79a-467d-8a9e-3b11fcb32093> | CC-MAIN-2023-50 | https://www.bcseeds.com/how-cbd-can-help-you-manage-your-anxiety/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.954708 | 1,112 | 2.59375 | 3 |
The Great Tangshan Earthquake of 1976 lasted only fifteen seconds but was one of the worst natural disasters of all time. The earthquake, possibly the deadliest in recorded history depending on the source consulted—the central government did not release death toll figures for three years—is considered symbolic of the end of Mao’s era in Chinese history.
The Great Tangshan Earthquake of 1976 killed 255,000 people and injured more than 160,000 in the city of Tangshan in northern China’s Hebei Province. The earthquake, with a magnitude of 7.5, occurred directly under Tangshan at a depth of 8 kilometers at 3:42 a.m. on 28 July. Over 90 percent of Tangshan’s buildings were flattened, and economic losses were estimated at 3 billion yuan (US $375 million). The earthquake lasted only about fifteen seconds. It was followed by an aftershock of magnitude 7.1 about fifteen hours later. The tremors caused damage in cities as far away as Beijing, Qinhuangdao, and Tianjin. The Chinese government did not report a death toll until 1979, after economic reform had begun.
Although the U.S. Geological Survey (USGS) lists the official death toll at 255,000, it estimates that the death toll may have reached as high as 655,000. That figure would make the Tangshan earthquake the deadliest in modern times and the second deadliest in recorded history. The 2004 Sumatra earthquake in Indonesia killed 283,106, and the Kanto earthquake in Japan killed 142,800 in 1923. The earthquake of 12 May, 2008 in Sichuan Province is estimated to have killed 87,000 people and was the nineteenth deadliest in recorded history.
|RANK||NAME OF EARTHQUAKE||COUNTRY||YEAR||DEATHS||MAGNITUDE|
|NOTE: Although the 1556 Shaaxi earthquake is estimated to have killed 830,000 people, figures from this period are hard to verify.|
|Source: United States Geological Survey.. (n.d.). Most destructive known earthquakes on record in the world. Retrieved March 28, 2008, from http://earthquake.usgs.gov/regional/world/most_destructive.php|
In 1976 the chief members of a radical political faction of the Chinese Communist Party (CCP), known as the “Gang of Four,” considered natural disasters a domestic issue and regarded the refusal of aid and sympathy from the international community as an opportunity to “display the socialist system’s superiority of being self-reliant” (Rong, 2006).
The Chinese government has changed its attitude after more than three decades of economic reform. When the SARS (severe acute respiratory syndrome) epidemic rocked China and the rest of the world in 2003, the Chinese government joined with worldwide medical and scientific experts to prevent and control the killer disease. China received international aid of $37.5 million, including medical equipment and epidemic prevention materials, from nearly thirty countries, international organizations, and foreign companies. On 12 May 2008, during the Great Sichuan Earthquake, which killed near 70,000 people, the Chinese government also made a great effort to receive international aid and to allow the media the freedom to report the disaster.
After the Tangshan earthquake the Chinese government’s efforts at relief were criticized as inadequate. The government also was criticized for having ignored scientists’ warnings of the need to prepare for an earthquake. Even today earthquake prediction is far from accurate.
The Tangshan earthquake was one event in what came to be referred to in China as the “Curse of 1976.” At the time any extraordinary natural phenomenon, whether snow in summer or droughts in spring, earthquakes or insect plagues, was interpreted as a sign of the displeasure of heaven, indicating that the Mandate of Heaven, which bestowed legitimacy on the Chinese ruling group, might be withdrawn. Enormous political significance was attached to the Tangshan earthquake. In the early 1970s the chaotic Cultural Revolution (1966–1976) had placed the country in a state of social and ideological anarchy. The leadership took great pains to explain away any political significance that might be attached to expressions of cosmic displeasure. For many Chinese the Tangshan earthquake indicated that important developments were about to take place. Many people in Tangshan reported seeing strange lights (so-called earthquake lights) the night before the earthquake. The “Curse of 1976” was also identified with the deaths of Premier Zhou Enlai (1898–1976) in January, Communist military leader and statesman Zhu De (1886–1976) in July, and CCP leader Mao Zedong (1893–1976) in September, and with the arrest the Gang of Four in October. The power struggle between Mao’s chosen successor, Hua Guofeng, and CCP leader Deng Xiaoping (1904–1997) began in 1976 as well.
From Rubble to Recovery
Today more than 7 million people live in the 134,720-square-kilometer Tangshan municipal area, including an urban population of 3 million. By 2006 Tangshan’s gross domestic product had increased to 236.2 yuan, ranking first in Hebei Province. In 2006 the per capita disposable income for urban residents was 12,376 yuan ($6,514) and 5,155 yuan ($2,713) for rural residents.
On 28 July 2006 President Hu Jintao visited Tangshan to commemorate the thirtieth anniversary of the earthquake. In July 2007 the Chinese government, along with the Architectural Society of China, decided that a memorial park would be built on the earthquake ruins; as of 2008, applications for design ideas were still being accepted. The park will cover about 40 hectares around the ruined site of the Tangshan Rolling Stock Plant. The park will be a museum of earthquake science and will provide a place for the public to pay tribute to earthquake victims.
Tangshan City Government (2008). Zhongguo Tangshan [Chinese Tangshan]. Retrieved July 31, 2008, from http://www.tangshan.gov.cn/
United States Geological Survey. (n.d.). Most destructive known earthquakes on record in the world. Retrieved December 29, 2008, from http://earthquake.usgs.gov/regional/world/most_destructive.php
Wang Wenlan. (2006). Tangshan earthquake: Unforgotten history. China Daily. Retrieved August 20, 2007, from http://www.Chinadaily.com.cn/china/2006-07/26/conent_649955.htm
Source: Suganuma, Unryu (2009). Tangshan Earthquake, Great. In Linsun Cheng, et al. (Eds.), Berkshire Encyclopedia of China, pp. 2192–2193. Great Barrington, MA: Berkshire Publishing.
Tangshan Earthquake, Great (Tángsh?n Dà Dìzhèn ?????)|Tángsh?n Dà Dìzhèn ????? (Tangshan Earthquake, Great) | <urn:uuid:7edda3fb-27b2-426d-8e29-d57f916ac20a> | CC-MAIN-2023-50 | https://www.berkshirepublishing.com/chinaconnectu/2012/01/23/in-1976-the-chief-members-of-a-radical-political-faction-of-the-chinese-communist-party-ccp-known-as-the-gang-of-four-considered-natural-disasters-a-domestic-issue-and-regarded-t/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.938707 | 1,494 | 3.359375 | 3 |
For many people, thinking about the future can be scary. Young people who have entered the workforce only recently see financial goals as far-off concepts. Still, others feel less empowered to control their financial futures, especially in a complex, global economy.
However, you can take a few relatively simple steps at any age to protect your financial standing throughout your life. Some are just alternate ways to think about your money. Other practical measures will help you put your finances in order and prepare you for future decisions.
Here are some steps you can take right now that can create a solid approach to investing and make your future finances stable:
Set Financial Goals
Defining your goals is the first step in achieving financial stability—and truthfully, the first step in almost any new endeavor. We tend to associate financial goals with the distant future, which is completely valid. But defining short-term goals is also critical (and often less daunting).
Think about where you want to be financially over different time ranges—ten years, one year, six months, or even just one week. Knowing where you want to be makes it easier to set achievable goals as building blocks for success.
Set a Budget
Few enterprises succeed without a set plan. In finances, that plan should always include a budget. Putting one in place for your finances helps you monitor cash flow, prioritize your needs, and set savings goals more realistically.
No matter your approach—a zero-based strategy, the 50/20/30 rule, or something else—the best budget is one you can stick to. Your approach is a matter of being truthful with your self-expectations. Calculate your current and estimated future income and use it to set a reasonable budget for your needs.
Budgets rarely work if you don’t track where your money goes. Anytime you purchase anything, make a note of it. Enter the transaction on whatever ledger you use, whether physical or virtual.
Plenty of mobile apps simplify this process considerably, letting you enter the record nearly at the point of purchase.
Open a Savings Account and “Pay Yourself First”
Savings accounts play a central part in a financial plan. Whether it’s a standard, interest-bearing bank account or a retirement fund, setting aside money to accumulate savings is always a good move.
One common mistake account holders make is contributing to savings accounts after spending money on monthly bills. That’s why many financial advisors recommend “paying yourself first.” This phrase simply means setting savings as part of your budget and contributing to it once you earn income before spending on other needs or obligations.
Set Up an Emergency Fund
All humans are at the mercy of the unexpected. Accidents, health crises, job losses, immediate travel, family affairs, and other sudden twists and turns can jeopardize your financial strategy.
One way to limit these expenses, if not erase them, is to start an emergency fund. The solution? A simple savings account.
Experts recommend that the fund hold whatever you need to cover six months of everyday expenses. Even if you can’t reach that level right now, you can start with whatever you can afford to sack away.
Pay Off High-Interest Debts as Soon as Possible
Debt management is a key, if unwelcome, component of personal financial management. High-interest debts, like credit cards and payday loans, can cause immediate and severe damage to one’s financial profile and resources.
Financial advisors suggest paying down high-interest debts as soon as possible. This approach avoids the accumulation of interest charges that might elude your attention. After you’ve paid them off, eliminate — or at least severely restrict — taking out such debts in the future.
Some just starting their journey to financial wealth don’t realize how accessible the investment market is to them. Stocks, bonds, mutual funds, ETFs, and other commodities are all relatively easy to invest in with an online brokerage account.
Before starting an investment account, there’s a lot to understand, including concepts like risk tolerance, asset allocation, and diversification. But once you have a handle on the most essential aspects of investing, do so early and as often as you can.
Ask for Help
You’re not alone in finding ways to establish financial security. A qualified financial advisor can help you set goals and make decisions that will work today and improve your future. Find one who understands your needs and has helped others achieve financial peace of mind. | <urn:uuid:e94e9798-ed4a-426f-9d46-422b844563e2> | CC-MAIN-2023-50 | https://www.centralhedge.com/want-to-stabilize-your-financial-future-heres-where-to-start/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.939258 | 928 | 2.578125 | 3 |
The word mole has a number of definitions, but the five most common uses of mole deal with dermatology, zoology, espionage, the culinary arts, and chemistry.
First, a mole is a congenital (meaning you're born with it) spot on a person's skin. Sometimes they're dark, or raised, or hairy. And sometimes they're all three.
Second, a mole is a (usually) furry little animal that spends most of its life underground, burrowing through the dirt and eating insects.
Third, a mole is someone who infiltrates and gains acceptance within an enemy agency or government. In the world of espionage (or at least in espionage novels), this type of mole is also known as a double agent.
Fourth, mole (pronounced "moh-lay") is a spicy Mexican sauce that is used to season meat and poultry. Though recipes for mole are as varied in Mexico as recipes for barbecue sauce are in the United States, most mole recipes (especially the good ones) include bitter chocolate in their ingredients.
Lastly, a mole is a measurement of chemical weight. One mole of a chemical has a weight in grams equal to the total of the atomic masses of its constituent elements. For example, carbon has an atomic mass of 12.01, and oxygen has an atomic mass of 16.00. One molecule of carbon dioxide, which contains one atom of carbon and two of oxygen, has a total atomic mass of 12.01 + 16.00 + 16.00 = 44.01. One mole of carbon dioxide, then, is 44.01 grams. | <urn:uuid:99f5b5a8-5021-4a51-9d6d-dc8d62d2dac8> | CC-MAIN-2023-50 | https://www.cliffsnotes.com/cliffsnotes/subjects/sciences/what-is-a-mole | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.95997 | 326 | 3.109375 | 3 |
Although another gas‐giant planet whose deep atmosphere is composed primarily of hydrogen (74 percent) and helium (26 percent), Uranus appears as a nearly featureless greenish ball because of methane in the outer atmosphere and an apparent lack of strong convection. At a temperature of 65 K, ammonia and water, which are responsible for the clouds of Jupiter and Saturn, have frozen out and “snowed” into the planet's interior. The gaseous methane that remains behind in the upper atmosphere absorbs red light; hence sunlight, reflected back into space, gives the planet its greenish color.
In size (four times that of Earth) and mass (14 times that of Earth), Uranus is almost a twin of the planet Neptune; though slightly less massive than Neptune, it is slightly larger in radius because of its weaker gravity. Compared to Jupiter, Uranus has a relatively larger iron/rocky core (see Figure ). Its major distinguishing feature is a rotational axis nearly in the plane of the solar system, a factor that certainly must have been a product of its formation (it was affected either by a major collision or resulted from the merger of two nearly equal bodies). In contrast to the three other gas‐giant planets, Uranus is in balance between the energy it emits and the energy it absorbs from sunlight. Without internal heat moving slowly outwards by convection, no equatorial cloud bands can be produced, even though the planet's rapid rotation is accompanied by a strong Coriolis effect. (See Table 1 for Uranus's physical and orbital data.)
The interior of Uranus | <urn:uuid:05da8853-9f71-4ed5-84b6-64c9ca8e2a31> | CC-MAIN-2023-50 | https://www.cliffsnotes.com/study-guides/astronomy/other-planets-of-the-solar-system/uranus | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.952516 | 327 | 4.21875 | 4 |
If there should be an occurrence of hypertension an individual’s circulatory strain is viewed as better than average in the corridors. Hypertension is likewise called as hypertension. Hypertension can characterize into two sorts. They are essential and optional hypertension. The reason for the overabundance pressure in obscure if there should an occurrence of essential hypertension.
In any case, there is some reason for optional high weight. Significant organs like kidney and heart are influenced by this sort. If there should arise an occurrence of ceaseless hypertension then it might prompt issues like respiratory failure and stroke. Drugs do help in some way or another to diminish the effect of hypertension. Be that as it may, changing the manner in which an individual eat and the manner in which he lives can assist with disposing of hypertension.
High weight is recognized based on systole and diastolic blood pressures. Diastolic weight is recorded when the heart grows, systole pressure is recorded when heart contracts. In the event that both the systolic and diastolic readings are high than the ordinary hypertension readings then the individual is said to have hypertension. After this the condition is again named hypertension1, hypertension2 lastly detached hypertension. On the off chance that when the readings of systolic pulse are higher and the readings of diastolic circulatory strain is lower than that is viewed as disengaged systolic hypertension.
This sort of secluded systolic hypertension in like manner in matured individuals A few people alongside high weight they will likewise have diabetes and kidney issues. These sorts of individuals need extraordinary consideration and treatment. When on the off chance that on the off chance that the hypertension does not react to any sort of treatment, at that point it is called resistive sort.
Weight increments to a limited degree when an individual activities. Be that as it may, when it increments to irregular levels then it is called practice hypertension. Doctors use practice hypertension to screen the patient and choose if they can have high weight when they are very still.
At the point when an individual feels jubilant, out of brain and has some vision issues alongside regurgitating then there is high possibility that the individual can have hypertension. At the point when the little veins are crushed cerebrum swells. On the off chance that these issues are not treated at beginning period, at that point it cannot be restored.
If there should be an occurrence of children, the side effects can be recardio na cevy of vitality, migraine, uncomfortable breathing, loss of motion in face and nasal dying. | <urn:uuid:ff73e644-e06f-4a0e-8e3d-1972e3322249> | CC-MAIN-2023-50 | https://www.coachoutletboc.com/health/rudiments-of-hypertension-and-how-to-clear-that.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.940053 | 525 | 3.171875 | 3 |
Most people have to deal with tooth decay and gum disease at one point in their lives. However, there are other oral health problems that you may not know about. Thankfully, these issues can be easily treated by a dentist or physician. Learn about six uncommon oral health illnesses, their symptoms, and common treatments.
6 Uncommon Oral Health Problems
Medically Reviewed By Colgate Global Scientific Communications
Cold sores and fever blisters—swollen and red blisters on the lips, gums, or inside of the cheek— are caused by the herpes simplex virus. Cold sores are a common problem among children and adults. Although these sores heal in seven to 14 days, the virus remains in the body inactively. It can then become active again when dealing with stress, fatigue, fever, or sun exposure. The good news is that over-the-counter medication or antiviral medications can help shorten an outbreak of sores and alleviate your discomfort.
According to the National Institute of Dental and Craniofacial Research, oral cancer affects areas in the mouth and the back of the throat. It accounts for only 3 percent of the cancers diagnosed each year in the U.S. The top two risk factors for oral cancer are tobacco and alcohol use. Your dentist regularly checks for oral cancer signs during dental visits. So, it's important to keep dental appointments.
The temporomandibular joints (TMJ) located on both sides of your head help you close and open your mouth, chew, speak, and swallow. But if these joints or surrounding muscles and ligaments don't work correctly, you can end up with TMJ disorder (sometimes called TMD). The American Dental Association (ADA) says joint pain can be caused by arthritis, poor jaw or tooth alignment, an injury or dislocation, or teeth grinding.
Many medications, radiation treatments, chemotherapy, and certain health conditions can affect the amount of saliva in your mouth. The Academy of General Dentistry explains that saliva washes away harmful bacteria in your mouth. Therefore, a dry mouth can lead to bad breath, mouth sores, gum disease, and a higher risk of tooth decay. To combat dry mouth, you can try sipping water throughout the day or using a special mouthrinse from your dentist.
Burning mouth syndrome (BMS) causes a tingling or burning sensation on the tongue or other areas of the mouth, a dry or sore mouth, or even taste changes. BMS occurs mostly in middle-aged or older women, and possible causes include hormonal changes, dry mouth, nutritional deficiencies, fungal infections, and nerve damage. These burning or tingling symptoms may be constant or come and go. If you're struggling with BMS through any of these symptoms, see your primary care physician or dentist for treatment.
Thrush is a fungal infection that can occur in your mouth when the yeast "Candida Albicans" grows unchecked. The Mayo Clinic describes oral thrush symptoms as sore, white spots on the tongue or other places in your mouth. Thrush is more common among young or elderly patients or those with weakened immune systems. It can also be caused by dry mouth, wearing dentures, or a bacterial imbalance following oral antibiotics.
These oral health issues may worry you. If you notice any of these uncommon oral health symptoms, visit the dentist as soon as possible. All of these issues can be treated with medication, surgery, or lifestyle changes.
This article is intended to promote understanding of and knowledge about general oral health topics. It is not intended to be a substitute for professional advice, diagnosis or treatment. Always seek the advice of your dentist or other qualified healthcare provider with any questions you may have regarding a medical condition or treatment. | <urn:uuid:46976de0-60fe-47fe-b4a8-267106f9135a> | CC-MAIN-2023-50 | https://www.colgate.com/en-us/oral-health/mouth-sores-and-infections/six-uncommon-oral-health-problems | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.936788 | 765 | 3.171875 | 3 |
Paired Texts > Dancing Toward Dreams
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In JonArno Lawson's poem "I Practiced," a speaker describes their experiences practicing to get better at a skill.Pair “I Practiced” with “Dancing Toward Dreams” and ask students to discuss how both texts explore the importance of practice. Do students think that Misty Copeland would have achieved her dreams without practice? Why or why not?
In the informational text "Fastest Woman in the World," Pat Parker discusses Wilma's Rudolph's journey to becoming a gold medalist in the 1960 Olympics.Pair “Dancing Toward Dreams” with “Fastest Woman in the World” and ask students to discuss how both women excelled as athletes. What obstacles did Misty Copeland and Wilma Rudolph encounter because of their race? How did they overcome these obstacles? What qualities do the women have in common? What sets them apart? How did both women create positive changes in sports?
Born in the center of a tulip and stuck forever at a small size, Thumbelina faces many challenges because she is so different from others around her.Pair “Thumbelina” with “Dancing Toward Dreams” and ask students to discuss how each text explores the theme of beauty. How do Misty and Tiny overcome the obstacles they face in their worlds? Does either character change themselves? Why or why not? Is either character able to change the people around them? How?
In the poem "Dreams," Langston Hughes uses metaphors to describe what life would be like without dreams.Pair “Dancing Towards Dreams” with “Dreams” and ask students to discuss how both texts explore the importance of dreams. Ask students to discuss Misty Copeland’s journey toward fulfilling her dreams. Do students think that Copeland “held fast” to her dreams? If so, in what ways?
In "The Osage Firebird," Sudipta Bardhan describes the life of Maria Tallchief, America's first major prima ballerina who drew on her Native American heritage in her performances.Pair “Dancing Towards Dreams” with “The Osage Firebird” and have students compare the careers of the two famous ballerinas. According to “Dancing Towards Dreams,” how did Misty Copeland discover ballet and what are some challenges she has faced on her way to becoming a principal dancer? How are these challenges similar and different to those that Betty Marie Tallchief faced in “The Osage Firebird”? How are both dancers “women of two worlds” and how do they use their heritage as an advantage?
In "Ribburta and the Rootintootin' Highfalutin' Ballet Extravaganza," a frog uses her cleverness to help save her family from an evil fox.Pair “Dancing Toward Dreams” with “Ribburta and the Rootintootin’ Highfalutin’ Ballet Extravaganza” and ask students to talk about how the characters in the stories have to overcome similar challenges. Both characters face difficulty when people tell them that they cannot become dancers because they do not have the right bodies for dancing. In “Dancing Toward Dreams,” the author explains how Misty Copeland had to overcome challenges to become a professional dancer. Misty was told that she weighed too much and did not have a dancer’s body. In “Ribburta and the Rootintootin’ Highfalutin’ Ballet Extravaganza,” Ribburta is told that she cannot become a dancer because her legs are too short. How are Ribburta and Misty’s challenges alike? What do their responses to challenges tell you about Misty and Ribburta? How would you feel if someone told you that you could not do something because of something you could not control? What would you do?
In "Malia's Chance to Dance," a young girl tries out to hula in the local luau.Pair “Dancing Toward Dreams” with “Malia’s Chance to Dance” and ask students to discuss what both girls wanted to accomplish. Misty from “Dancing Towards Dream” and Malia from “Malia’s Chance to Dance” face challenges during their journey. How do both girls overcome their challenges? How do Misty and Malia show that dedication can help you achieve your goals?
In "Jackie Robinson," Britannica Kids explains how Robinson's skill and athleticism made him the first Black man to play Major League Baseball.Pair “Dancing Toward Dreams” with “Jackie Robinson” and ask students to discuss how both Misty in “Dancing Toward Dreams” and Jackie in “Jackie Robinson” showed perseverance. Misty and Jackie became “firsts” in different time periods. Why do you think they faced the same challenges? What did it take for them to push through those challenges?
In "More Than He Looked: Steph Curry", India James describes how basketball legend Stephen Curry proved others wrong and achieved success as a basketball player.Pair “Dancing Toward Dreams” with “More Than He Looked: Steph Curry” and ask students to discuss how both Misty in “Dancing Toward Dreams” and Steph in “More Than He Looked: Steph Curry” showed perseverance. How did Misty from “Dancing Toward Dreams” push through the challenges she faced to become a principal ballerina? How did Curry from “More Than He Looked: Steph Curry” push past the criticism he faced to become one of basketball’s best players? How are their success stories alike and how are they different? | <urn:uuid:8c7edaf0-174f-42b1-9fcc-1c8d26e17d00> | CC-MAIN-2023-50 | https://www.commonlit.org/en/texts/dancing-towards-dreams/paired-texts?ref=blog-content.commonlit.org | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.952089 | 1,314 | 3.765625 | 4 |
Most German states changed their local constitutions during the 1990s in order to become more citizen-friendly. To reach that goal, many local constitutions now allow for the direct election of mayors, initiatives and referenda, and vote-aggregation as well as vote-splitting. Simultaneously, the five-percent threshold was abolished lowering entry barriers. This contribution asks whether these reforms had any effects on local fiscal policies. Based on the reforms that took place in Schleswig-Holstein, Bavaria and Hesse and drawing on a structural break test it is shown that the direct election of mayors has led to lower government spending. The introduction of direct democratic elements, on the other hand, has led to higher expenditures. The empirical results concerning direct democracy substantially deviate from the findings regarding both Switzerland and the U.S.. It is argued that the difference might be due to the lack of fiscal referenda in Germany. | <urn:uuid:8394dd7d-260c-41c6-89d7-c0dc279a7e17> | CC-MAIN-2023-50 | https://www.degruyter.com/journal/key/jbnst/228/4/html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.969722 | 187 | 2.5625 | 3 |
College admissions decisions are never a character assassination. Rather, they are a blend of art and science. The process is a mixture of data, insight, and guesswork. A few admissions officials have stated that the regular is superiority and that they make an effort to create a learning community that fosters students’ intellectual awareness. However , the making admissions decisions will certainly not be easy. We have a process in making a good decision and a reason for every decision.
In the majority of cases, school admissions decisions are made over the strength associated with an application. The amount of applicants who have receive an acceptance page depends on the enrollment objective for the college. Various other colleges focus on specific demographics or skill sets, including STEM dominant. State universities use a solution to select people based on consumer data. The ultimate decision on accès is seldom made by a single individual, and in many circumstances, a panel reviews the applications.
The school admissions decision is often depending on the overall strength of the application pool, the college’s enrollment objectives, as well as the applicant pool. Some educational institutions are looking for specific demographics and skill models, while others might be more basic. Some educational institutions state educational institutions use a blueprint based on client data. In most cases, the decision about admissions is created by a person. However , highly selective corporations count on the type of a band of reviewers. | <urn:uuid:a835eb8d-c462-4c38-bc33-217e25c5fc9a> | CC-MAIN-2023-50 | https://www.dragomiresti.ro/the-making-school-admissions-decisions/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.964169 | 280 | 2.78125 | 3 |
Answering the Demand for Women Who Code
Future gap expected in workforce for computer scientists
U.S. universities are expected to graduate approximately 400,000 computer scientists between 2010 and 2020. Impressive as that number may seem, it’s not enough. In fact, the Bureau of Labor Statistics estimates it will leave a gap of about 1 million computing jobs.
The organization She’s Coding is trying to fill that gap with women. The group says only about 18 percent of undergraduate computer science degrees are awarded to women, and an even smaller percentage remains in the computer science profession after college. She’s Coding was inspired by the documentary film “CODE: Debugging the Gender Gap.”
On Thursday, July 21, the documentary film will premiere at the History Colorado Center. The showing will be followed by a discussion about gender diversity in technology. Panelists will include JB Holston, dean of the Daniel Felix Ritchie School of Engineering and Computer Science, and Eric Mitisek, executive director of DU’s Project X-ITE and chief innovation officer for the state of Colorado. They will be joined by Bijal Shah, vice president at Ibotta, and Suma Nallapati, chief technology officer for the state of Colorado.
The University of Denver is answering the market demand for computer scientists and appealing to an increasing number of female students by offering unique classes and degrees in emergent digital practices. Additionally, this fall DU will launch a one-year master’s program in cybersecurity. | <urn:uuid:e5840ebd-5899-4cf2-9bf3-96ddd52169e6> | CC-MAIN-2023-50 | https://www.du.edu/news/answering-demand-women-who-code | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.94629 | 318 | 2.546875 | 3 |
Case series/case reports (Indigo)
Whilst respiratory failure in COVID-19 arises from severe interstitial lung involvement, SARS-CoV-2 likely spreads also through the nervous system. Before that SARS-CoV-2 emerged at a global scale, other coronaviruses have been proven to invade the brainstem in mice and humans. SARS-CoV-2 might spread cell-to-cell in a prion-like way, along the vagus nerve, reaching respiratory centers in the brainstem, possibly adding a neurogenic component to the respiratory failure. To test this hypothesis, the authors assessed neurophysiologically and clinically the brainstem in COVID-19 patients admitted to the ICU. The blink reflex (BR) was assessed in 11 severe COVID-19 patients (9 males, mean age 55.2 ± 7.1 years, range 48–70). Whereas all the COVID-19 patients had normal pontine RI latencies (p = 0.1), in two of them the second response (RII) was absent and in the remaining cases markedly abnormal, both the ipsilateral (latency: p < 0.0001; amplitude: p < 0.0001; duration: p < 0.0001) and the contralateral response (latency: p = 0.0014; amplitude: p < 0.0001; duration: p < 0.0001). Among COVID-19 patients, four had an absent glabellar reflex (score = 0), while the others had a markedly impaired reflex (score = 1). The corneal reflex was present in eight COVID-19 patients out of 11, and reduced in the remaining three. Non-COVID patients showed normal glabellar and corneal reflexes. The authors concluded that their findings provide the neurophysiological and clinical evidence of SARS-CoV-2 -related brainstem involvement in severe COVID-19 patients, especially at the medullary level.
Bocci, T., Bulfamante, G., Campiglio, L. et al. Brainstem clinical and neurophysiological involvement in COVID-19. J Neurol (2021). https://doi.org/10.1007/s00415-021-10474-0 | <urn:uuid:3e87556b-15b6-4cdb-a0c2-3ff7a049c1cd> | CC-MAIN-2023-50 | https://www.eanpages.org/2021/04/01/brainstem-clinical-and-neurophysiological-involvement-in-covid-19/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.895385 | 476 | 2.5625 | 3 |
Today’s Image of the Day comes from the NASA Earth Observatory and features an overhead look at Musa Bay, Iran as seen from space.
This image was captured by the Advanced Land Imager on board NASA’s EO-1 satellite and shows how various rivers throughout southern Iran converge here before emptying into the Persian Gulf. As a result, the area was a very early shipping center and remains one of Iran’s largest port cities.
Musa Bay, Iran seen from space His reign saw raids against Qocho and Khotan. He developed water conservancy and transportation near Kashgar and founded a school and a library. Ibn ul-Athir reported that during his reign, there were 200,000 Turkic people embraced Islam in 960. Samanid proselytizers Abul Hasan Said b. Hatim and Abuzar Ammar at-Tamimi were instrumental in this regard.
Musa Baytash temporarily lost Kashgar to King of Khotan, Visa Sura (尉迟输罗) when latter attacked Karakhanid state in 971. He won a big victory. In addition to women and children, there were elephants in the spoils, which were sent to Song China as tribute. It’s unknown when his reign came to an end.
He left only one son – Ali Arslan Khan. His daughter Büwi Maryam’s tomb located in Beshkerem (伯什克热木乡), Kashgar is holy site for Muslims. Musa Baytash Khan was the fifth head of Karakhanid state and second Muslim khan to rule. His name often mentioned as Tonga Illig, Arslan Khan (in Tazkirah Bughra Khan). His brother was the lesser khan with western parts of the country assigned as his appanage. | <urn:uuid:8ad0b55f-ac4f-4eff-be04-1bebf0aa1f4e> | CC-MAIN-2023-50 | https://www.earth.com/image/musa-bay-iran-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.976945 | 400 | 3.296875 | 3 |
There’s actually a scientific reason why so many older people retire to warm places like Florida and Arizona to avoid snowy winters and freezing temperatures. As humans, our ability to adapt to cold weather conditions weakens as we get older, and we become more sensitive to cold as the years go on.
Now, scientists from the University of Utah Health may have discovered new therapies for cold sensitivity that could also even treat obesity. The researchers also found and traced the circulatory patterns of acylcarnitines, a waxy lipid, and discovered that the liver plays an important role in cold adaptation.
The research was published online in the journal Cell Metabolism.
The researchers, with senior author Claudio Villanueva, an assistant professor of Biochemistry at Utah Health, began their study by observing circulatory levels of acylcarnitines in mice.
By tracking acylcarnitines in the blood stream, the research team found that lipid levels increased in younger mice as they were exposed to colder temperatures, but in older mice acylcarnitines levels stayed stagnant.
The research team tracked the acylcarnitines as they made their way through the circulatory system and found that the lipids originated in the liver.
As the lipids circulated, they were broken down and metabolized in small, energy-intensive tissues, like brown fat.
Brown fat is found in both mice and humans, but mice have larger quantities of it. Brown fat is considered a “good fat” and is a key part of warding off cold sensitivity.
Scientists gave older mice a single dose of L-carnitine, a nutritional supplement. The dosed up older mice were able to adapt better to colder temperatures, even withstanding temperatures that would normally trigger hypothermia.
By dosing the mice with L-carnitine, the researchers were able to help “fuel” the brown fat and in turn, the older mice could adapt better to colder temperatures.
This exciting research could not only help treat cold sensitivity but also combat obesity and find new ways to jumpstart healthy weight loss.
“The idea is to increase fuel utilization to drive the energy demanding process of adapting to the cold. If we can find a way to tell the body to expend more energy than it is taking in, the calories lost can lead to weight loss,” said Villanueva. | <urn:uuid:f409de4a-9030-4f56-9fa8-0414fce22772> | CC-MAIN-2023-50 | https://www.earth.com/news/boost-tolerance-cold-weather/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.960836 | 499 | 3.65625 | 4 |
“We are what we eat” is a common saying often applied to humans in an effort to get the person to consider the long-term aspects or consequence of what they put in their mouth. As humans are becoming overweight, so the concern for the welfare of the population is growing and the health professionals are trying to get people “back on track” to good health and long life by eating properly and trying to get people within a safe weight for their height.
So too the welfare of our animals needs to be considered when owners are putting the food “into the bowl”. This is very important as our animals become older and the animal’s ability to digest food and maintain a good healthy internal body starts to decrease.
When the animal is young (around 2 years of age), the body is at its peak internally and externally, therefor owners need not to be overly concerned about the quality of food given to their animals. But once the animal reaches its senior years, especially when the animal becomes a geriatric then the quality of their food becomes very important to maintain health and happiness. As our animals age so the importance of the quality of the food increases and each owner can assist their animal by being more diligent in what they feed their animal friend.
We can feed our dogs and cats either of 3 ways
- All commercial food such as dry food or wet food
- All home-based diet where we mix the food up ourselves
- Combination of commercial food and home-based food
We do NOT recommend home based diets unless they are mixed up properly with all the essential components of vitamins, minerals, ash, fibre, calcium, protein, fat etc.
If you want to use a home-based diet then please contact us and we will send you out a recipe but always remember
that if you do not include all the essentials then the animal can develop serious problems such as osteoporosis, kidney
problems, heart problems etc.
We DO recommend dry food but ONLY fed to the animal once or twice a day.
There are some “good” dry foods on the market and there is some “not so good” dry foods on the market. We ONLY recommend the following dry foods for normal ageing animals.
- Royal Canin Mature foods
- Hills Senior foods
Please also keep in mind that certain animals need special food due to their ongoing medical condition. For example – animals with heart problems should be on a low fat and salt diet, animals with kidney problems should be on a low phosphate high protein diet, animals prone to pancreatitis should be on a low fat low protein diet, animals with arthritis may need some glucosamine in their food, animals with osteoporosis need calcium, animals that are overweight need a high fibre high GI diet, animals with senility may benefit from a diet that stimulates the blood supply to the brain and the list goes on and on.
Every day we are inundated with advertising and misleading information from manufacturers of different animal foods trying to seduce us into buying their product. If we believed everything we see on television, read in the newspapers or magazines
or heard on the radio then we would think every product is “the next best thing to sliced bread” and it all becomes too confusing and too complicated.
When we become confused or bamboozled our brain just “shuts down” and we work on the principal – “if the dog or cat likes the food then that is the food I am going to feed to the dog or cat”. In other words – it is easier to feed the animal something it eats with gusto.
I don’t know how many times I have been told by a client “I feed this because Fluffy really enjoys it”. I really enjoy cake and biscuits but I do not think anyone is going to agree that they are good for me especially if that is the main part of my diet on a daily basis.
It is beyond the scope of this article to discuss the many different aspects of different foods for the many different ailments. But if you are interested in diet for your animal then please contact us and either one of our vets will discuss this subject with you or we can send you out some information. | <urn:uuid:5d8f9703-a840-482f-9be8-6a990e142183> | CC-MAIN-2023-50 | https://www.eastbundabergvet.com.au/food-for-the-ageing-animal/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.960868 | 878 | 2.65625 | 3 |
Edge fellow Fang Yan shares news of an initiative to help the recovery of wild Chinese giant salamander populations.
During 23rd September to 23rd October, the Chinese ministry of agriculture organized an activity to protect wild aquatic animals. In the first day of this activity, 1200 artificially bred Chinese giant salamanders (CGS) were released into the stream of Huangshan in Anhui province.
Releasing these animals to their natural habitat is an important measure to ensure the protection of endangered animals. This activity could supplement and aid the recovery of the wild population. Designed to boost the wild population, a captive breeding program of CGS has been successfully established. Lots of bred individuals have been released into the wild. According to the information from internet, since 2008 at least 15000 individuals were released to the wild in 11 provinces, including Anhui, Fujian, Gansu, Guangdong, Guangxi, Henan, Hunan, Jiangxi, Shanxi, Shaanxi and Zhejiang.
The release of captive bred individuals should improve the number of CGS in the wild. But in the fact, most releases of CGS failed to boost the wild populations likely due to the limitation of the factors such as water quality, food supply and safety. For a better conservation for CGS, some advanced work should be done to guarantee the successfulness of the release, such as the chemical test for water quality, the genetic test for the origin and disease of CGS. | <urn:uuid:88458b1b-e2ef-4749-86fc-10f069bc3345> | CC-MAIN-2023-50 | https://www.edgeofexistence.org/blog/1200-chinese-giant-salamanders-released-into-the-wild/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.952429 | 303 | 3.328125 | 3 |
Nipah Virus infection ( NiV) has surfaced in the southern belt of India and is doing the talks deeply. Nipah is a emerging zoonotic diseases that affects humans and animals. Fruit bats are the natural host of the virus belonging to Pteropodidae family.
India is already going through the triple burden of disease and aggravation of such re-emerging infections on a frequent basis will be water shed moment for development.
Historically, it was first identified in Kampung Sungai Nipah in Malaysia in the year 1998. Pigs served as an intermediate host during this outbreak. In the year 2004, the same virus arrived in Bangladesh through infected fruit bats.
When the virus infects human beings, it could range from merely being asymptomatic to also developing acute respiratory syndrome to fatal encephalitis.
Once infected, before the symptoms appear it would take 5 to 15 days. Ordinary symptoms like fever and headache followed by drowsiness, weakness, lethargy and confusion occurs. Patients who survive the acute encephalitis phase will make a complete recovery, but in a few less than 20 percent of the patients, personality change and seizure disorder may be prevalent.
Strong epidemiological surveillance and a pro-active district health force can reduce the case fatality rate which is around 40-75% at the moment. Diagnosis is made by ELISA, PCR or virus isolation by cell culture.
There is no vaccine and thereby supportive care is the only way.
According to CDC, avoiding exposure to sick bats and pigs in areas where the infection is already prevalent and not drinking raw date palm sap may be the initial precautions.
Healthcare providers must engage in using a gown, cap mask and gloves besides hand washing and optimal hygiene. Biosecurity level 4 is the classification for Nipah Virus for laboratory personnel to adhere to. Mass culling of seropositive animals may be required after early recognition of infected pigs.
Note: Author remains thankful for the inputs provided by Dr. Jeevan R, Assistant Director, CHD Group.
TIMES OF INDIA | <urn:uuid:b818762e-2b60-4e70-8b81-76412df282ac> | CC-MAIN-2023-50 | https://www.edmond.in/opinions/understanding-nipah-virus-public-health-consequence/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.925227 | 433 | 3.40625 | 3 |
The world of academic achievements is filled with stories of students who have set remarkable records. From perfect attendance streaks to outstanding test scores, many students have left their mark in the history books by setting records that are difficult to break. One such record is the longest streak of perfect attendance, a remarkable feat that has been accomplished by multiple students over the years. In this article, we'll take a look at some of these unbroken records and explore what makes them so impressive. The longest streak of perfect attendance record is held by American student Matthew Chisholm, who attended school every day for twelve years from first grade to twelfth grade.
During this time, Matthew not only achieved perfect attendance but also maintained excellent grades. He was rewarded for his dedication with a scholarship to college. Another impressive streak was set by Australian student Emma O’Neil, who attended school for 11 years without missing a single day. Emma was determined to set a record for her school and her peers.
She was praised for her commitment and received recognition from her local community for her achievement. There are several reasons why students strive for perfect attendance. For some, it's a way to demonstrate their dedication to their studies. Others may be motivated by a desire to make their parents proud or to earn rewards such as scholarships or recognition from their peers. In addition to these personal motivations, there are also financial incentives for maintaining perfect attendance.
Many schools offer rewards such as cash or gift cards to students who have achieved a certain number of consecutive days of attendance. This encourages students to strive for perfect attendance, as they can benefit financially from their hard work. However, there are also risks associated with striving for perfect attendance. If a student becomes ill or has a family emergency, they may be tempted to go to school even if they're not feeling well. This could lead to them becoming more seriously ill and missing even more days of school.
It's important for students to be aware of these risks and take steps to ensure their safety when striving for perfect attendance. Finally, it's worth noting that achieving perfect attendance is not easy and requires dedication and commitment. Students who are able to maintain an unbroken streak of perfect attendance have shown remarkable dedication and should be praised for their achievement.
What Makes These Records So Remarkable?The records held by Matthew Chisholm and Emma O'Neil are remarkable not only because they achieved perfect attendance over a long period of time, but also because they maintained excellent grades while doing so. This demonstrates that they were able to balance their studies with other commitments such as extracurricular activities or family responsibilities.
The Benefits and Risks of Perfect AttendanceAs discussed earlier, there are both benefits and risks associated with striving for perfect attendance.
On the one hand, students can earn rewards such as scholarships or recognition from their peers. On the other hand, there is the risk of becoming ill or missing out on important family time. The benefits of achieving perfect attendance can be substantial. Not only do students receive recognition from their peers and teachers, but they also have the opportunity to earn scholarships or awards. Additionally, perfect attendance can boost a student's overall academic performance by allowing them to stay on top of their work and remain focused on their studies. At the same time, there are potential risks that come with perfect attendance.
For example, students may become ill as a result of overworking or excessive stress. Additionally, students may feel pressured to attend school when they need to take time off for other important commitments such as family time or extracurricular activities. Ultimately, it is important to weigh the pros and cons of perfect attendance before making a decision. While it can be rewarding to achieve an unbroken streak of perfect attendance, it is important to maintain a healthy balance between school and other commitments in order to avoid burnout or illness. Maintaining a streak of perfect attendance is an admirable feat, and one that should be commended. While there are certainly benefits associated with perfect attendance, it is important to recognize the risks that come with it.
Achieving an unbroken streak of perfect attendance requires dedication, hard work, and commitment, and those who have achieved this should be proud of their accomplishment. For those striving for perfect attendance, it is important to remember that it is not necessary to achieve a record-breaking streak in order to benefit from perfect attendance. Even a single year of perfect attendance can have a positive impact on a student's academic performance. | <urn:uuid:dedca286-c966-4a2d-97c3-60268012e35f> | CC-MAIN-2023-50 | https://www.eduwinnow.com/academic-records-set-by-students-longest-streak-of-perfect-attendance-record | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.976861 | 903 | 2.640625 | 3 |
Electrical beauty products
Hair straighteners, and other electrical beauty products, are seen by many as an essential. But they can be very dangerous, particularly to children.
Straighteners can reach temperatures of over 220°C and then take up to forty minutes to cool down after use.
Straighteners can cause severe burns if they touch the skin, with children particularly vulnerable as their skin can be 15 times thinner than adults.
The majority of hair straightener burns among children happen when toddlers touch, grab or tread on the hot hair straightener plates. Nearly half of all adults have also received a burn from a heated hair appliance.
Our video highlights the dangers of leaving your straighteners unattended near toddlers.
Turn them off. Put them away.
Keep your children safe
If you use hair straighteners, follow our top tips to make sure that you, and your children, stay safe from electrical burns:
- Keep hair straighteners out of reach of children
Children’s skin can be 15 times thinner than that of adults so it’s important to keep them out of reach of little feet and hands.
- Use a heat proof pouch
Hair straighteners stay hot up to forty minutes after they have been switched off. A heat proof pouch is the easiest and safest way to store a product after use.
- Keep them away from skin
Do not allow the any of the hot plates to come into contact with the face, neck or scalp when using straighteners.
- Seek medical attention
In the event of a serious burn, follow the "three Cs":
- Cool the burn with running tap water for 20 minutes if within three hours of burn injury. Do not apply ice, butter or toothpaste. Remove any clothing, jewellery or nappies.
- Call for help - 111, 999 or your local GP for advice
- Cover the cooled burn with loose Clingfilm or a clean non-fluffy cloth. Warm the patient.
Find out what more you can do to protect children from hair straightener burns and other accidents by visiting the Children's Burns Trust website. | <urn:uuid:a82e7478-1edb-4e5d-9884-5c6ce1c635af> | CC-MAIN-2023-50 | https://www.electricalsafetyfirst.org.uk/guidance/product-safety/hair-straighteners/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.92144 | 437 | 2.640625 | 3 |
Very short stories with a great moral value and meaning for our life by the English-culture blog and the world of English
The Deaf Frog
“A group of frogs were traveling through the forest when two of them fell into a deep pit. When the other frogs saw how deep the pit was, they told the two frogs that there was no hope left for them.
However, the two frogs ignored their comrades and proceeded to try to jump out of the pit. However, despite their efforts, the group of frogs at the top of the pit were still saying that they should just give up as they’d never make it out.
Eventually, one of the frogs took heed of what the others were saying and he gave up, jumping even deeper to his death. The other frog continued to jump as hard as he could. Once again, the group of frogs yelled at him to stop the pain and to just die.
He ignored them, and jumped even harder and finally made it out. When he got out, the other frogs said, ‘Did you not hear us?’
The frog explained to them that he was deaf, and that he thought they were encouraging him the entire time.”
The precious value of life
A man went to God and asked, “What’s the value of life?”
God gave him one stone and said, “Find out the value of this stone, but don’t sell it.”
The man took the stone to an Orange Seller and asked him what it’s cost would be.
The Orange Seller saw the shiny stone and said, “You can take 12 oranges and give me the stone.”
The man apologized and said that the God has asked him not to sell it.
He went ahead and found a vegetable seller. “What could be the value of this stone?” he asked the vegetable seller. The seller saw the shiny stone and said, “Take one sack of potatoes
and give me the stone.”
The man again apologized and said he can’t sell it.
Further ahead, he went into a jewelery shop and asked the value of the stone.
The jeweler saw the stone under a lens and said, “I’ll give you 50 Lakhs for this stone.” When the man shook his head, the jeweler said, “Alright, alright, take 2 crores, but give me the stone.”
The man explained that he can’t sell the stone. Further ahead, the man saw a precious stone’s shop and asked the seller the value of this stone.
When the precious stone’s seller saw the big ruby, he lay down a red cloth and put the ruby on it. Then he walked in circles around the ruby and bent down and touched his head in front of the ruby.
“From where did you bring this priceless ruby from?” he asked. “Even if I sell the whole world, and my life, I won’t be able to purchase this priceless stone.
Stunned and confused, the man returned to the God and told him what had happened. “Now tell me what is the value of life, God?
God said, “The answers you got from the Orange Seller, the Vegetable Seller, the Jeweler & the Precious Stone’s Seller explain the value of our life..
You may be a precious stone, even priceless, but people may value you based on their level of information, their belief in you, their motive behind entertaining you, their ambition, and their risk taking ability. But don’t fear, you will surely find someone who will discern your true value.
In the eyes of God You are very very precious ???
Respect yourself. You are Unique. No one can Replace you!
Having A Best Friend
A story tells that two friends were walking through the desert. During some point of the journey they had an argument, and one friend slapped the other one in the face.
The one who got slapped was hurt, but without saying anything, wrote in the sand;
“Today my best friend slapped me in the face.”
They kept on walking until they found an oasis, where they decided to take a bath. The one who had been slapped got stuck in the mire and started drowning, but the friend saved him. After he recovered from the near drowning, he wrote on a stone;
“Today my best friend saved my life.”
The friend who had slapped and saved his best friend asked him;
“After I hurt you, you wrote in the sand and now, you write on a stone, why?”
The other friend replied;
“When someone hurts us we should write it down in sand where winds of forgiveness can erase it away. But, when someone does something good for us, we must engrave it in stone where no wind can ever erase it.”
Moral of the story:
Don’t value the things you have in your life. But value who you have in your life.
A farmer lost his horse
Once upon the time there was an old farmer who had worked his crops for many years. One day his horse ran away. Upon hearing the news, his neighbors came to visit. “Such bad luck,” they said sympathetically.
“Maybe,” the farmer replied.
The next morning the horse returned, bringing with it three other wild horses. “How wonderful,” the neighbors exclaimed.
“Maybe,” replied the old man.
The following day, his son tried to ride one of the untamed horses, was thrown, and broke his leg. The neighbors again came to offer their sympathy on his misfortune.
“Maybe,” answered the farmer.
The day after, military officials came to the village to draft young men into the army. Seeing that the son’s leg was broken, they passed him by. The neighbors congratulated the farmer on how well things had turned out.
“Maybe,” said the farmer.
Elephant and the Rope
A gentleman was walking through an elephant camp, and he spotted that the elephants weren’t being kept in cages or held by the use of chains.
All that was holding them back from escaping the camp, was a small piece of rope tied to one of their legs.
As the man gazed upon the elephants, he was completely confused as to why the elephants didn’t just use their strength to break the rope and escape the camp. They could easily have done so, but instead, they didn’t try to at all.
Curious and wanting to know the answer, he asked a trainer nearby why the elephants were just standing there and never tried to escape.
The trainer replied: “when they are very young and much smaller we use the same size rope to tie them and, at that age, it’s enough to hold them. As they grow up, they are conditioned to believe they cannot break away. They believe the rope can still hold them, so they never try to break free.”
The only reason that the elephants weren’t breaking free and escaping from the camp was that over time they adopted the belief that it just wasn’t possible.
You can also read the following articles: | <urn:uuid:217693af-9da0-4dc3-b589-85bac198be26> | CC-MAIN-2023-50 | https://www.english-culture.com/very-short-stories-part-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.982371 | 1,560 | 2.828125 | 3 |
As we all know, 30W – 750W DC geared motors are widely used. According to different uses, requirements, etc., there are brushed, brushless motors and other types of motors. DC brushless geared motors and DC brushed geared motors are more commonly used, so what is the difference between these two motors?
The brushless DC deceleration is a typical mechatronics product, which is composed of a DC motor and a driver, and the operation mode is self-control operation. It is not like a synchronous motor with variable frequency speed regulation and heavy load start, so it will not cause oscillation and loss of step when the load changes suddenly. Structurally, both brushed DC geared motors and brushless DC geared motors have rotors and stators, but the structures of these two DC geared motors are opposite.
The performance of the DC geared motor is related to the number of permanent magnets, the magnetic flux intensity, and the input voltage, as well as the control performance. The speed regulation of the BLDC geared motor requires single-chip control, circuit control, etc. The price cost is much higher than that of brushed DC geared motors.
1. Scope of application
Brushless DC geared motors are often used in equipment with high control requirements and high rotational speed, such as model aircraft motors, precision instruments, etc. It has strict requirements on the motor speed, and the power equipment uses brushed motors, such as factory motors, household range hoods, etc. In addition, the speed of the series motor can also reach very high, because the carbon brushes are easy to wear and tear, use Life is often not as long as brushless geared motors.
2. Service life
The BLDC gear motor generally has a service life of tens of thousands of hours, which is also related to the bearing. Bearings are good for longer life. The continuous working life of brushed motors is hundreds to more than 1,000 hours, and the carbon brushes need to be replaced when they reach a certain service life. Otherwise, it is easy to cause bearing wear and damage to the motor.
The brushless DC gear motor generally adopts digital frequency conversion control, which has strong controllability. It is relatively easy to achieve from a few revolutions per minute to tens of thousands of revolutions per minute. Generally, the working speed of the brushed gear motor is relatively constant after starting, and the speed regulation is not so easy. The series motor can also reach 20,000 rpm, but the service life will be relatively short.
Gearmotors supply two brushless DC motors, they are high-power planetary geared motors and worm geared motors. The brushed or brushless products of the DC gear motor have their own advantages, so the selection should be made according to the specific field and use requirements. There is still a big difference between brushless and brushed DC gear motors. In the later selection, you can refer to the above comparison and choose according to your own needs. | <urn:uuid:cd359517-b6c6-4dab-a994-26f4b85be5c9> | CC-MAIN-2023-50 | https://www.gearmotors.org/bldc-gear-motor-v-s-brushed-gear-motor | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.957425 | 609 | 3.28125 | 3 |
Over the years, multiple “brain maps” have emerged, each focusing on different brain processes, from metabolism to cognitive function. While these maps are important, using them in isolation limits the discoveries researchers can make from them.
Now a team from Montreal Neurological Institute and other researchers has brought together more than forty existing brain maps in one place. The database, called neuromaps, is expected to help scientists find correlations between patterns across different brain regions, spatial scales, modalities, and brain functions.
The database provides a standardized space to view each map in comparison to each other, and assesses the statistical significance of these comparisons, to help researchers distinguish a meaningful correlation from a random pattern. The neuromaps database also helps standardize the code across maps, to improve reproducibility of results.
The scientists published the study “neuromaps: structural and functional interpretation of brain maps” in Nature Methods and made their data open access on github.
“Imaging technologies are increasingly used to generate high-resolution reference maps of brain structure and function. Comparing experimentally generated maps to these reference maps facilitates cross-disciplinary scientific discovery. Although recent data sharing initiatives increase the accessibility of brain maps, data are often shared in disparate coordinate systems, precluding systematic and accurate comparisons,” write the investigators.
“Here we introduce neuromaps, a toolbox for accessing, transforming, and analyzing structural and functional brain annotations. We implement functionalities for generating high-quality transformations between four standard coordinate systems. The toolbox includes curated reference maps and biological ontologies of the human brain, such as molecular, microstructural, electrophysiological, developmental, and functional ontologies.
“Robust quantitative assessment of map-to-map similarity is enabled via a suite of spatial autocorrelation-preserving null models. neuromaps combines open-access data with transparent functionality for standardizing and comparing brain maps, providing a systematic workflow for comprehensive structural and functional annotation enrichment analysis of the human brain.”
“Ultimately, we hope that neuromaps will add a spark to the analysis of human brain maps and increase accessibility of data and software tools to people with diverse research interests,” says Justine Hansen, a PhD student and the paper’s co-first author. “As the rate at which new brain maps are generated in the field continues to grow, we hope that neuromaps will provide researchers with a set of standardized workflows for better understanding what these data can tell us about the human brain.” | <urn:uuid:44840662-9923-4c44-aa50-a3f41968cc4a> | CC-MAIN-2023-50 | https://www.genengnews.com/news/brain-maps-together-in-one-place/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.871083 | 527 | 3.0625 | 3 |
People with harmful forms of the APOE gene have up to 12 times the risk of developing Alzheimer’s disease compared with those who have other variations of the gene. For years, researchers have thought that the APOE gene increases Alzheimer’s risk by producing a protein that binds to amyloid beta. Scientists thought that this bond could make it easier for plaques to form.
Now, scientists are saying that this belief may have to be revised. In a new study, Washington University researchers show that APOE and amyloid beta don’t bind together in cerebrospinal fluid and in fluids present outside cells grown in dishes. This means they are unlikely to bind together in the fluids circulating in the brain. The cerebrospinal fluid was taken from people who were cognitively normal but have forms of APOE that increase the risk of Alzheimer’s.
“This is the first time we’ve looked at naturally produced APOE and amyloid beta to see if and how much they bind together, and we found that they have very little interaction in the fluids bathing the brain,” says David M. Holtzman, M.D., the Andrew B. and Gretchen P. Jones Professor and head of neurology. “This suggests that we may need to rethink any therapeutic strategies that target APOE to slow amyloid plaque accumulation and Alzheimer’s.”
According to Dr. Holtzman, leading Alzheimer’s researchers recently agreed that targeting APOE is a promising approach both for improving treatments for Alzheimer’s. But to do that, scientists must first fully understand how the harmful forms of APOE increase risk of the disease.
“APOE is a major player in Alzheimer’s, there’s no question about that,” says Philip Verghese, Ph.D., a postdoctoral research associate. “We did some additional studies in mice and cell cultures that suggested the APOE protein may be blocking a pathway that normally helps degrade amyloid beta.”
APOE is involved in the metabolism of fats, cholesterol, and vitamins throughout the body. Scientists have identified three different forms of the gene that each make a slightly different version of the protein. One version, APOE 2, produces a protein that significantly reduces Alzheimer’s risk. Another, APOE 4, increases risk. Each person has two copies of the gene, and if both copies are APOE 4, the chance of developing Alzheimer’s rises dramatically.
“About 60 percent of the patients we see in the Alzheimer’s clinics have at least one copy of APOE 4,” Dr. Holtzman said. “In contrast, only about 25 percent of cognitively normal 70-year-olds have a copy of APOE 4.”
Dr. Verghese tested cerebrospinal fluid samples from people who had either two copies of APOE 4 or two copies of APOE 3, another form of the gene that is not associated with increased Alzheimer’s risk. “We also found that APOE 2, the protective form of the protein, doesn’t bind to amyloid beta in body fluids,” Dr. Verghese said.
In follow-up studies, Dr. Verghese showed that APOE and amyloid beta compete for the low-density lipoprotein receptor-related protein 1 (LRP1)–dependent cellular uptake pathway in astrocytes. This could provide a mechanism to explain APOE’s regulation of amyloid beta metabolism despite the minimal evidence of direct interactions in extracellular fluids.
“Studies by other researchers have shown that astrocytes can degrade amyloid beta,” Dr. Verghese said. “The receptor we identified may be important for getting amyloid beta into the astrocyte so it can be broken down. It’s possible that when the harmful forms of APOE bind to the receptor, this reduces the opportunities for amyloid to be degraded.” The researchers are planning follow-up studies of the effects of APOE-blocking treatments in mice.
The study appears online ahead of print in the Proceedings of the National Academy of Sciences. The article is titled “ApoE influences amyloid-β (Aβ) clearance despite minimal apoE/Aβ association in physiological conditions”. | <urn:uuid:4a14e571-bacb-40e9-8f1c-73ef5452a0cc> | CC-MAIN-2023-50 | https://www.genengnews.com/news/rethinking-apoes-role-in-alzheimers/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.933229 | 923 | 3.734375 | 4 |
Approved Links for this proect:
- Use the research worksheet provided in class to create a Farcebook page for the character of your choice.
- Be creative but also historically accurate with your choices for images and characters
"Packing a Trunk" Project
- Use the research worksheet in class to research 5 personal items and 5 colony items to place in your trunk.
- Each class will design and create a trunk to place 1 item from your list in.
- You will create a 3d version of your item with the 3d printer to place in the trunk
- Part of your presenation will include telling the class why you chose this item
"5 Themes of Geography" Project
- Using the research paper provided in class, your group will design 1/5 of the class bulletin board as it pertains to your theme.
- Be creative in your presentation, try to make it interactive.
- Choose 3 events from the timeline (1 per person) from the following time periods.
- Early Settlement
- Gates/Dale Years
- Growth & Stability or A New Gov't
- Va Royal Colony
- You will create a placard describing your event, along with an image, and place it on our class timeline.
Each member of your 3 person group will be the "leader" for one of the projects. You will be responsible for the presenation of that part to the class. | <urn:uuid:39961ef1-e087-4876-a155-1ddf87e4303c> | CC-MAIN-2023-50 | https://www.genvalley.org/Page/1838 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.834897 | 300 | 3.453125 | 3 |
A comprehensive balanced literacy program based on strong research and effective classroom practices is used in the Kindergarten through second grade classrooms. Our literacy program aligns with the Common Core State Standards and serves as an Integrated Model of Literacy where listening, speaking, reading, writing, and language standards are integrated across all subjects. Learning outcomes for this literacy model emphasize depth of knowledge, problem solving and higher order thinking skills. This is a rigorous literacy model designed to create literate students for the 21st century who are fluent readers, critical thinkers, informative writers, effective speakers, and engaged listeners. Students are also expected to use technology as a source of information, research, and a means of communication.
Develop a strong understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system.
Read increasingly difficult text, including a balance of literature and informational text.
Interact with rich read-alouds, high quality text, and related activities to build the background knowledge and vocabulary critical to listening and reading comprehension.
Engage in research and inquiry to investigate topics, analyze and develop arguments grounded in evidence from text, and present ideas through speaking, writing and technology.
Compose narrative, informative/explanatory, and opinion pieces of writing.
Determine and clarify meaning of new vocabulary to use in reading, writing, media, and collaborative conversations about grade level topics and text.
Gain control over many conventions of English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning.
Journeys Common Core (Houghton Mifflin): Is a comprehensive reading program that integrates common core-based instruction into seven units. A balance of informational text and rich literature is used to target skill instruction for comprehension, sight word recognition, letter sound relationships and phonemic awareness. Strong differentiated components including guided reading and literacy centers are a part of everyday instruction to meet the individual needs of all students.
Welcome to Kindergarten
- Show and Tell
- Outside My Door
- Let’s Find Out
- Growing and Changing
- Look At Us
A careful selection and balance of high quality literature and informational text are the core instructional materials for the first and second grade reading programs. Based on the Integrated Model of Literacy, reading materials are in the form of big books, leveled readers, trade books, and picture books. Each form of text offers high quality instruction that provides rich experiences for integrating reading, writing, listening, speaking and language across all subject areas, including science and social studies. The first and second grade literacy programs are based on the rigorous literacy learning standards of the Common Core and are designed to meet the needs of all learners.
Aligns with the Common Core State Standards is used during writer’s workshop at South School. Students utilize the standard manuscript print that incorporates four basic strokes. This is sometimes named traditional manuscript or simplified manuscript. It coincides with most text our students encounter. Students are provided direct instruction in each grade level.
Students learn that marks on the paper have the power to convey meaning. Some children begin to convey meaning through drawing, dictating, and writing. Children will use a combination of drawing, dictating, and writing to compose opinion pieces, informative/explanatory texts, and to narrate a single event. Frameworks for writing are introduced at this level, based on Dr. Michael Heggerty’s approach.
To extend what children can do, teachers provide the motivation, time, material, and structure for writing, talking, reading, listening.
Writing begins with the child using invented or brave spelling with less focus on handwriting. Through practice and modeling, the child gains more awareness of spelling and when brave spelling has progressed through the phonetic stages and moved into the transitional stage, the child is able to focus more on other aspects of writing. The child begins to internalize the skills of punctuation, sentence structure, spelling patterns and accurate letter formation.
Eventually, the child is free to focus on expressing ideas through opinion pieces, informative/explanatory texts, and narratives. Children will also participate in shared research and writing projects such as exploring a number of how-to books on a given topic and use them to write a sequence of instructions. With adult support and peer feedback, the child learns to edit, revise and publish work ready for sharing.
Children generate their own topics, which enable them to be committed and excited about the writing process. Students are taught how to develop characters, how to write clear and complete sentences, and how to add more supporting details. Expectations for final products increase, with time devoted to the writing process.
Children are encouraged to experiment with a variety of styles that are encountered through mentor texts that they have read and that have been read to them. Second graders are introduced to revision of content and editing for mechanics. Students continue to expand on their knowledge of opinion pieces, informative/explanatory texts, and narratives. Second grade students also learn to read a number of books on a single topic to produce a report or presentation.
A comprehensive balanced literacy program based on strong research and effective classroom practices is used in the third and fourth grade classrooms. Our literacy program aligns with the Common Core State Standards and serves as an Integrated Model of Literacy where listening, speaking, reading, writing, and language standards are integrated across all subjects. Learning outcomes for this literacy model emphasize depth of knowledge, problem solving and higher order thinking skills. This is a rigorous literacy model designed to create literate students for the 21st century who are fluent readers, critical thinkers, informative writers, effective speakers, and engaged listeners. Students are also expected to use technology as a source of information, research, and a means of communication. The third and fourth grade literacy programs are based on the rigorous literacy learning standards of the Common Core and are designed to meet the needs of all learners.
Comprehend and evaluate complex texts across a wide range of types and disciplines.
- Cite and evaluate specific evidence when offering an oral, written, or graphic interpretation of a text.
- Communicate effectively through writing by generating, organizing, and making sense of and deeply understanding information in order to produce new ideas and insights.
- Analyze and act on understandings of audiences, purposes, and contexts in creating and comprehending texts.
- Use inquiry and critical thinking to gather, synthesize, and evaluate information from multiple texts, media, and other non-print materials.
- Present their research orally, building on the ideas of others through collaboration and explorations of diverse perspectives.
- Gain control over many conventions of English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning.
A careful selection and balance of high quality literature and informational text are the core instructional materials for the third and fourth grade reading programs. Based on the integrated model of literacy, students are exposed to a variety of grade-appropriate complex literature and informational text where they can ask and answer questions by referring explicitly to a text. Through close reading instruction students learn to uncover both the central message and supporting details, and identify connections between sentences and paragraphs in a text. A strong emphasis is placed on comparing and contrasting two or more works with the same topic, author, or character, describing the traits, motivations, and feelings of characters or how ideas relate to one another. Students are taught to tackle multi-syllabic words, increasing their fluency and ability to read new and more difficult text. Students develop a strong academic vocabulary that they use in their writing and speaking. The literacy program teaches students to ask questions of a speaker to deepen their own understanding of material and build on ideas of their classmates.
At West School, students learn cursive writing. Third and fourth grade teachers provide direct instruction and reinforcement to develop and maintain legible handwriting.
A writing program that aligns with the Common Core State Standards is used in both third and fourth grade. Each year, students demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas. Students learn to write opinion pieces, informative/explanatory texts, and narratives based on purpose and audience.
Students learn to develop and organize their writing in a manner appropriate to the task and purpose and to write routinely for a range of time-frames and contexts. Students gain expertise at writing narratives where they accurately describe what happened and learn to recognize and select the most relevant information. Reading a variety of non-fiction texts provide models of connecting and sequencing ideas when writing to inform/explain or to express an opinion.
Third and fourth grade students develop their speaking and listening skills by making connections across the reading, writing, speaking, and listening domains. Students learn to listen critically to speakers and summarize what they have heard, ask and answer questions with appropriate elaboration, and recognize structures used in making oral presentations. Students learn how a central idea or theme is supported by facts, descriptive details, or observations similar to their own writing and correctly use conventions of standard English when speaking and writing.
GRAMMAR, VOCABULARY AND WORD STUDY
In both writing and speech, students are expected to demonstrate a command of the conventions of standard English grammar and usage, spelling, capitalization, and punctuation. Each grade level focuses on specific grammar rules, usage and understanding of academic language and domain-specific vocabulary in order to comprehend grade-level literature and informational texts across the content areas.
Developmental phases of spelling instruction are included at each grade. Third graders learn “within word patterns” and begin “syllables and affixes.” Fourth graders continue “syllables and affixes” throughout the school year. Students are learning vowel patterns, consonant blends, complex consonants, compound words, homophones, syllable patterns, homographs, vowel patterns in accented and unaccented syllables, and base words with common prefixes and suffixes.
“We begin to focus on the meaning connection among words: ‘I wonder what parts obstruct, construct, and destruct have in common?’ This question is a great beginning for a discussion about the meaning of struct. Clearly, this type of word study structures our thinking.” - Shane Templeton and Donald Bear
Following the Common Core State Standards for English Language Arts, students are provided a variety of opportunities to develop skills in reading, writing, speaking and listening, and language, through experience with print and digital resources. During an eighty-four minute literacy block of instruction, a substantial amount of time is devoted to students reading a wide range of text, varying in levels of sophistication and purpose. Through print and non-print text, they develop comprehension strategies, vocabulary, as well as high order thinking skills. They read a balance of short and long fiction, drama, poetry, and informational text such as memoirs, articles, and essays and apply skills such as citing evidence, determining theme, and analyzing how parts of the text affect the whole.
During the literacy block, students learn about the reading-writing connection by drawing upon and writing about evidence from literary and informational texts. Writing skills, such as the ability to plan, revise, edit, and publish, develop as students practice skills of specific writing types such as arguments, informative/explanatory texts, and narratives. Students write for a variety of purposes and audiences.
Throughout reading and writing experiences during the literacy block, students develop skills of flexible communication and collaboration as they learn to work together, express and listen carefully to ideas, integrate information and use media and visual displays to help communicate their ideas.
Students learn language conventions and vocabulary to help them understand and analyze words and phrases, relationships among words, and shades of meaning that affect the text they read, write, and hear.
Word Study and Vocabulary
The focus of vocabulary study in 5th through 8th grade is on the words, their meanings, their ranges of application, and their uses in context. The vocabulary workshop approach is systematic as it begins with and builds upon a word list drawn from vocabulary that students will encounter in their reading. It provides students with the vocabulary skills they will need to achieve higher-level reading and writing proficiency.
Across Central School, we have selected core academic words to focus on across content areas. The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand. Teachers have been trained to provide explicit instruction utilizing a multi-modal approach. The foundation for our academic word lessons was based on literacy research and best practice for ensuring a stronger vocabulary foundation.
Each grade is responsible for the instruction of grade level academic words. Our goal is to increase student mastery as they read, write and use in verbal communication.
|5th Grade||6th Grade||7th Grade||8th Grade| | <urn:uuid:12208eb7-4ce7-46c2-8a71-487ba51de292> | CC-MAIN-2023-50 | https://www.glencoeschools.org/learning-in-our-schools/literacy | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.927927 | 2,654 | 3.890625 | 4 |
If you want to lose weight, build muscle, or simply live a healthier lifestyle, you cannot dismiss the connection between your mind and body. Your mind determines whether or not you eat healthy foods and exercise regularly – key to these goals. Furthermore, your thoughts can positively or negatively affect your physical well-being.
What is the Mind-Body Connection?
The mind-body connection refers to the relationship between our thoughts and our physical health. It recognizes that our physical and emotional health are intertwined.
We've all heard about the fight or flight response – an automatic physiological reaction to an event perceived as stressful or frightening. Thousands of years ago, cavemen and women faced physical threats every day, and the fight or flight response helped keep them alive. Today, we don't face sabretooth tigers and other predators. Still, we continue to have the fight or flight response to things perceived as stressful or frightening – like public speaking, facing an aggressive co-worker, etc.
Think about the last time you were stressed about doing something. Maybe you noticed your hands shaking, gut tightening, heart racing, and/or a profusion of sweat. These are examples of the mind-body connection and how your mind or emotions can affect your body.
The mind-body connection is not a new concept. "Most ancient healing practices, such as Traditional Chinese Medicine and Ayurvedic medicine, emphasize the links between the mind and the body," Mount Sinai reports. "Western medical views were shaped by systems of thought that emphasized the opposite, that the mind and body are separate."
However, in 1964, George Solomon (a psychiatrist) began investigating the impact of emotions on inflammation and the immune system after noticing that people with rheumatoid arthritis got worse when they were depressed. In 1975, a psychologist named Robert Ader showed how mental and emotional cues can affect the immune system.
More recently, scientists have found evidence of the mind's impact on disease and health. For example, a 1989 study of 86 women with late-stage breast cancer found that those women who attended weekly support sessions in addition to standard care lived twice as long as the women who only received standard care.
Mind-Body Solutions For a Healthier Lifestyle
So how can you use this information to lose weight, build muscle, or live a healthier lifestyle?
First, never forget the importance of regular exercise, healthy eating, and good sleeping habits if you want to live a healthier lifestyle. But also remember that our ability to execute these habits is determined by our thoughts, attitudes, and actions, which are all controlled by our minds. So often, wellness is more of a mental battle than a physical battle.
For example, an American Psychological Association survey found that a lack of willpower may be an obstacle to improving personal health and finances. The report states, "One in four reported that willpower (27 percent) or time (26 percent) prevented them from making the change they were trying to achieve. Despite difficulties with willpower, a majority of those responding to the survey (71 percent) believe that willpower can be learned, which is good news since psychological research demonstrates that this is true."
Furthermore, Florida Medical Clinic states, "the hormones and neurotransmitters (chemical messengers) associated with emotion can also have physical effects. They can affect our blood pressure, heart rate, sleep patterns, and even our appetite." If these hormones are released too often, they can weaken the immune response, create digestive problems, and slow healing.
Let your mind help you achieve your physical goals by incorporating mind-body therapies that promote relaxation and mindfulness into your daily routine. Here are a few examples:
- Tai Chi
Nutrition For a Healthier Lifestyle
My Neat Health can help you eat healthier. Our products are formulated by health experts and medical professionals, especially for weight loss and management. There are no excess calories, fat, or sugar—just fuel. So, start your journey to a healthier lifestyle today. Check out our nutritious and delicious meal replacement bars and shakes, healthy entrees, and more. | <urn:uuid:dc7692b9-778f-463f-9f9e-b2ea0b6036e6> | CC-MAIN-2023-50 | https://www.go4ithealth.com/blogs/news/mind-body-connection-to-lose-weight | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.95152 | 828 | 2.921875 | 3 |
The Waterfall Cherry of Miharu
An ancient cherry tree is the star attraction of the cherry blossom season in Miharu Town, Fukushima Prefecture.
In Miharu Town, central Fukushima Prefecture, there stands a single cherry tree that attracts many visitors. Miharu Takizakura, an ornamental weeping cherry, is one of the Three Great Cherry Trees of Japan, together with the Usuzumizakura in Neo (Motosu City, Gifu Prefecture) and the Jindaizakura in Yamataka (Hokuto City, Yamanashi Prefecture). The tree is 12 meters tall, 9.5 meters in circumference, and its branches extend 22 meters east to west and 18 meters north to south. In the spring, it blooms with countless small, light pink blossoms. Because the magnificent sight resembles a waterfall, the tree is called the takizakura (“waterfall cherry”).
This famous tree is in fact just one of approximately 2,000 weeping cherries in Miharu, which flourished as a castle town in the past and has many temples and shrines where cherry trees grow. In Miharu, these cherry trees bloom simultaneously, and during the blooming season the entire town becomes a destination to see cherry blossoms.
Miura Reina from the Tourism Department at Miharu Machizukuri Corporation says, “We gaze at the blossoms day after day when they are in bloom. About thirty years ago, the flowers would bloom somewhere around April 20, but in recent years, the trees often bloom in early April, perhaps due to the effects of global warming. The trees began blooming on April 8 in 2019, and reached their peak on April 16.”
The actual age of the famous takizakura is unknown, but it has been estimated at over 1,000 years old, and was designated a national natural monument in 1922. Actions have been taken to protect the precious tree over the years. In 1990, the Takizakura Preservation Society was formed, and each year, members remove weeds from around the roots, improve the soil with compost, and remove and disinfect dead branches under the guidance of tree doctors. In 2005, over twenty branches were broken by heavy snow, and so the Society carried out repairs with assistance from the national government.
“There have been visitors who have experienced major illnesses and are moved to tears on seeing the tree, saying, ‘I’m so glad I was able to see this tree while I was alive’,” says Miura. “As the times change, and even as the old townscape disappears, the takizakura is always here, unchanging. The same holds true for me, but I think there are a lot of locals who come to see the tree when feeling down.”
In the year following the 2011 Great East Japan Earthquake, residents from the coastal regions, who came to Miharu for shelter after their homes were destroyed, enjoyed flower viewing parties together with locals and found peace for their broken hearts.
The Miharu Town Hall has gifted saplings all over Japan and works to increase offspring trees in order to pass down the takizakura to future generations. Miura says, “Each year, the children at the school next to the tree pick up seeds and plant them. The offspring of the takizakura tree that are raised are then planted in many different places.” So far, saplings and seeds have been gifted to Taiwan, Hungary, Poland, Austria, Bhutan, the UK and United States, among other countries.
Miura says, “There are about 15,000 cherry trees in Miharu Town. When they are in bloom, a truly dream-like scene expands before your eyes.” Surely these beautiful blossoms will continue to bring peace to the hearts of many. | <urn:uuid:0edaa062-6adc-44f5-b809-76dd6a3196ad> | CC-MAIN-2023-50 | https://www.gov-online.go.jp/eng/publicity/book/hlj/html/202004/202004_02_en.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.960739 | 805 | 2.828125 | 3 |
Several viruses can have a devastating effect on the human body, and the human immunodeficiency virus (HIV) is one of the most dangerous. HIV attacks the immune system, the body’s natural defense against illness. If HIV is left untreated, the immune system can become so compromised that it cannot fight infection. AIDS is a late-stage HIV infection, and it can be fatal.
Getting tested for HIV and other sexually transmitted diseases (STDs) is essential if you think you may have been exposed to them. Early detection and treatment of HIV and STDs can help prevent the progression of the diseases and improve your chances of full recovery. So if you think you may have been exposed to HIV or any other STD, don’t delay getting tested.
What is HIV/STD Testing?
There are many different types of sexually transmitted diseases (STDs) and infections (STIs), so it’s essential to get tested regularly if you are sexually active. HIV is one of the most well-known STDs, and it can be deadly if left untreated. That’sThat’s why it’s essential to get tested for HIV and other STDs/STIs regularly.
Some STIs can be cured with medication, but some (like HIV) have no cure. That’sThat’s why it’s essential to get tested early and often, so you can catch any STDs/STIs before they become serious.
- hepatitis B
- herpes simplex virus (HSV)
- human papillomavirus (HPV)
There are many ways to get tested for HIV and other STDs/STIs. You can visit your doctor, local health clinic, or STD/STI testing center. Many at-home test kits are also available for purchase online or in stores.
No matter how you get tested, you must do it regularly if you are sexually active. This will help you stay healthy and avoid potential complications from STDs/STIs.
The Importance of HIV/STD Testing
HIV and other STDs are serious business. Not only can they profoundly impact your health, but they can also affect your relationships, your job, and your overall quality of life. So getting tested regularly is essential, especially if you’re sexually active. But unfortunately, despite the importance of testing, many people still don’t get tested as often as they should.
One of the best ways to do this is through regular testing. By getting tested regularly, you can not only find out if you have an STD but also get treated early if you do. This can help prevent the spread of the infection to others and reduce your risk of severe health complications.
Practice Safe Sex to Avoid HIV/STD
When it comes to avoiding the spread of HIV and other sexually transmitted diseases, nothing is more important than being safe. That’s why some people are turning to fake pee to help them stay safe.
There is a growing trend of using fake urine to avoid getting HIV or other STDs. Fake urine is a kind of urine that has been made to look like the real thing. This is done by adding chemicals or other substances to the urine. Although urine won’t likely expose you to STDs, it’s always a good idea to play safe. Fake pee can help you have a great time while staying safe and secure.
Get Tested for a Healthier Life
HIV and other STDs are serious illnesses that can profoundly impact your health. Left untreated, HIV can damage the immune system and lead to AIDS. Other STDs can cause infertility, cancer, and other serious health problems. Therefore, getting tested for HIV and other STDs is essential as soon as possible if you think you may have been exposed to them.
Early diagnosis and treatment of HIV and other STDs are essential to maintaining good health and preventing the spread of these diseases. With early diagnosis, you can begin treatment immediately to improve your chances of staying healthy and avoiding illness complications. Getting tested is the only way to know if you have HIV or another STD, so don’t delay – make an appointment with your doctor or a local testing center today.
How Often Should I Get Tested for HIV/STDs?
Regular testing for HIV/STDs is essential, especially if you are sexually active. However, the testing frequency depends on several factors, including risk factors and sexual behaviors.
You should get tested more often if you are at high risk for HIV/STDs. Factors that increase your risk include having multiple sex partners, not using condoms consistently, and having a history of STDs. If you engage in risky behavior, you should get tested every 3-6 months.
You can get tested less frequently if you are in a monogamous relationship with a partner who has been tested and is negative for HIV/STDs. However, depending on your comfort level, you may want to get tested once a year or every few years.
Getting tested if you develop any symptoms indicative of an STD, such as unusual discharge, burning during urination, or sores on the genitals is also essential. If you have concerns about whether or not you should be tested for HIV/STDs, speak to your healthcare provider.
How to Get Tested for HIV/STDs
Getting tested as soon as possible is essential if you think you may have been exposed to HIV. The sooner you know your status, the sooner you can take steps to protect your health and the health of your partners.
There are a few different ways to get tested for HIV. You can go to your doctor or a local health clinic, or you can use a home testing kit. Home testing kits are available from some pharmacies and online retailers.
If you go to your doctor or a health clinic, they will likely offer a blood test or an oral swab test. Blood tests are the most accurate way to test for HIV, but they can take a few weeks to get results. Oral swab tests are less accurate than blood tests, but they give results in just a few minutes.
Whichever type of test you choose, you must ensure that the provider is someone you trust and feel comfortable with. In addition, they should be able to answer any questions about the testing process and what the results will mean for you.
HIV and other STDs are serious health threats that should not be taken lightly. Getting tested as soon as possible is essential if you think you may have been exposed to HIV or another STD. You can manage your infection and protect your health with early detection and treatment. So don’t wait – get tested today. | <urn:uuid:52319ef2-ada6-44eb-b4da-22b9397b385f> | CC-MAIN-2023-50 | https://www.healthychoicefit.com/health/the-importance-of-hiv-std-testing/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.958185 | 1,376 | 3 | 3 |
Imaging sugar consumption offers safer method for detecting cancer
A new technique for detecting cancer by imaging the consumption of sugar with magnetic resonance imaging (MRI) has been developed by UCL scientists. The breakthrough could provide a safer and simpler alternative to standard radioactive techniques and enable radiologists to image tumours in greater detail.
The technique, called ‘glucose chemical exchange saturation transfer’ (glucoCEST), is based on the fact that tumours consume much more glucose than normal, healthy tissues in order to sustain their growth.
The researchers found that sensitising an MRI scanner to glucose uptake caused tumours to appear as bright images on MRI scans of mice.
Lead researcher Dr Simon Walker-Samuel, from the UCL Centre for Advanced Biomedical Imaging (CABI), said: ‘GlucoCEST uses radio waves to magnetically label glucose in the body. This can then be detected in tumours using conventional MRI techniques. The method uses an injection of normal sugar and could offer a cheap, safe alternative to existing methods for detecting tumours, which require the injection of radioactive material.’
Positron emission tomography (PET) imaging is the standard technique to detect a metastatic disease, in which radioactively-labelled glucose is administered to patients. The adapted MRI scanner, which amplifies the signal from glucose via the water signal, is able to detect unlabelled glucose without the radiation dose associated with PET. This could allow vulnerable patient groups such as pregnant women or children to be scanned, or for longitudinal measurements to be performed with less risk to the patient.
According to Professor Mark Lythgoe, director of CABI and a senior author on the study, cancer can be detected ‘using the same sugar content found in half a standard sized chocolate bar’.
He added: ‘Our research reveals a useful and cost-effective method for imaging cancers using MRI, a standard imaging technology available in many large hospitals. In the future, patients could potentially be scanned in local hospitals, rather than being referred to specialist medical centres.’
The study is published in the journal Nature Medicine and trials are now underway to detect glucose in human cancers and to evaluate glucoCEST’s sensitivity on clinical scanners.
The work was supported by public and charitable funding from the National Institute for Health Research University College London Hospitals Biomedical Research Centre, Cancer Research UK, Engineering and Physical Sciences Research Council (EPSRC), and the British Heart Foundation (BHF). | <urn:uuid:dbf860ec-e623-4a81-bc15-92ad64d7bda9> | CC-MAIN-2023-50 | https://www.imveurope.com/news/imaging-sugar-consumption-offers-safer-method-detecting-cancer | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.908568 | 515 | 3.28125 | 3 |
Sandwiches around the world
16 Giugno 2015
di Paolo Morati
A sandwich is a food item consisting of one or more types of food placed on or between slices of bread, or more generally any dish wherein two or more pieces of bread serve as a container or wrapper for some other food. The sandwich was originally a portable food item or finger food which began its popularity primarily in the Western World, but is now found in various versions in numerous countries worldwide.
Sandwiches are a widely popular type of lunch food, typically taken to work, school, or picnics to be eaten as part of a packed lunch. The bread can be used plain, or it can be coated with one or more condiments to enhance the flavours and texture. As well as being homemade, sandwiches are also widely sold in restaurants and cafes, and are sometimes served hot as well as cold.
The sandwich is considered to be the namesake of John Montagu, 4th Earl of Sandwich, because of the claim that he was the eponymous inventor of this food combination. The Wall Street Journal has described it as Britain’s “biggest contribution to gastronomy”.
The modern concept of a sandwich using slices of bread (as found within the Western World) can arguably be traced to 18th century Europe. However, the use of some kind of bread or bread-like substance to lie under (or under and over) some other food, or used to scoop up and enclose or wrap some other type of food, long predates the 18th century, and is found in numerous much older cultures worldwide.
The ancient Jewish sage Hillel the Elder is said to have wrapped meat from the Paschal lamb and bitter herbs between two pieces of old-fashioned soft matzah—flat, unleavened bread—during Passover in the manner of a modern sandwich wrap made with flatbread. Flat breads of only slightly varying kinds have long been used to scoop or wrap small amounts of food en route from platter to mouth throughout Western Asia and northern Africa. From Morocco to Ethiopia to India, bread is baked in flat rounds, contrasting with the European loaf tradition.
During the Middle Ages in Europe, thick slabs of coarse and usually stale bread, called “trenchers”, were used as plates. After a meal, the food-soaked trencher was fed to a dog or to beggars at the tables of the wealthy, and eaten by diners in more modest circumstances. The immediate culinary precursor with a direct connection to the English sandwich was to be found in the Netherlands of the 17th century, where the naturalist John Ray observed that in the taverns beef hung from the rafters “which they cut into thin slices and eat with bread and butter laying the slices upon the butter”— explanatory specifications that reveal the Dutch belegde broodje, open-faced sandwich, was as yet unfamiliar in England.
Initially perceived as food that men shared while gaming and drinking at night, the sandwich slowly began appearing in polite society as a late-night meal among the aristocracy. The sandwich’s popularity in Spain and England increased dramatically during the 19th century, when the rise of industrial society and the working classes made fast, portable, and inexpensive meals essential.
It was at the same time that the European-stye sandwich finally began to appear outside of Europe. In the United States, the sandwich was first promoted as an elaborate meal at supper. By the early 20th century, as bread became a staple of the American diet, the sandwich became the same kind of popular, quick meal as was already widespread in the Mediterranean. | <urn:uuid:b5456e9f-d383-4cea-8bf7-f1237ceb38a8> | CC-MAIN-2023-50 | https://www.indiscreto.info/sandwiches-around-the-world/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.971594 | 752 | 2.90625 | 3 |
A GUIDE FOR PARENTS
In the ever-evolving landscape of education, parents play an integral role in shaping their children’s learning experiences. Even with kids back in the classroom, the home environment serves as the foundation upon which a child’s educational journey is built. Creating a positive learning environment at home and fostering a love for learning can significantly impact a child’s motivation, curiosity, and overall attitude towards learning.
Here are some valuable insights and practical tips for parents to foster an environment that nurtures a lifelong love for learning.
Set the Tone with Positivity
Create an atmosphere where learning is seen as a fun and exciting adventure rather than a chore. Express enthusiasm and genuine interest in your child’s educational pursuits. Celebrate their successes, no matter how small, and encourage them during challenging times. A positive attitude from parents can greatly influence a child’s attitude towards learning.
Designate a Dedicated Learning Space
Establish a designated area in your home specifically for learning. This space should be free from distractions and clutter, allowing your child to focus and engage with their studies. Ensure the area is well-lit, comfortable, and equipped with the necessary supplies like books, stationery, and technology.
Maintain Consistent Routine
Children thrive on routine. Create a consistent daily schedule that includes dedicated learning times, breaks, and recreational activities. A routine helps children develop a sense of predictability, which can lead to increased focus and productivity during learning sessions.
Encourage Curiosity and Exploration
Provide your child with opportunities to explore various subjects and interests. Allow them to ask questions, and be prepared to seek answers together. Engage in discussions that promote critical thinking and problem-solving, fostering a curiosity-driven approach to learning.
Embrace Hands-On Learning
Hands-on activities can make learning more interactive and engaging. Experiment with science projects, art and crafts, cooking, or gardening to bring learning to life. These activities not only enhance understanding but also create lasting memories.
Be a Learning Role Model
Children learn by observing their parents. Demonstrate your own commitment to lifelong learning by sharing your interests, reading books, taking online courses, or pursuing hobbies. Your enthusiasm for learning will inspire your child to follow suit.
Encourage Reading Habit
Reading is a gateway to knowledge and imagination. Provide access to a diverse range of age-appropriate books and encourage regular reading. You can also read together, taking turns to explore new worlds through literature.
Allow your child to take ownership of their learning. Encourage them to set goals, plan their study sessions, and solve problems independently. This helps develop self-discipline and a sense of responsibility for their education.
Emphasize Mistakes as Learning Opportunities
Mistakes are an integral part of the learning process. Teach your child that making errors is not a setback, but a chance to learn and improve. Celebrate their efforts and highlight the lessons they can glean from their mistakes.
Utilize Technology Wisely
Incorporate technology as a tool for learning rather than a distraction. Explore educational apps, websites, and interactive platforms that align with your child’s interests and curriculum. Set limits on screen time to ensure a balanced approach.
Connect Learning to Real Life
Show your child the real-world applications of what they’re learning. Connect concepts to everyday situations, and involve them in practical activities that demonstrate how their knowledge is relevant beyond the classroom.
Nurture a Growth Mindset
Teach your child that intelligence and abilities can be developed through effort, practice, and perseverance. A growth mindset encourages resilience and a willingness to take on challenges.
It All Starts At Home
Creating a positive learning environment at home is a journey that requires patience, flexibility, and ongoing effort. By fostering a love for learning, parents empower their children to become lifelong learners who are equipped to explore the world with curiosity, confidence, and a thirst for knowledge. | <urn:uuid:dbf4e21b-bbfa-4cb3-bc22-e50f34af2ebb> | CC-MAIN-2023-50 | https://www.journalismonline.com/fostering-a-positive-learning-environment-at-home/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.940173 | 816 | 3.640625 | 4 |
World Press Freedom Day: 10 Reasons Why Press Freedom is Vital for Interreligious and Intercultural Dialogue
Today marks World Press Freedom Day, a timely occasion to reflect on the vital role of press freedom in promoting interreligious and intercultural dialogue. As the world faces growing polarization, misinformation, and hate speech, free and independent media is more important than ever to foster mutual understanding and respect among people of different faiths and cultures.
Here are ten reasons why press freedom is crucial for interreligious and intercultural dialogue:
- Promotes Access to Information: Press freedom ensures that citizens have access to a wide range of diverse and reliable sources of information on religious and cultural matters. It allows them to make informed decisions, participate in public debates, and engage with people of different faiths and cultures. Press freedom is essential to promoting transparency and accountability in all areas of society.
- Counters Stereotypes and Prejudices: Press freedom allows journalists to challenge stereotypes and prejudices that fuel intolerance and discrimination against people of different faiths and cultures. Through accurate and diverse reporting, the media can promote empathy and respect for different cultures and beliefs, which is essential for peaceful coexistence.
- Fosters Debate and Exchange of Ideas: Press freedom creates a public space for debate and exchange of ideas on religious and cultural issues. It provides a platform for diverse perspectives to be heard and respected, promoting dialogue, understanding, and cooperation.
- Enhances Accountability: Press freedom holds individuals and institutions accountable for their actions, including those related to religious and cultural issues. The media can expose corruption, abuse of power, and other violations, promoting transparency, good governance, and the rule of law.
- Encourages Dialogue and Mediation: Press freedom can contribute to resolving conflicts related to religion and culture by facilitating dialogue and mediation among different parties. The media can play a crucial role in promoting peaceful solutions and preventing violence and extremism.
- Promotes Human Rights: Press freedom is an essential element of human rights, as it enables individuals to exercise their freedom of expression and access information, which are fundamental rights enshrined in international law. The media can advocate for the protection of human rights and raise awareness of violations and abuses.
- Encourages Religious Tolerance: Press freedom can foster religious tolerance by promoting understanding and respect for different faiths and beliefs. The media can counter hate speech and incitement to violence, promoting peaceful coexistence and mutual respect.
- Empowers Marginalized Groups: Press freedom can empower marginalized groups, such as minorities and indigenous peoples, by giving them a voice and exposing their issues and concerns to the public. The media can promote social justice and equality, contributing to a more inclusive and equitable society.
- Supports Democratic Institutions: Press freedom is an essential component of democratic institutions, as it enables citizens to hold their governments accountable and participate in decision-making processes. The media can serve as a watchdog, ensuring that democratic principles are upheld and respected.
- Builds Bridges of Understanding: Press freedom can contribute to building bridges of understanding and respect among people of different faiths and cultures. The media can promote cultural exchange, cross-cultural dialogue, and mutual learning, creating a more harmonious and inclusive society.
KAICIID, as an intergovernmental organization that promotes interreligious and intercultural dialogue, recognizes the importance of press freedom in achieving its mission. Through our initiatives for journalists such as Dialogue 360 Project, She for Dialogue, Dialogue Journalism Fellowship, and Social Media as a Space for Dialogue, KAICIID seeks to support a free, independent, and responsible media that contributes to building bridges of understanding and respect among people of different faiths and cultures. | <urn:uuid:4b6f9292-6fef-4988-9814-7798a4c711f6> | CC-MAIN-2023-50 | https://www.kaiciid.org/stories/news/world-press-freedom-day-10-reasons-why-press-freedom-vital-interreligious-and | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.900399 | 739 | 3.65625 | 4 |
The ketogenic diet is a high-fat, moderate-protein, low-carbohydrate diet that can induce weight loss and improved glycemic control. It has been found to be beneficial in combating fatty liver and reducing the fat conversion process. But, is it enough to prevent nonalcoholic fatty liver disease (NAFLD)?Recent studies have shown that a low-carb or keto diet can lead to dramatic loss of liver fat and potentially reverse the disease. This is because the keto diet reduces the lipogenesis process, which is the conversion of carbohydrates into fatty acids and then into fats.
This fat tends to end up in the tissue surrounding the midsection and liver. However, it is important to note that a ketogenic diet alone may not be enough to prevent NAFLD. It is recommended to talk to your doctor before making any dietary changes. In any case, a diet low in carbohydrates and high in exercise at least three times a week can help keep the liver healthy.
A study conducted by researchers at USC's Keck School of Medicine has found that ketogenic diets that severely restrict carbohydrates and replace them primarily with fats appear to be associated with an increased risk of NAFLD. Therefore, it is important to ensure that you are following a balanced diet and getting enough exercise in order to keep your liver healthy. | <urn:uuid:34d91eb0-b72b-40b4-b149-962cf1e928cd> | CC-MAIN-2023-50 | https://www.keto-diet-news.net/is-ketosis-bad-for-the-liver | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.955877 | 269 | 2.78125 | 3 |
Dialectical Behavior Therapy, or DBT, is a highly effective treatment model for managing emotions and destructive behaviors. DBT often includes components of individual therapy, group skills training, and coaching—making it a time-limited, extensive, and highly effective treatment model for a wide range of mental health issues.
DBT was first developed by Dr. Marsha Linehan who sought to create a therapeutic approach that could help people identify their triggers and reduce unwanted reactions.
Since its inception in the 1980s, Dialectical Behavior Therapy has become one of the leading therapeutic approaches. There have been hundreds of studies validating the effectiveness of DBT, making it one of the most researched therapeutic modalities to date.
Today, DBT is used to help individuals manage stress, emotions, interpersonal challenges, impulsive behaviors, and low self-esteem. It is particularly effective for those struggling with Borderline Personality Disorder (BPD), bipolar disorder, depression, self-harm, eating disorders, PTSD, ADHD, and substance abuse.
Dialectical Behavior Therapy includes multiple components and is time-limited in nature. A patient can expect to be in therapy for about 6 to 12 months with the goal of obtaining the four main critical skill sets of DBT.
With these skill sets in mind, patients undergo the process of Dialectical Behavior Therapy through three formats.
Mindfulness: the practice of being fully aware and present in this one moment
Distress Tolerance: how to tolerate pain in difficult situations
Interpersonal Effectiveness: how to ask for wants/needs and create boundaries while maintaining self-respect and relationships with others
Emotion Regulation: changing emotions that are no longer productive
DBT uses individual therapy to facilitate emotional awareness and skills-building. Patients fill out diary cards for each session that monitor and assess their emotional reaction to triggering situations. The therapist then follows a step-by-step hierarchy to determine if stress responses are life-threatening, impacting treatment, or generally interfering with quality of life.
Using this information, the therapist will work with the patient to identify target behaviors—which may include things like depressive symptoms, substance abuse, and self-harm—that can be evaluated and ultimately reduced throughout treatment. The therapist will also encourage the patient to reflect on the activities, relationships, and experiences in their life that increase positive responses and outlook.
The patient will be able to identify and manage stress responses before they become problematic, contributing to a stronger sense of self-awareness and self-compassion.
DBT skills group is a structured, class-like environment that uses practice exercises, skills-building, and group discussion to support treatment. By coming together to share their experience using skills and examples of success, DBT group therapy facilitates peer connection and support among individuals.
Though this can be a frightening or anxiety-inducing element of Dialectical Behavior Therapy, patients often enjoy the DBT skills training component the most and find it to be an essential part of their treatment. Moreover, patients can often generate insights in a group setting that they likely would not otherwise gain in individual sessions.
Coaching sessions are used in DBT to bolster the work being done in individual and group therapy. Therapists use coaching as an opportunity for a “check-in” between sessions to assess a patient’s use of their diary cards and stress responses.
Due to its highly involved nature, Dialectical Behavior Therapy is robust enough to support the individuals using it—even those who are struggling with severe behaviors, intense emotions, and impulses.
At Kind Mind, DBT is considered the gold standard for treating patients with a wide array of conditions that result in emotional dysregulation. Our practice owner, Dr. Monica Johnson, has received extensive training in this method and has written a book about how to use DBT in managing racial trauma.
Because Dr. Johnson trains all of our clinicians, our team is likely to incorporate elements of Dialectical Behavior Therapy into treatment for depression, anxiety, and PTSD among other mental health concerns—even if DBT is not the main modality being used.
In addition, we are happy to implement any outside providers who may help support treatment and skills-building using DBT. That means we will work with patients who are already in individual therapy if they feel they could benefit from a skills training class at Kind Mind. And for our current patients who struggle with emotional dysregulation or can’t seem to find relief through other treatment methods, we may recommend Dialectical Behavior Therapy.
If you struggle emotionally, have difficulty adjusting to your environment, or engage in behaviors that intensify your distress, Dialectical Behavior Therapy can greatly aid in your healing.
For more information about how we can help or to schedule an appointment with one of our DBT therapists, please contact us. | <urn:uuid:50c1e80f-2d9c-4433-817a-9618f59291e1> | CC-MAIN-2023-50 | https://www.kindmindpsych.com/dbt/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.937263 | 982 | 3.265625 | 3 |
Parents who are finding that their children know far more about the internet and its strange codes and languages than they do, can rest easier, for help is at hand.
Whether on a computer at school, a laptop at home, a games console or mobile phone, children and young people are increasingly accessing the internet whenever they can and wherever they are.
As you would protect your child in the real world, you will want to make sure that they are safe whatever they are doing. Like learning to cross the road, online skills are for life. If your child understands the risks and can make sensible and informed choices online, they can get the most from the internet and stay safe whilst doing so.
Keeping Safe Online
- Talk to your child about their internet use and take an interest. Your involvement is the best way of keeping them safe.
- Pass on safety advice.
- Be Positive! the internet is a fantastic resource for learning, entertainment and communication but just like in the real world you need to take a few precautions.
- Let your child know they can come to you if something they don’t like happens online.
- Try not to overreact! This could make them be secretive about their use of the internet and close down communication between you.
- Remember that all the safety advice here applies to going online with a mobile phone.
- If you decide to use a filter or monitor information from the internet, talk this over with your child. Any rules you agree will be more effective.
Please click to view our Online Safety Policy.
We have also put together a selection of handy parent guides to new apps that your children may be using. You can download them by clicking below.
Application guide for parents
Online Safety Poster
Instagram parents’ guide
Omegle Parent’s guide
Oovoo Parents guide
Set up Facebook privacy controls
Skoolbo parents guide
Top Tips for parents and carers
If you have an online safety concern, you can record it here so the teachers can help support you. You can leave anonymous concerns too, should you wish.
The following websites provide further information to support online safety – click on any of the images to be taken to the websites. | <urn:uuid:47d51840-d31c-45a5-8730-a0dc0db87e4a> | CC-MAIN-2023-50 | https://www.knowleswood.co.uk/online-safety/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.929117 | 457 | 3.328125 | 3 |
Thirsty Colorado Asks For Water From Utah's Green River ... Again
Many are calling it far-fetched, but a mountain west entrepreneur is reviving a proposal to draw water from Utah's Green River and funnel it to Colorado's growing and drought-prone Front Range. The pipeline would move billions of gallons of water across hundreds of miles from Utah through Wyoming and down into Colorado.
Randy Ray is with the Central Colorado Water Conservancy District in Greely. He’s interested in some of that water for agriculture in his region, north of Denver.
“After the cities make one use of it then maybe our district can benefit from the second use of that water,” Ray said.
Still, it appears most environmental groups are against it. Zach Frankel is with the Utah Rivers Council. He says the project is not about meeting people’s water needs.
“It’s more of a water rush to make some money by building an unnecessary and very expensive water project at the public’s expense,” Frankel said.
He says it would also jeopardize wildlife including four species of endangered fish.
The project has applied for a permit. The state of Colorado will give the public a chance to weigh in before a decision is made.
This story was produced by the Mountain West News Bureau, a collaboration between Wyoming Public Media, Boise State Public Radio in Idaho, Yellowstone Public Radio in Montana, KUER in Salt Lake City and KRCC and KUNC in Colorado. | <urn:uuid:8bed1799-d082-429e-9c9c-7b95453cf1ca> | CC-MAIN-2023-50 | https://www.kuer.org/energy-environment/2018-03-01/thirsty-colorado-asks-for-water-from-utahs-green-river-again | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.957249 | 314 | 2.515625 | 3 |
Climate scientists sound the alarm; those with lung conditions at risk
A global team of climate scientists has reported that Earth’s vital signs have worsened beyond anything humans have seen, to the point that life on Earth is imperilled — and people living with lung conditions, such as asthma and chronic obstructive pulmonary disease (COPD), are particularly at risk.
In a paper published in the journal Bioscience, the scientists state that 20 of 35 identified planetary vital signs are at record extremes. They revealed that this year Canadian wildfires have pumped more than 1 gigaton of carbon dioxide into the atmosphere; that there have already been 38 days with global average temperatures more than 1.5°C above pre-industrial levels; and that July saw the highest average Earth surface temperature ever recorded — possibly the highest temperature the planet has seen in the last 100,000 years.
Study co-author Dr Thomas Newsome, from The University of Sydney, said the trends “indicate the need to drastically speed and scale up efforts globally to combat climate change”, making particular note of the fact that “extreme weather and other climate impacts are disproportionately felt by the poorest people”.
But it’s not just the poor who are at risk, with a separate study published in the European Respiratory Journal revealing how climate change will exacerbate breathing difficulties for millions of people living with lung conditions around the world.
“Climate change affects everyone’s health, but arguably, respiratory patients are among the most vulnerable,” said report co-author Professor Zorana Jovanovic Andersen, Chair of the European Respiratory Society’s Environment and Health Committee. “These are people who already experience breathing difficulties and they are far more sensitive to our changing climate. Their symptoms will become worse, and for some this will be fatal.”
According to the report, the damaging effects of climate change include higher temperatures and a subsequent increase in airborne allergens, such as pollen. They also include more frequent extreme weather events such as heatwaves, droughts and wildfires, leading to episodes of extreme air pollution and dust storms, as well as heavy rainfall and flooding, leading to higher humidity and mould in the home. The report particularly highlights the extra risk to babies and children, whose lungs are still developing.
“As respiratory doctors and nurses, we need to be aware of these new risks and do all we can to help alleviate patients’ suffering,” Jovanovic Andersen said. “We also need to explain the risks to our patients so they can protect themselves from adverse effects of climate change.”
Existing EU standards on air quality are well above those laid out in the World Health Organization (WHO) Air Quality Guidelines — 25 mg/m3 for fine particles (PM2.5) and 40 mg/m3 for nitrogen dioxide in the EU, compared to 5 mg/m3 for PM2.5 and 10 mg/m3 for nitrogen dioxide in the WHO guidelines. However, the EU is currently revising its Ambient Air Quality Directive.
“The current limits are outdated and fail to protect the health of EU citizens,” Jovanovic Andersen said. “Ambitious new air quality standards would ensure cleaner air and better health for all Europeans, as well as helping to mitigate climate change crises. We urge the European Parliament to adopt and enforce safer limits without delay.”
Scientists are not only detecting microplastics in the atmosphere but also investigating how they...
The new tumour marker has a sensitivity of 89% and a specificity of 99%, far exceeding the...
A process similar to that used to store human embryos is being used by scientists to save native... | <urn:uuid:d6f01a83-5a82-4747-965b-9c7a18e3b9e9> | CC-MAIN-2023-50 | https://www.labonline.com.au/content/research-development/news/climate-scientists-sound-the-alarm-those-with-lung-conditions-at-risk-715580201 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.9497 | 763 | 3.15625 | 3 |
While the world is no stranger to difficult news, the reports relating to COVID-19 can definitely feel overwhelming, especially when the repercussions affect many of us on a personal level. But, with a slight shift in your Google search, you can also find countless results for positive stories taking place during the coronavirus pandemic, as well as examples of people showing up for one another and our planet in the most creative, caring ways.
So in celebration of Earth Day, we’ve collected some of the most inspiring stories to lift your spirits and celebrate the best things taking place all around us, no matter where you are in the world.
5 Ways the Planet Has Healed Due to the Pandemic
The “pause” in our normal, day-to-day existence created by the coronavirus has allowed the earth to take a deep breath. As a result, many have noticed striking changes in scenery and air quality due to the break from the hustle and bustle typically associated with urban living. In the last few weeks alone, there have been numerous examples of the earth experiencing a season of revival.
1. Air pollution is decreasing
Thanks to the significant reduction in road traffic, air traffic and industrial work, there has been a corresponding reduction in carbon emissions and climate pollutants. For this reason, cities are seeing a sharp decline in air pollution, with pollution levels dropping as much as 50 percent in parts of Europe. As skies continue to clear around the world, scientists, politicians and activists are already discussing how to sustain these positive changes long after the coronavirus pandemic has passed.
2. Nature is returning
If you’ve even casually browsed social media lately, chances are you’ve seen some of the images of animals roaming through deserted streets. In addition to slowing the spread of COVID-19, a surprising side effect of social distancing has been the return of a variety of wildlife. With so many people staying indoors, some animals have reclaimed their natural habitats, while others seem to be using this time to graze and play while their newfound freedom allows.
3. Cleaner bodies of water
As one of the most beloved cities in the world, Venice, Italy, hosts tens of millions of visitors each year. But now, without gondolas, water taxis and cruise ships filling their famous waterways, Venetians have noticed a striking improvement in the quality of the canal water. While typically murky and muted, today the canals appear crystal clear, offering incredible visibility in shallower areas and allowing for the return of swans, fish and more in recent days.
4. Reduced noise pollution
Without the buzz of cars, construction and city life, some reports are citing a considerable reduction in noise pollution. This downturn can translate to positive health impacts, as exposure to chronic noise is connected to higher stress levels, hearing loss and high blood pressure. What’s more, these calmer soundscapes have unexpected benefits for birds, too; reductions in noise are linked with greater reproductive success and lower mortality rates for many breeds.
5. Gardens are thriving
While many people are now opting for grocery delivery services over visiting retail stores, others have begun planting gardens for the very first time. Beyond putting less strain on our environment than commercial farms, gardening is also proven to have therapeutic benefits. Planting your own herbs and vegetables is a great way to meet the needs of your family, as well as an opportunity to share with neighbors and nearby food banks.
5 Other Positive Stories to Come out of the COVID-19 Crisis
During periods of near-constant troubling news, it’s natural to feel upset and helpless. However, it’s during these times that it’s most important to “look for the helpers,” as Mister Rogers once famously taught us to do. The truth is, people from all parts of the world are helping others during this crisis by showing up in powerful, positive ways.
1. Entrepreneurs and businesses pitching in to assist
A number of notable entrepreneurs and billionaires have been using their wealth for good by supporting healthcare workers worldwide. James Dyson, industrial designer and founder of the British technology company of the same name, recently committed his company’s staff and facilities to aid in pandemic relief within the United Kingdom. Access to ventilators is one of the greatest needs hospitals have at this time, so the team at Dyson is now manufacturing 15,000 ventilators to be utilized in life-saving treatment.
In addition to ventilators, face masks are a form of personal protective equipment (PPE) that has been hard to come by as of late. Near the end of March, a handful of prominent tech billionaires announced they’d be delivering millions of masks to healthcare workers on the frontlines, making sure national medical staff are well-equipped for the long days ahead. Tim Cook of Apple, Mark Zuckerberg of Facebook and Elon Musk of Tesla are among those who promised to donate masks, an important effort in limiting exposure for those in the medical field and in slowing the spread of the virus everywhere.
Last, many video conferencing providers have launched and expanded free video conferencing services, enabling colleagues, families and friends to stay connected while social distancing and quarantining. These services are also being used by frontline healthcare providers to offer essential health service workers, religious organizations, community groups, entertainers and millions more in virtually every country around the world.
2. Sacrifices and selflessness of healthcare workers
Working in the healthcare field has always required certain selflessness, but our current situation is seeing unprecedented levels of sacrifice. As the number of new cases of coronavirus has climbed over the last few weeks, PPE is still in high demand but short supply. Workers have become resourceful with what’s available, sometimes repurposing sports goggles as face shields or storing their face masks in Tupperware to reuse them on their next shift.
For fear of infecting loved ones at home, many hospital staff have moved into rentals or temporary housing for the foreseeable future. Concordia University Texas opened its residence halls to healthcare workers and first-responders so they can rest and self-isolate after shifts. And for the workers who are living at home, they’re taking ample precautions every time they come and go—from removing their scrubs at the front door, to routinely disinfecting every surface, to thoroughly washing “contaminated” clothing. As they regularly put themselves at risk by helping patients recover, healthcare workers are truly inspiring the world with their selfless service.
3. Communities rallying
In the midst of so much uncertainty, communities are continuing to rally around one another through incredible acts of kindness. By harnessing the power of social media, money transfer apps and Google Docs, neighborhoods far and wide have formed online groups to meet the needs of the most vulnerable members of their communities.
Because of this virtual support network, people confined to their homes have been able to find others to do their grocery shopping for them. In the same way, childcare has been coordinated for parents who are still working outside the home, while crowdfunding sites have been set up to raise funds for people who remain unemployed. This solidarity may not have happened had our circumstances not shifted so dramatically, yet it’s amazing to watch people rise to the occasion and offer endless assistance to one another.
4. People helping the elderly
In the wake of COVID-19, numerous elder-care facilities have suspended visitors in an effort to protect their residents. But even when residents remain indoors, staff are ensuring they’re not without their fair share of fun, like this team did through a lifesize version of the Hungry Hungry Hippos board game. If the corresponding video is any indication, it’s safe to say the game provided some much-needed amusement during this lockdown.
While care facilities are providing light-hearted relief to residents, supermarkets and box stores are looking out for the interests of seniors, as well. Groceries and major chains (including Target and Walmart in the United States) have implemented dedicated shopping hours for seniors to browse at their own pace and avoid the commotion of large crowds.
5. All-star virtual concerts and shows
Although the coronavirus has caused concerts to be canceled, creativity always finds a way to prevail. Instead of performing in person, artists have taken their shows online to share the gift of music with fans across the globe. Chris Martin of Coldplay kicked off the live-stream concert trend in mid-March, partnering with Global Citizen and the World Health Organization (WHO) to launch the aptly titled “Together at Home” series.
Since then, various other artists have followed suit, with the project culminating in a historic eight-hour event called One World: Together At Home. This incredible concert broadcast saw performances and appearances from dozens of major celebrities and collected donations totaling an impressive $127.9 million to support the WHO and COVID-19 relief efforts. If Together at Home is any indication, virtual events and video conferencing are an impactful way to connect people across time zones and trying times.
These days, keeping in touch with our network of family, friends and coworkers feels more important than ever. Video conferencing is providing a certain semblance of normalcy while we’re missing out on so much, giving us the ability to communicate face to face while we keep a physical distance. With the free video conferencing app from Lifesize, you can start a video chat on any of your devices, anywhere you have access to the Internet. Staying connected to your loved ones has truly never been easier.
In the middle of what can feel so heartbreaking, there still are an infinite number of heartwarming and positive stories to discover. These acts of kindness and community demonstrate our collective resilience and what can be accomplished with a common goal in mind. | <urn:uuid:5e2888c8-bc3a-4013-a41b-0393c217031f> | CC-MAIN-2023-50 | https://www.lifesize.com/blog/coronavirus-positive-stories/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.951372 | 2,036 | 2.515625 | 3 |
Freedom Train: The Story of Harriet Tubman (Paperback)
Usually Ships in 1-5 Days
Born into slavery, young Harriet Tubman knew only hard work and hunger. Escape seemed impossible - certainly dangerous. Yet Harriet did escape North, by the secret route called the Underground Railroad. Harriet didn't forget her people. Again and again she risked her life to lead them on the same secret, dangerous journey. | <urn:uuid:cfa194d7-041f-42c1-a104-1f1fe0c709a6> | CC-MAIN-2023-50 | https://www.littleshopofstories.com/book/9780590436281 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.947366 | 84 | 3.203125 | 3 |
We often hear “Learn Basics First”, “Before learning lipsroll or inward bass”. As obvious as this formula may seem, has this practice really proved its effectiveness?
What are the “basics” in Beatbox?
To find what we are looking for, we need to know what we are looking for. As well as knowing what we are talking about, it is important to define what the “basics” are.
The basics in beatboxing are often related to the basic percussion sounds, namely the following sounds:
- The Kick Drum (P)
- The Hi-hat (t)
- As well as the snare drum often called: The Snare (Pf) or (K) for the Rimshot
At an advanced level, there are many snare drums that I won’t mention because the list would be too long (perhaps this will be the subject of a future article!).
At a beginner’s level, there are also several types of snare drums which we will mention:
- The Outward K snare (there are several variants too)
- The Inward K Snare
- The Pf Snare
To give you an idea of what sounds we’re talking about, you can watch this introductory course on beatboxing basics by FootboxG. It’s available for free.
The role of a beatboxer
The beatbox is the art of making music with your mouth. It involves imitating instruments such as drums, trumpet, scratch or any instrument of your choice. As beatbox has evolved, making up sounds can also be considered as an integral part of the discipline.
We don’t often hear that learning sounds with melodic use such as trumpet, saxophone or bass is a solid foundation when starting out in beatboxing. This may be due to the fact that it is more difficult or takes longer to learn than percussive sounds.
But keep in mind that a beatboxer is a versatile musician: he or she is a rhythmist, vocalist, composer, imitator and instrumentalist.
The concepts to know in Beatbox
As the beatboxer is a versatile musician, it means that it’s highly recommended to know the basic musical concepts. These concepts are:
- Tempo, beats and bars/metres, rhythm for the rhythmic aspect
- Scales, notes, musical intervals and chords for the melodic aspect. This turns out to be VERY important when working in a group (tag-team, crew or with other musicians: singers or instrumentalists but also other artists: dancers, football freestylers, …)
- Cleanliness of sound. This criterion is specific to beatboxing. You will work on your sounds so that they are clean and well executed. This means that your kicks, hi-hats or snares must be consistent in terms of volume and quality.
Drummers, guitarists, pianists, singers and other instrumentalists learn these concepts, so why not beatboxers?
Some will say that theory is useless and that nothing beats practice. You are free to choose this mode of operationpractice. Indeed, you can work on your musical ear in many different ways. Some musicians don’t know anything about music theory, but they are still not bad musicians.
The beatboxer is also a “sound designer”. This one will hear sounds and reproduce them with his mouth. It is therefore naturally important to balance his frequency spectrum, but this is a more technical area that would deserve a full article on the subject.
Did your favourite beatboxers really only start with the basics?
“I started beatboxing only with drum sounds.”
“In the first place, I would like to say that you should not only start with the basics. However, the basic sounds are the most important.
I would recommend to explore as much as possible and to have as much fun as possible too, which can happen by trying out advanced beatbox tricks!
If you work in a disciplined way, I would recommend focusing on the basics first, and then moving on to more advanced techniques such as bass or effects.
When I first started beatboxing, I tried impossible techniques and I had a lot of fun trying these out and experimenting. But I realised that the more I wanted to compete in serious competitions, the more my basics were SUPER important.”
“It’s all relative, it depends on what you want to do with Beatbox. Do you want to get into the battle scene, the concert scene? Or both?
So yes, I think it’s essential to learn the sounds that allow you to create rhythms and certain music genres.
After that, there are more particular cases and I am thinking in particular of Michael Winslow who specialised in the sounds of everyday life.
But for Beatbox as a battle, or Beatbox as a musical tool, I think it is necessary to learn the basic sounds and rhythms. There are different ways to understand them, to grasp them and to perform them!”
“To the question “Should we only start with the basics of beatboxing?”, my opinion is divided! I will say yes and no.
Why yes? Yes, because having a solid foundation (drum sounds) isit’s very important when you start beatboxing.
On the other hand, I also want to say no. Learning original sounds when you don’t know to beatbox it’s great. Let’s take the following example:
Imagine someone who starts beatboxing more with FX for a year rather than percussive sounds (“FX” is short for “effects”. This includes sounds from everyday life, sounds that can represent anything and everything), and then learns the basics. This beatboxer will have a wide range of “FX”. And I know beatboxers who started out that way. They had little or no rhythm in the beginning, but they had a lot of FXs.
Conversely, take someone who starts with just the basics for a year. He will probably have little or no originality. Was it right to learn only the basics at the beginning? Answer: I don’t know, it depends on the objective.
Do you want to compete? If so, the question would be: “Should you only start with the basics if you want to compete in a championship in the next two years?”
It all depends on your objective. It is the goal that will determine the importance of starting with the basics only, or with other sounds.
If the objective is to do a concert, to hold a rhythm, to do the French championships, for me it is necessary to start with the basics only because it is very important to know how to hold a rhythm.
On the other hand, if the objective is to have fun, you are free to choose to learn the sounds that you are craving to learn. It can be FX, imitate everyday sounds”
“My personal experience and what I recommend are different.
Let me explain:
When I learn something, I like to work on it long and hard. It’s not what I recommend and it’s just the way I work, that’s what I like.
What I recommend is to practice the basics (kicks, hi-hats, snares) every day, but I also think that most of the time should be spent discovering new things and there are two reasons for that:
- You increase your creativity by discovering and experimenting with things.
- Physically, your mouth needs to make as many movements as possible. Doing lots of things from the start increases dexterity and allows for better muscle learning to learn more complicated sounds in the future!”
Enjoy yourself, but don’t neglect the basics
As mentioned before, we often hear “Basics first”. It’s true, the basics are essential to start beatboxing and not get stuck at some point in the future.
However, if a sound or technique appeals to you, don’t hold back from learning it just because you have to learn the basics first. The learning process should remain a pleasure and not a chore!
That said, this is not an excuse to jump on super complex sounds or techniques without developing your rhythmic faculties and the cleanliness of basic sounds!
If you want to learn more, you can visit the main Lyrebird page. You will find a wide variety of resources there!
Your vision of beatbox
Your learning will also depend on how you see beatboxing. Do you see it as a musical or even a sporting performance? Do you consider the musical side more important than the rest? Or just a mix of both? It’s up to you to think about it. Tell us in comments!
Don’t forget that beatboxing is not only a battle discipline and that there are musical projects with beatbox in France and in the world!
Here is one of them:
Things to remember
- Prioritise the learning of the basic percussive sounds namely: Kick, Hi-hat, Pf Snare, Outward K and Inward <K
- Don’t neglect the melodic aspect: practice reproducing melodies with your voice, by humming, and if you are learning an instrument sound like the trumpet, you can also practice reproducing melodies on the trumpet.
- Enjoy yourself, if you like a sound or a technique, go for it! Don’t rely on people telling you to “stop learning this and get back to your basics!”. A kind piece of advice would be “It’s great that you’re learning this technique! That said, I think your snare lacks power (or cleanliness), you should work on it!”
And you, what is your experience? How did you start beatboxing? Tell us in the comments below!
Thanks for reading the article! | <urn:uuid:fa55cb4a-ea9c-4087-be03-118ba6dfaaba> | CC-MAIN-2023-50 | https://www.lyrebirdbeatbox.com/beatbox-should-we-only-start-with-the-basics/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.959246 | 2,114 | 2.78125 | 3 |
Currently, I am developing a continuous model. I want to assign the LU to each catchment; but the classifications are Open Land, Grass Land, Light Forest, Heavy Forest, and Crops up to shoulder height. Could you please tell me where exactly this LU is use
Land Use is generally used for: a. Water quality purposes and b. Runoff purposes (to calculate Curve Number (also known as CN) when the SCS equation is used).
Water Quality purposes:
For any hydrograph commands (e.g., StandHyd, NasHyd, etc.), at the bottom of the properties tab, there is an option to define the land use percentage for that subcatchment (e.g., StandHyd, NasHyd, etc.):
To define the land use percentage for that sub-catchment, we first need to add water quality data to our model.
We need to open the Resource Library (under the simulation ribbon) and add water quality data:
The next step is to define/edit/add/remove the land use and its Total suspended solids (TSS) and Total phosphorus (TP). Then, we need to click on “Add to Model” to add that water quality data to our model. After that, we can then go back to that sub-catchment and its properties tab, click on “…” next to land use, and define how much of the area of that sub-catchment is covered by any of the land uses.
When running the model, we need to make sure that we checked the water quality option to include water quality analysis in the modelling:
For runoff purposes:
CN is calculated based on the land use of our sub-catchments, soil types, and Antecedent Soil Moisture Condition (AMC). If we happen to have soil shapefile and land use shapefiles, we can use the “calculate CN” option under the GIS tools ribbon using the Map view of Visual OTTHYMO.
If we want to use conceptual modelling in a Schematic view, land use would affect different parts of our sub-catchments (i.e., land use affects TIMP and XIMP). The following table recommends TIMP and XIMP values, based on land use, for the macro-level studies.
|Low-Density Residential (e.g., Single Units)||25||50|
|Medium Density Residential (e.g., Semi-detached Units)||35||55|
|High-Density Residential (e.g., Townhouse Units)||50||60|
Land Use is also important in the CN of our sub-catchments. If we want to use conceptual modelling in the Schematic view, we need to manually add CN for our catchments. In StandHyd and only if the SCS equation is used for Loss, will CN be asked to be added.
We first need to define the land uses and their associated:
After defining the land uses, we need to go through the properties tab for our sub-catchment, select “…” next to Land Use, and add the % area for each land use we defined.
The following links can be helpful as well: | <urn:uuid:56393ab3-cbdb-4d55-9d6f-1df9a57fc073> | CC-MAIN-2023-50 | https://www.manula.com/manuals/smart-city-water/visualotthymo/6/en/topic/currently-i-am-developing-a-continuous-model-i-want-to-assign-the-lu-to-each-catchment-but-the-classifications-are-open-land-grass-land-light-forest-heavy-forest-and-crops-up-to-shoulder-height-could-you-please-tell-me-where-exactly-this-lu-is-used | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.885883 | 679 | 3.09375 | 3 |
Like Jesus Christ, forced to flee
The Church has been celebrating World Migrant and Refugee Day since 1914. It has always been an opportunity to show concern for different categories of vulnerable people on the move, to pray for them as they face many challenges, and to raise awareness of the opportunities offered by migration.
The theme chosen by Pope Francis for the 106th World Migrant and Refugee Day is
“Like Jesus Christ, forced to flee"
and will focus on the pastoral care of internally displaced persons.
This World Day was born in the context of the Catholic Church to spiritually and operationally call the followers of Jesus to mercy towards the last and historically precedes those established by the UN for Migrants (January 17) and for Refugees (June 20) to recall the followers of Jesus spiritually. Today, more than ever before, we live days in which the abuses, favored by the West, risk to prevail over the primordial value that the West itself brings to the history of humanity: the right of each one to dignity for the sole fact of being a man, beyond any religion, race and culture. This is stated in the Universal Declaration of Human Rights of 1948 and, well before that, the message of Jesus Christ that establishes an unprecedented sense of encounter with the foreigner: mercy and compassion whoever the other is, as in the parable of the Samaritan. | <urn:uuid:82e45d6d-15ba-41fe-9a3f-3f386de7d1e7> | CC-MAIN-2023-50 | https://www.missiongoodshepherd.org/2_home.php/2020/09/27/september-27th-world-migrant-and-refugee-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.952484 | 278 | 3.671875 | 4 |
July 12 is Independence Day, celebrates the independence of São Tomé and Príncipe from Portugal in 1975.
The islands were uninhabited until their discovery by Portuguese explorers in the 15th century. Gradually colonized and settled by Portugal throughout the 16th century, they collectively served as a vital commercial and trade center for the Atlantic slave trade. The rich volcanic soil and close proximity to the equator made São Tomé and Príncipe ideal for sugar cultivation, followed later by cash crops such as coffee and cocoa; the lucrative plantation economy was heavily dependent upon imported African slaves.
Cycles of social unrest and economic instability throughout the 19th and 20th centuries culminated in peaceful independence in 1975. São Tomé and Príncipe has since remained one of Africa’s most stable and democratic countries.
São Tomé and Príncipe, officially the Democratic Republic of São Tomé and Príncipe, is a Portuguese-speaking island nation in the Gulf of Guinea, off the western equatorial coast of Central Africa. It consists of two archipelagos around the two main islands: São Tomé and Príncipe. | <urn:uuid:6577bc62-e818-42af-bb7e-6f3f7540fd20> | CC-MAIN-2023-50 | https://www.myeyestokyo.com/happy-birthday-to-sao-tome-and-principe/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.955436 | 242 | 3.484375 | 3 |
Researchers from New Hampshire, Maine, and Vermont come together to learn more about wireless forest ecosystem monitoring on the INSPIRES Project.
Balancing economic and community development with environmental protection
The New England SusTainability Consortium (NEST) is a regional research partnership focused on strengthening the scientific basis for decision-making through sustainability science. Improving the links between science and decision-making is a global challenge. Gaps between scientific knowledge and public and private decision-making undermine a community’s ability to maintain resilient social-ecological systems. NEST uses sustainability science to focus on producing knowledge and linking it to actions that improve human well-being and preserve our planet’s life-support systems.
NEST is designed to respond to societal challenges where economic and community development goals need to be balanced with environmental protection. Such sustainability objectives are not only of central importance in New England but also represent national and global imperatives.
NEST is funded by the National Science Foundation's EPSCoR program. Consortium partners include: NH EPSCoR, ME EPSCoR, RI EPSCoR, University of New Hampshire, University of Maine, University of Vermont, Alabama A&M University, the University of Rhode Island, Rhode Island School of Design, Keene State College, University of Southern Maine, College of the Atlantic, University of New England, Great Bay Community College, Plymouth State University, Keene State College, and Dartmouth College. | <urn:uuid:9f6203d8-ea83-44d7-90fc-c46b86e582a8> | CC-MAIN-2023-50 | https://www.newenglandsustainabilityconsortium.org/about-us | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.889786 | 294 | 2.546875 | 3 |
Fashion can be a powerful tool for social change, and have emerged as a symbol of clothing with a purpose. “Hoodies for a Cause” delves into the world of socially conscious fashion, exploring how bape uk hoodies are used to raise awareness, support charitable initiatives, and advocate for important social issues. Hoodie are often used to raise awareness about various social issues. They can feature powerful messages, artwork, or symbols that draw attention to important causes.
Fashion brands frequently collaborate with non-profit organizations to create that directly support specific causes.Proceeds from these support charitable initiatives through donations. Sustainable and eco-friendly hoodies support causes related to environmental conservation. These hoodie, made from sustainable materials, promote eco-conscious living.
Social Justice and Equality:
Hoodies promoted social justice and equality.They often feature slogans, artwork, or references to movements that seek to address. Issues such as racial inequality, gender equality, and LGBTQ+ rights. Hoodie with designs related to mental health raise awareness about the importance of mental well-being. They encourage open conversations and support for those struggling with mental health challenges.
During times of crisis, such as natural disasters or humanitarian emergencies, fashion brands often release hoodies to raise funds for relief efforts.Initiatives aimed at improving are supported by https://xxxtentacionmerchshop.co hoodies that promote education and empowerment. Access to education, particularly for underprivileged communities.
Local and Global Impact:
Socially conscious hoodie campaigns can have both local and global impact. Some focus on addressing issues specific to a particular community, while others address global challenges like poverty or clean water access. Hoodies for a cause often foster a sense of community among those who wear them. People feel connected to a larger movement, knowing they are contributing to positive change.
Inspiring Future Generations:
Socially conscious hoodies set an example for future generations by demonstrating the importance of using fashion as a means of supporting causes that matter. In some literary works, serve as socioeconomic signifiers, indicating characters’ financial status or background. Hoodies can highlight disparities in society.
“Hoodies for a Cause” underscores the role of fashion in raising awareness, supporting charitable initiatives, and advocating for social change. Hoodies, with their broad appeal, have become a canvas for promoting various causes, from environmental sustainability to social justice and beyond. These socially conscious hoodies not only make a fashion statement but also contribute to creating a better and more compassionate world. As consumers increasingly seek out clothing with a purpose, for a cause continue to make a positive social impact and inspire change. | <urn:uuid:2d8ef114-f5e3-4869-8159-cbd4b03b05f5> | CC-MAIN-2023-50 | https://www.newsengineers.com/hoodies-for-a-cause-clothing-with-a-social-impact/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.932182 | 546 | 2.796875 | 3 |
18 Ways to Practice Transparency In Business and Build Trust
Why is business transparency important and how does it enable trust in your organization? Learn how (and why) to practice transparency in your organization right now.
Business transparency is all about being fair and truthful in your dealings with others while possessing a quality that helps make the stuff of business easy to understand. It’s a philosophy that values the free flow of knowledge for the benefit of a company and the people who run it.
How can a business create transparency? By operating in a way that strengthens open communication and information-sharing among leaders and team members at all levels of the organization.
Experts say transparency:
- Creates trust among leaders and team members.
- Helps to improve morale in an organization.
- Lowers job-related stress for employees at all levels.
- Increases employee happiness and improves their performance.
In order to reap these benefits, a collective effort from everyone is required. A company culture of transparency doesn’t hurt, either.
People Also Read:
The Connection Between Accountability and Transparency in Business
Company leaders and teams can learn a lot about the connection between accountability and transparency from the Transparency and Accountability Initiative (TAI). According to TAI, transparency and accountability must work together to help people:
- Speak out on things that matter to them.
- Influence decision-makers and affect outcomes.
- Hold decision-making entities accountable.
TAI’s work as a non-governmental organization (NGO) focuses on expanding “the impact and scale of transparency, accountability and participation” in our society so “citizens are informed and empowered, governments (and companies) are open and responsive, and collective action advances the public good.”
The organization uses specific definitions of transparency and accountability that help illuminate the connection between them:
Transparency is the duty of company leaders, public officials and civil servants “to act visibly, predictably and understandably,” which encourages accountability and helps activate each person’s participation in society.
Transparency in communication happens when information is not only available publicly — it also needs to be accessible in a variety of ways to reach different audiences. It should be relevant, accurate, complete and obtainable in a timely manner so that others can comprehend and evaluate its worth.
Accountability is when decision-makers and other officials are answerable for their actions, and “there is redress when duties and commitments are not met.”
TAI describes accountability as “an arena of challenge, contestation and transformation.” It’s a four-stage process that starts with setting standards for transparent behavior and then moves on to determine if the behavior is meeting those expectations. If there are questions, people usually answer them, explain their thinking or defend their actions based on whether they’ve received critical or positive feedback. Finally, people are recognized, rewarded or sanctioned for behavior that achieves, exceeds or falls short of expectations for transparency.
Transparency is the goal, and accountability is the checkpoint for its success.
Number One Benefit of Transparency for Companies
Transparency builds trust – among your leaders and teams, your customers, partners, vendors, investors and other stakeholders of your organization. Survey after survey confirms it.
Companies enjoy increased advocacy, loyalty, engagement and commitment when their employees trust them.
80% of workers want to know more about how decisions are being made by their employers.
94% of all consumers are more likely to be loyal to a brand that commits to full transparency.
Have you been wondering how to increase levels of trust within your company? Your answer: Transparency.
People Also Read:
Top Three Focal Points of Earning Trust Through Transparency
Focus on authenticity.
Be clear about who you really are. Always stay true to yourself. Be accountable for your actions. When you make commitments to customers, employees, partners, investors and other stakeholders, they will hold you to a higher standard, especially in today’s leadership environment. You want them to focus on the real you and connect with that strength — every time they take to social media, review sites, discussion forums and industry stages to share their opinions of your organization.
Focus on thought leadership.
When you share your knowledge, insight and expertise to benefit others, you can contribute to transformative conversations, improve credibility of your brand, build influence among your peers and earn the trust of others. Thought leaders are masters at guiding their audiences with messaging that wins their admiration.
Focus on sharing knowledge.
You can create real value for others when you focus on educating them rather than selling to them. Your knowledge share enables people to make better choices when it comes to partnering, investing, buying from or championing your organization or your causes. This will help you create better opportunities for relationship-building and earning trust.
More Ways to Practice Transparency in Business
Believe transparency is valuable.
When leaders convince their employees that transparency is valued and expected across the entire organization, it demonstrates trust, respect and value for the whole workforce in return. Quite the motivator!
Revealing some company secrets could be a superpower.
Some experts say transparency is the gold standard in The New Age of Work™. That means companies have a lot to gain from sharing information, like how diverse their workforce is to where they source materials. It enables employees who want more happiness and consumers who make decisions based on it.
Let open communication be your mantra.
Open, communicative and inclusive leadership inspires other team members to share information, too. That information may include anything from:
- Innovative ideas,
- Finding gaps in the process,
- Asking questions like, “Why do we do it this way?”
- New processes to improve workflows,
- Or feedback during performance reviews.
When people trust that they can express their thoughts safely among leaders and other team members, your company will thrive.
Aim for smart transparency.
Be careful not to jeopardize your intellectual property, proprietary information, trade secrets and anything else that makes your company unique in the name of transparency. Consider implementing confidentiality agreements to discourage too much transparency.
Tell the whole story about your business experiences.
Be candid about the ups and downs of your work. Use those experiences to paint a complete picture of your company, warts and all. Every mistake, setback, failure, triumph, closed deal, happy customer, industry award, excellent review — and the story behind them — helps humanize your company and makes it easier for your customers to connect to your greatness.
Keep the good and the bad in perspective.
Whether the information is favorable or not, don’t hesitate to share it all. Keeping people up to date with the latest company news will crush the rumor mill and keep a culture of gossip at bay. Plus, your open evaluation of where the company stands at all times can win over employees and customers alike, especially when it comes to building trust.
Apply open-book leadership practices.
An open approach and a willingness to explore new ideas no matter where they come from can create a culture where team members think and plan for the company in the same way that leaders do. This enables true collaborative relationship-building, meaningful discussion and more honest communication.
Use your company’s core values as your guide.
Creating and following a set of core company values that include concepts like openness and integrity will guide all decision-making and keep transparency top of mind. Documenting core values and making them accessible to the entire workforce makes it easy for everyone to understand and follow them. There are even software systems that can help you do that.
Define the intent behind transparency policies.
Be aware that the unsavoriness of a toxic work environment like political maneuvering, backstabbing, offensive behavior and harassment can live under the auspices of “just being honest.” To alleviate this pain, introduce company values early and reinforce them constantly through internal communications and activities.
Make sure workers understand what constructive communication means, the exact limits and boundaries and what to expect from others in the company. Present core values within a value framework; this helps people see each value’s relationship to the next. This discourages restless minds from thinking they have free reign with the intent of transparency in your workplace.
Get everyone to care about company performance.
Being fair and truthful with your employees contributes to better experiences for your customer. Why? Because they will care how they’re able to create better customer relations and help the company succeed and grow.
Use surveys to measure openness.
Surveys are a great way to gauge the perception of business transparency, whether you’re surveying employees, customers or other stakeholders. Ask questions about company integrity and goodwill, types of communication, what transparency means to people, information disclosure and overall trust. From the compiled data, you can see trends that shed light on goal-setting options, areas of improvement, policy changes or whether you’re headed in the right direction.
Attract the right people for the right seats.
Recent survey research reveals that 87% of workers hope their next job will be transparent. People want to work for ethical companies, now more than ever. That elevates transparency as an aspect of company culture to a new level.
Inspire better performance.
Transparent companies are more open to decentralizing strategies for decision-making to include team members along with leaders. That means more and more employees are encouraged to act on new ideas without waiting for approval from leadership. It could be a game-changer for creating extraordinary value and elevated outcomes.
Recognize people’s hard work.
When successes are recognized, leaders and team members are always happier and more engaged with their hard work. They feel more valued and trusted.
Make pricing a way to highlight your company’s value.
Not only should you try to disclose the truth about your pricing, but you should also present it in an understandable way, so it’s easy to see how you’re creating value for the customer.
People Also Read:
Frequently Asked Questions About Business Transparency
“What does transparency in business mean?”
“Being transparent” means being open and honest about sharing information that relates to your organization’s mission, core values, processes, sourcing, pricing and performance. Transparent companies communicate clearly with all stakeholders about all their operations, no matter their status. They’re upfront about the challenges as well as successes and rewards.
Companies must extend these policies to all their employees and stakeholders for true business transparency (and to build a culture of trust).
“Why is transparency important in business?”
Business transparency is essential for establishing and nurturing trust and goodwill among various stakeholders, including leaders and teams, customers, partners and investors. It’s a way to build recognition for your company as one that values openness and honesty in communication, operations and creating value.
“What does transparency mean in the workplace?
Creating an open and inclusive environment at work encourages everyone to share information about direction, strategies, values and performance. In turn, leaders and team members will be happy to work for a company that helps to improve relationships and enable more trust among all stakeholders. When you create a culture of transparency, everyone knows what they are working toward, and they can find suitable opportunities, create value and deliver results.
“How is transparency practiced in business?”
Leaders practice transparency with four different groups of collaborators:
Transparency is practiced through open communication among workers at all levels. This can include honest, two-way discussions with team members and peers about company mission, strategy and objectives, potential challenges, individual and companywide performance and how to create value for stakeholders.
Companies make available to customers relevant and accurate information about their brands, products and services. They respond to customer questions, reviews and other feedback quickly and honestly. They acknowledge customer concerns and company mistakes, working fairly to alleviate pain points. This can result in an improved experience and more brand loyalty from customers, as well as increased employee satisfaction.
Transparency among organizations and their suppliers is enabled by clear communication about sources of materials or labor. This promotes productive working relationships and ensures ethical supply chains that are constantly audited by consumers, government entities and NGOs.
4. Investors and shareholders
Transparency is practiced when companies make informative, accurate and independently audited financial information accessible to investors, like pricing, performance levels and financial reports.
“How do you show transparency in a business?”
What does transparency look like in your organization? Here are a few clues.
1. Using best practices for recruiting and hiring
Provide detailed job descriptions that include an accurate salary range, often the most important part for candidates. During the interview process, have open discussions and clear answers to candidates’ questions. Afterward, seek out timely and honest communication from recruiters.
2. Prioritizing performance reviews for career development
Evaluating performance more frequently enables leaders and team members to include timely goals, current projects and peer evaluations in the discussion. This can provide a clearer and more accurate picture of an employee’s performance multiple times throughout the year. It can also support and improve their engagement.
There are even tools that can help facilitate two-way feedback between employees and leaders, like Ninety’s One-on-One Meeting tool.
3. Opening up about company performance and future plans
Support your employees’ trust in the company by being open with them about organizational performance and plans for the future. Rather than anxious speculation, workers will take on a sense of pride and ownership and will likely feel more engaged.
Tracking this data and making it accessible to everyone in the organization through something like Ninety’s Scorecards can encourage company-wide accountability toward hitting future goals.
4. Implementing good processes for group projects
Transparency in group projects is seen when leaders provide documented processes for working together. These include effective collaboration methods, setting measurable goals and expectations, working towards achievable outcomes and providing accessible outlets for feedback for leaders, teams, service providers and other stakeholders.
Transparency and mutual trust go hand-in-hand. So to create a culture of genuine trust and goodwill in your organization, improving transparency will be the first and most important step you take. Find out how Ninety can help you immediately and easily improve company-wide communication and transparency with a comprehensive system of tools. | <urn:uuid:22b72b69-a2d3-49ef-98ef-837d1c8352ca> | CC-MAIN-2023-50 | https://www.ninety.io/blog/ways-to-practice-business-transparency-trust | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.933176 | 2,979 | 2.953125 | 3 |
Marburg Virus Disease (MVD) is a highly contagious, severe, and often fatal disease in humans.
It is thought to be contracted from a species of fruit bat and can be passed from human-to-human through close contact but also occurs in non-human primates
It has similarities to Ebola as they are both members of the Filoviridae family of viruses, although different viruses, they are clinically very similar. Both diseases are rare but have the capacity to cause usually localised outbreaks with high mortality rates. Together with Lassa fever Marburg Virus Disease and ebola form a group of diseases called Hemmorhagic Fevers, characterized by a sudden onset, fever, aching, bleeding in the internal organs, petechiae (small red marks on the skin caused by localised bleeding), and shock.
Marburg Virus Transmission
It was first reported that humans contracted the virus following prolonged time spent in mines and caves inhabited by Rousettus bats.
Marburg Virus Disease spreads from human to human through direct contact of broken skin, mucus membranes, blood, secretions, organs, and bodily fluids or through contact with infected surfaces and materials such as bedding, clothing, and medical equipment e.g., giving sets needles, ventilators etc.
Healthcare workers are usually infected when using inadequate Personal Protective Equipment whilst treating patients with the virus or when infection control procedures are not followed adequately. Needlestick injuries and use of infected equipment will see an even higher fatality risk in those workers with associated rapid deterioration.
Burial ceremonies that involve direct contact with the body of the deceased can also be a transmission route.
People remain infectious as long as the virus remains in their blood.
Marburg Virus Symptoms
Many of the signs and symptoms of MVD are similar to other infectious diseases or viral hemorrhagic fevers, therefore diagnosis can be difficult. Incubation period varies from 2 to 21 days
- The virus begins abruptly
- High fever
- Severe headaches
- Muscle aches and pains
- Nausea and vomiting
- Severe malaise (tiredness)
- Severe watery diarrhoea
- Abdominal pain and cramping
- The appearance of the patient has been described as ‘ghost like’ drawn features, deep set eyes, expressionless face, and extreme lethargy.
- In a 1967 European outbreak a non-itchy rash developed in some patients between 2- 7 days.
- Most fatal cases usually have some form of bleeding (see Hemmorhagic fever above).
- During the severe phase patients have high fevers, central nervous symptoms can result in confusion irritability and aggression.
- Death occurs between 8-10 days usually proceeded by severe blood loss and shock.
Marburg Virus Vaccines & Treatment
Currently there are no vaccines or medication approved for MVD.
Supportive care – rehydration with oral or intravenous fluids improves survival.
Reducing the Risk of MVD
- Reduce the risk of bat to human transmission – during work, research activities or tourism. Gloves and masks should be worn. During outbreaks all animal products should be thoroughly cooked before consumption.
- Reduce the risk of human-to-human transmission in the community. PPE and infection control should be practiced. Close physical contact should be avoided. Regular hand washing should be practiced.
- Communities affected should be kept well informed. About the disease and the necessary outbreak containment measures.
- Outbreak containment measures: quick burial of the deceased.
- Identify the people who may have been in contact with the infected, monitoring their health for 21 days
- Separating the healthy from the sick to prevent further infections
- Maintain good hygiene practices and a clean environment to be observed.
Marburg Viral Persistence in Recovering Patients
The virus can persist in some people who have recovered from MVD
- In males it can persist in the testicles and sperm with infection seen up to 7 weeks after clinical recovery. More research is being carried out into sexual transmission.
- Male survivors should be enrolled onto semen testing programmes.
- Males and their partners should be offered counselling
- Survivors should be provided with condoms.
- All women that have been infected whilst pregnant: the virus persists in the placenta, amniotic fluid and foetus.
- In women that have been infected whilst breast feeding: the virus may persist in breast milk.
All survivors, their partners and families should be shown respect, dignity and compassion.
Information gathered and reproduced from UKFO 07 August 2022
Sheena Lewinsohn RGN 19/8/2022 | <urn:uuid:8a513aae-db1d-4312-8308-b1c4d7a606b6> | CC-MAIN-2023-50 | https://www.nomadtravel.co.uk/blog/diseases/marburg-virus-disease | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.933509 | 959 | 4.09375 | 4 |
How TikTok Became A Haven For The Queer And Questioning Youth Of Today
- ● TikTok’s emphasis on creativity and self-expression – as well as its algorithm and community-building features – have made it a haven for LGBTQ+ youth to explore their identities and connect with others.
- ● The platform has also made efforts to be more inclusive and representative of its LGBTQ+ users but has faced criticism for not doing enough to protect this group from hate speech and discrimination.
- ● TikTok has provided a platform for LGBTQI+ youth to express themselves and connect with others, leading to increased visibility and acceptance for this group.
- For many LGBTQ+ youth, finding a sense of belonging and acceptance can be a difficult and emotional journey. For those who may not feel understood or supported in their offline lives, making the search for a community of like-minded individuals feel isolating and overwhelming. Then along came TikTok. The app has provided a safe and accepting environment for LGBTQ+ youth to connect with others, discover and celebrate their differences, and find support and representation.
Why TikTok is a Safe Space for LGBTQ+ Youth
One of the main reasons TikTok has been able to foster such an inclusive environment is its emphasis on creativity and self-expression. The platform’s short-form video format allows users to share their thoughts, opinions, and experiences in a fun and engaging way. This has led to the creation of a wide range of LGBTQ+ content, including coming out stories, advice on coming to terms with one’s identity, and discussions on issues facing the LGBTQ+ community.
Two of my personal favorites are @mattxiv, who is known for sharing current events and news related to the LGBTQ+ community and speaking out against discrimination and homophobia, and @joshhelfgott, who provides a wealth of informative content.
TikTok’s Algorithm and Community-Building Features
TikTok’s algorithm also plays a role in its ability to be a haven for queer and questioning kids. The algorithm suggests content to users based on their interests and past interactions, leading to the discovery of more LGBTQ+ content for those who engage with it – creating a community in itself.
The TikTok community has played a significant role in establishing the platform as a safe space for LGBTQ+ youth. Many users have formed strong connections and relationships with others who have similar experiences and identities, which has created a sense of belonging and acceptance. For many young people, it can be difficult to find acceptance and understanding in the real world, and TikTok has provided a space where they can be their true selves without fear of judgment or discrimination. The community has also come together to support and advocate for LGBTQ+ rights, making the platform a place where individuals can find allies, friends, and a sense of community. It’s a place where they can feel like they belong, and feel like they are not alone in their struggles and experiences.
TikTok’s Efforts towards Inclusivity and Representation
In addition to the supportive community and creative atmosphere, TikTok has also made an effort to be more inclusive and representative of its LGBTQ+ users. The platform has introduced features such as customizable gender options and a Pride Month hashtag challenge to show support for the LGBTQ+ community.
Many of these creators have also used their platforms to educate and inform their followers about LGBTQ+ issues and identities. This type of education and representation is vital, especially for young people who may not have access to these types of resources in their offline lives. They may not have access to a supportive family, friends, or educators who can provide them with accurate information and resources about LGBTQ+ identities and issues. These creators have become a source of information and support for many, providing a safe space for them to learn about LGBTQ+ identities and issues, and to see themselves represented in a positive and authentic way.
This representation and education can also help to combat harmful stereotypes and misinformation that young people may encounter in their offline lives. By providing accurate and positive information about LGBTQ+ identities and issues, creators can help to create a more inclusive and accepting society.
Overall, TikTok has become a haven for queer and questioning kids due to its emphasis on creativity and self-expression, its algorithm and community-building features, and its efforts to be more inclusive and representative of its LGBTQ+ users. While it still has room for improvement in terms of protecting its LGBTQ+ users from hate and discrimination, TikTok has provided a platform for this group to express themselves and connect with others, leading to increased visibility and acceptance. | <urn:uuid:a79eb4db-0abb-4d9a-bf07-b529409bb901> | CC-MAIN-2023-50 | https://www.okcool.io/how-tiktok-became-a-haven-for-the-queer-and-questioning-youth-of-today | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.967767 | 942 | 3.09375 | 3 |
We know that you really worry about even a small change in your pets. If you are a guinea pig owner, you might have noticed that your little companion is twitching from time to time. Twitching is one of the most frequent problems in petting guinea pigs, and there are different facts involved in it.
Why does my guinea pig twitch? If you are suffering from this problem, join the discussion!
What is Guinea Pig Twitching?
Twitching is also known as muscle fasciculation in the body of a guinea pig. In short, what happens is the muscle fibers in the pig’s body start to twitch because of nerve stimulation or damage. These muscles contain fibers, and the nerves are responsible for regulating them.
When this issue exists in their body, they do sudden jerks or shaking. If you are unable to cure it for a long time, you will see some gashes in the pig’s body. Then, guinea pigs begin to itch the body crazily. In case they are not treated at the right time, this issue can lead to even death. Therefore, you need to concern if you notice such a difference.
But do not misunderstand their normal behavior with twitching. When the guinea pigs are excited, they do sudden jumps or shakes, and it is normal.
Why do Guinea Pigs Twitch?
These are the common things for the guinea pigs to twitch. Sometimes, you do not need to take it seriously. For example, when they are happy about some exciting things, they show it by twitching. But when it does not stop, it may be a sign of a serious thing like an illness.
Nervousness /Fear/ Excitement
This is something common for guinea pigs. When they become nervous or excited due to an unexpected circumstance, they run away to protect themselves. Then their body might twitch for a while to release the stress.
When their surrounding is uncomfortable, they can twitch. Sometimes, they might be in pain if you can also notice hunched posture or teeth grinding from them.
When the guinea pigs are sick, twitching is a sign to show their difficulty. If their nerves have become damaged rather than stimulation, there might be a serious health issue. Apart from twitching, they might suffer from lethargy, diarrhea, breathing problems etc.
When there is neurological damage due to injury, such as a fall, they tend to twitch. Therefore, you need to care when they get injured.
When is Guinea Pig Twitching a Cause for Concern?
If your guinea pig consistently twitches or you can see some other symptoms of a medical issue, you should take the animal to a vet for treatment.
First, you should determine whether the twitching is persistent or not. So, check the behavior of the pig for some time. If he/she cannot stop twitching, they might suffer from an illness.
And if they breathe heavily or they ignore food apart from twitching, it might be a sign of distress or any other medical issue. If they ignore the food, they will lose their weight as well.
When there are mites, guinea pigs twitch too. If you cannot treat the pig at the right time, it can develop seizures. Consequently, the pig might get an infection. Therefore, this is another cause that you should concern.
Some other symptoms that are accompanied by twitching are diarrhoea and lethargy. If you notice these signs, you should treat the pet through a vet.
What Should you do if your Guinea Pig is Twitching?
When the pig is twitching persistently, you need to take him or her to the vet immediately. Then the vet will diagnose the exact problem and provide the medicine for your pig. Make sure to repeat the treatments until the vet asks to discontinue.
When you notice twitching, you may extra care for the pet. But do not force him/her to do anything, even to eat some food. Mostly, they need some time to stay alone without doing anything. Provide him with the recommended food and medicine in the right amounts.
How can you Prevent Guinea Pig Twitching?
Mainly, you should prepare a good environment for the guinea pig to live in. Usually, they want a calm and quiet place where they can live without stress, fear, or nervousness. Provide proper ventilation to his or her cage as well. It would always be best to use a spacious cage.
And try to recognize what the pig is afraid of. Then remove it from the place of your pig. For example, if there is another nasty cage mate, separate him/her.
Moreover, they need proper nutrition and exercise to stay healthy. In general, fresh grass or low-calcium hay should be fed to guinea pigs. Besides, you can allow them to eat vitamin C-rich fresh vegetables and fruits. And if your vet recommends some other food or medicine for the pig, make sure to provide them. When it comes to exercise, let them run for a few hours a day. Then they will be happier and healthier. There are exercise wheels that are designed in their cages as well. And do not forget to provide them with some tiny toys to play with.
It would be better to go to the vet at least once a quarter to do a checkup for the pig.
Why are My Guinea Pigs Jumping and Twitching?
This is something you should not be afraid of. When the guinea pigs are playing, they are jumping and/ or twitching. This behavior is normal, and it indicates their happiness. Mostly, if there is more than one guinea pig in a cage, you will see this joyful behavior. And also, they love to play with some comfy toys. So, you can provide a toy to enhance their happiness. Indeed, jumping is a good exercise for their bodies.
VIDEO CREDITS: Little Adventures YouTube Channel
Why is my Guinea Pig Twitching and Squeaking?
If the guinea pig is squeaking and twitching, they are in discomfort due to a skin parasite. Most of the time, this situation is caused by mites. You will see that the pig itches the body intensely as well because the mites burrow through their skin. This is the common reason for squeaking. But if the pig is scared of another animal, it can squeak, too, apart from twitching.
Have a Look at these Similar Suggestions
- How Bad Do Guinea Pigs Smell?
- Unveiling The Secrets Of Guinea Pig Burrows
- Do Guinea Pigs Like Music?
- Guinea Pig Vs Chinchilla
- Can Guinea Pigs Eat Spring Mix?
- Do Guinea Pigs Sleep With Their Eyes Open?
- Do Guinea Pigs Eat Their Babies?
- Do Guinea Pigs Hibernate?
- Can Guinea Pigs Eat Cardboard?
- Why Is My Guinea Pig Not Moving? | <urn:uuid:52ff5c1c-d6d6-4639-bf0a-71f0bada5329> | CC-MAIN-2023-50 | https://www.petdarlingsworld.com/why-does-my-guinea-pig-twitch/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.945859 | 1,435 | 2.625 | 3 |
The Presbyterian Church upholds the historic Christian understanding of marriage as the loving, faithful union of a man and a woman.
Consistent with this view, the Church has decided that its ministers may only conduct marriages between a man and woman.
This decision was made by the Presbyterian Church's General Assembly. The 2016 General Assembly ratified the 2014 General Assembly decision that ministers may only conduct marriages between a man and woman. The decision meant that the rule which was adopted ad interim in 2014 was formally adopted into the Presbyterian Church's Book of Order.
Where you can get more info
- Marriage Discussion Paper (May 2014) prepared by the Church's Doctrine Core Group.
- Read the Church’s 2012 submission on the Marriage Amendment Bill
- Sexual Ethics study guide (prepared by the Presbyterian Church of Aotearoa New Zealand)
- Theology of Marriage (November 2013) issue of Candour, the Presbyterian magazine for ministers | <urn:uuid:508dd4e2-a18a-412b-8b9d-ccd144fd865a> | CC-MAIN-2023-50 | https://www.presbyterian.org.nz/speaking-out/what-we-believe/marriage | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.957777 | 189 | 2.5625 | 3 |
KAMLOOPS, B.C. — A First Nations teacher says the discovery of the remains of 215 children buried at the site of a former residential school in British Columbia is a triggering event for students who regularly learn about the history of wrongs against Indigenous people.
Rick Joe said a provincewide kindergarten-to-Grade 12 curriculum includes lessons on everything from respect for First Nations culture to the legacy of residential schools and missing and murdered Indigenous women and girls, so students hearing about the remains found last week in Kamloops will need support.
"This is very triggering. I have been asking for our school counsellors, for administrators and for youth care workers to take that extra time to check in on the Indigenous members," he said Sunday.
Joe is particularly concerned about First Nations foster children who are overrepresented in the child welfare system and include those whose families were forcibly taken to residential schools like the one in Kamloops, the largest such facility in Canada until 1969, when its operations were transferred from the Catholic Church to the federal government. The facility was then run as a day school until it was closed in 1978.
Joe, who is a high school teacher in Chilliwack and works with First Nations students, said he has seen the sadness of generations of racism turned into anger among those he mentors.
He said young students will have to contend with intergenerational trauma, for which they'll need support in coming days as more details emerge about the buried children who were believed to be as young as age three.
Joe was at a previously scheduled meeting of teachers on Saturday when the discovery was being discussed, and said he knew he had to call for some kind of action by educators to raise awareness of the pain inflicted on Indigenous Peoples.
"Everyone's going to hurt, not just First Nations or Aboriginal children," he said.
He made a motion that teachers wear orange and gather to walk into their schools together at the start of each day this week and that flags be lowered to half mast.
Teri Mooring, president of the B.C. Teachers' Federation, said the union endorsed the call and teachers will be taking action to show students there needs be a response to the heart-wrenching discovery.
Mooring said school administrators and support staff should also be included in sensitivity training when it comes biases that lead to racism, which is part of the education system, the same as in other parts of society.
She said the teachers' collective agreement includes a move to work toward hiring more Indigenous teachers as universities offer more education programs for those looking to enter teaching as a career.
Chief Rosanne Casimir of the Tk'emlúps te Secwépemc First Nation has said the discovery in Kamloops was confirmed with the help of ground-penetrating radar and that more bodies may be found because the entire school grounds have not yet been searched.
The flag at Vancouver city hall and park board facilities was lowered Sunday to half-mast, as were flags in various other communities and on federal buildings.
Mayor Kennedy Stewart said he would be speaking with the province's Indigenous Relations and Reconciliation Minister on Sunday evening to discuss how the city and B.C. could work together to "advance reconciliation and truly begin to reckon with the full history of genocide in Canada."
"The legacy of this violence remains with us to this day, and it is incumbent upon all non-Indigenous Canadians to not only atone for this legacy but also help with the hard work of reconciliation."
This report by The Canadian Press was first published May 30, 2021.
— By Camille Bains in Vancouver
The Canadian Press | <urn:uuid:b8100b6e-3d7e-4fce-83e7-9a90c67436a9> | CC-MAIN-2023-50 | https://www.princegeorgecitizen.com/bc-news/bc-teacher-says-students-could-be-triggered-by-residential-school-discovery-3823965 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.980484 | 750 | 2.71875 | 3 |
Monday 20 April 2020
Ernst Moritz Geyger’s drypoint, “Wisdom Enlightens Meanness”, 1899
Ernst Moritz Geyger (1861–1941)
“Die Klugheit Beleuchtet die Gemeinheit” (aka “Wisdom Enlightens Meanness”; “The Cleverness Illuminates the Meanness”; “Wisdom Lights the Community”; “Wisdom Relieves Vulgarity”), 1899, from the series/portfolio, “Das Mappenwerk der Inse” (The Island Portfolio), published in Leipzig in 1900. This may be a proof-state impression before the edition of 100 impressions, as it does not feature the publisher’s drystamp of Die Insel depicting a sailing ship within a circle.
Drypoint with pale plate tone on grey wove imitation parchment paper.
Size: (sheet) 35.3 x 27.9 cm; (plate) 30.4 x 22.5 cm; (image borderline) 29.7 x 21.7 cm.
Inscribed on plate: (upper left) “DIE/ KLUGHEIT/ BELEUCHTET DIE/ GEMEINHEIT”; (lower left in reversed letters) “E.M.G. 99”.
The Rijksmuseum offers the following description of this print:
(transl.) “An owl with a mirror in its claw is enthroned on a monster with the head of a boar”
See also the description of this print offered by the Winckelmann-Museum Stendal:
(transl.) “A mixture of warthog and various big cats lies on a plinth and stares annoyingly past the viewer on the right. An owl sits on the being, holding a [mirror] with the left foot, which it directs towards the being”
(https://nat.museum-digital.de/singleimage.php?imagenr=75737 [click on the information (“i”) button when the window opens]).
Condition: a faultless impression in pristine condition (i.e. there are no tears, holes, folds, losses, abrasions, stains, foxing or signs of use).
I am selling this masterwork of German printmaking executed at the close of the 19th century illustrating in an allegory how reflective wisdom may enlighten primal instinct—symbolised by an owl holding a mirror towards a primordial beast formed with the head of a warthog, the legs and tail of a wild cat and the teats of some udder animal—for the total cost of AU$480 (currently US$305.01/EUR280.94/GBP244.80 at the time of this listing) including postage and handling to anywhere in the world (but not, of course, any import duties/taxes imposed by some countries).
If you are interested in purchasing this remarkable drypoint—an image epitomising the age of psychoanalysis—in a faultless and rare impression, please contact me (email@example.com) and I will send you a PayPal invoice to make the payment easy.
This print has been sold | <urn:uuid:eb5c11c1-5020-4eed-911f-9413ca8abeec> | CC-MAIN-2023-50 | https://www.printsandprinciples.com/2020/04/ernst-moritz-geygers-drypoint-wisdom.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.83534 | 719 | 2.671875 | 3 |
Natural Fiber Composites
Safely Design, Test, and Construct Products Made of Natural Fiber Composites
Natural fibers and their composites carry distinct advantages over industrial fibers. Some advantages—including renewability and availability of raw materials, and lower energy consumption—could help safeguard environmental resources and eventually replace synthetic composites and conventional materials. Natural Fiber Composites explores the growing use of natural fibers in composites and covers material properties, treatment and processing, modeling, applications, design, and other vital information on this subject.
Improve the Strength of Manufactured Composites, and Determine the Best Processing Technique
Incorporating independent pieces written by a team of international contributors, this book enables readers to analyze and design structural components using state-of-the-art information and methods. It provides an overview of natural fiber composites, details the superior specific mechanical properties of these materials, and presents development techniques and design case studies that can improve performance and enhance the process.
Natural Fiber Composites evaluates the value of natural fibers in composite materials, and offers introductory knowledge on natural fiber composites backed by internationally recognized experts in the field.
Introduction to Natural Fiber Composites. Natural Fibers and Their Characterization. Alternative Solutions for Reinforcement of Thermoplastic Composites. Matrices for Natural Fiber Composites. Interfacial Compatibility and Adhesion in Natural Fiber Composites. Processing of Natural Fiber Composites. Testing and Characterization of Natural Fiber-Reinforced Composites. Environment-Related Issues. Modeling of Natural Fiber Composites. Design of Natural Fiber-Reinforced Composite Structures. Joint Design in Natural Fiber Composites. State-of-the-Art Applications of Natural Fiber Composites in the Industry. | <urn:uuid:7588f546-e121-40ef-b4e7-14036734c9df> | CC-MAIN-2023-50 | https://www.routledge.com/Natural-Fiber-Composites/Campilho/p/book/9780367783310 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.823395 | 348 | 2.765625 | 3 |
Submitted by Kwiaht
Kwiaht has received several reports of the European Praying Mantis in the San Juan Islands, as well as a live specimen for confirmation. This is a concern for the conservation of pollinators and other beneficial insects that mantids will eat indiscriminately. Mantids eat everything they can subdue, and do not distinguish between, what humans regard as harmful or beneficial insects.
This large aggressive insect is native to the eastern Mediterranean region and was first introduced to North America as early as 1890. Its arrival in the Pacific Northwest is more recent, however; and for many years the only significant population was in the Okanogan valley of British Columbia. Sightings in the Salish Sea have been scattered and few, but they are increasing. Most mantid species worldwide are tropical, and only a handful are native to the United States — all of them restricted to warm climates from the Carolinas to Texas and southern California.
Like dragonflies, mantids are very large predators – large enough to compete with birds, frogs and small mammals like bats and shrews for prey. But while dragonflies hunt on the wing, snatching their prey in mid-flight, mantids are sit-and-wait predators like toads that snatch prey venturing too close to them. In habitats where multiple species of mantids co-exist, they feed at different heights in different kinds of vegetation, minimizing competition. Mantids can fly, but tend to walk and climb, very slowly, unless they are threatened.
Female mantids are infamous for consuming their mates. Field studies suggest that about a third of mantid matings end in cannibalism. Meticulous observation by César Gemeno and Jordi Claramunt a decade ago found that male mantids often watch females from a safe distance, and are more likely to approach them while they are already eating something else!
When another insect approaches within about six inches, the mantis swivels its tiny head from side to side, and may also take one step backwards and then forwards. These movements enable the mantis to determine the distance that it must cover, in painfully slow motion, before snatching its prey. As far as we know, mantid eyes detect nearby motion and little else.
Mantids have a single ear located between their legs in their metasternum, rather like a belly button, and experiments have shown that they are tuned to ultrasound in the exact range that the larger insectivorous bats use for echolocation. Mantid ears can detect approaching bats but cannot tell their direction. Flying mantids are probably more vulnerable to bats than mantids sitting absolutely still.
Although mantids make fascinating, if somewhat predicable pets in a home terrarium, it appears that mantids are being sold as beneficial insects for release in home gardens. This is misinformed and unfortunate. In the islands, all mantids are non-native, invasive, and probably do more harm than good in gardens and natural areas.
In our experience with captive mantids, they are not picky eaters. Rather, they eat any insect they can catch and subdue. This means that while well-intentioned gardeners may buy mantids to eat aphids and other “pests”, the mantids will also happily eat bees, ladybugs, and other beneficial insects as well. Like pesticides, mantids kill everything they touch. They may be “organic” but they are nonspecific killers and—unlike pesticides—they do not dissipate, degrade chemically and go away after a few days or weeks; instead, they multiply.
Until now, the principal predators of pollinators in the islands have been spiders that ambush bees and hoverflies when they are nectaring in flowers, and large hunting wasps such as Yellowjackets. Adding another, even larger predator is a threat to native pollinators, as well as other beneficial native insects, such as Tachnid flies that control tent caterpillars, and Ladybird beetles that control aphids. Insects here in the islands do not necessarily recognize mantids as threats and may not avoid them.
Climate change will probably accelerate the spread of mantids introduced into the islands. Mantids lay eggs in late summer and fall, and the embryos are dormant until spring. Cold winters sharply reduce survival. But the long range forecast for the Salish Sea is warmer (albeit stormier) winters, which will enable more mantid eggs to survive and hatch.
Kwiaht is offering to accept any and all mantises captured in the islands, for use in local classrooms as study animals: maintained alive but never released back into island ecosystems. Contact email@example.com for further information. | <urn:uuid:e02c54f6-3a8a-4105-a3da-bef9596f4aec> | CC-MAIN-2023-50 | https://www.sanjuanjournal.com/life/praying-mantis-beautiful-but-invasive/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.960479 | 971 | 3.609375 | 4 |
|Photo Source: Ural Federal University|
It is based on the nanosystem with polyoxometalate
Chemists from the Ural Federal University have proposed a new approach to targeted treatment of affected areas of the human body, in particular, bacterial infections. It is based on a nanosystem, the core of which is polyoxometalate (containing molybdenum and iron). A broad-spectrum antibiotic, tetracycline, is attached to the surface of the polyoxometalate. This approach makes it possible to fight bacteria more effectively by targeting them. The results of the study are published in the journal Inorganics.
"The polyoxometalate ion is a charged nanoparticle that can be used as a base. It is very small - 2.5 nanometers. This allows it to easily penetrate cells and the walls of blood vessels. Drugs and additional substances (vector molecules) can be "planted" on it to help the system reach a specific affected organ. In this case, the drug is distributed less throughout the rest of the body. This reduces side effects, especially of highly toxic drugs," explains Margarita Tonkushina, a Researcher at the Section of Chemical Material Science and the Laboratory of Functional Design of Nanoclusters of Polyoxometalates at UrFU.
Targeted drug delivery using nanosystems has been a topic of research around the world for many years. There are many different types of carriers. They can be proteins, liposomes, biocompatible polymers. Nanoparticles based on metals (gold, platinum, silver) and metal oxides (iron, cerium) are also used. Each of these systems has advantages and disadvantages.
Scientists note that polyoxometalate, due to its charge, can be injected into the body together with the drug attached to it under the influence of an electric field. Accordingly, it is possible to deliver the drug by means of drug electrophoresis, which is an alternative to injections and drops. Often, when bacterial processes occur in organs where there are few blood vessels, or there are some barriers (for example, in the joints), doctors have to administer drugs in high doses because only a small part of it reaches the right place. Besides, injecting drugs can be painful and not always safe. Drug delivery by electrophoresis could reduce patient discomfort and increase safety. In addition, the electrode could be placed closer to the affected area, increasing the concentration of the drug locally compared to the rest of the body.
Experiments on cell cultures have shown that polyoxometalate as a base for the nanosystem could be promising for other classes of drugs, such as anticancer drugs. It is also planned to test the ability of such nanoparticles to overcome the natural barriers of immune-privileged organs (brain, eye, thymus, etc.). In the case of the brain, for example, the blood-brain barrier not only protects it from the penetration of toxic substances, but also makes it difficult for drugs to penetrate, making it difficult to treat brain diseases. In such cases, targeted delivery nanosystems can help.
The scientists plan to continue their research to eventually develop a working nanosystem.
"Ideally, we plan to use polyoxometalate to create a system for targeted delivery of all kinds of drugs. Perhaps it will have some kind of biocompatible shell on the outside so that there is no immune system reaction. Once it enters the bloodstream, the nanosystem should penetrate to the site of the lesion and release the drug. This is the dream we are working towards. The second option is to inject the nanosystem using electrophoresis," Margarita Tonkushina concludes.
The research group of chemists conducts research in cooperation with the Department of Biology and Fundamental Medicine of the Ural Federal University and the Institute of Immunology and Physiology of the Ural Branch of the Russian Academy of Sciences. The chemists received funding from the Russian Ministry of Science and Higher Education as part of the state contract and a grant for youth laboratories under the Priority 2030 program.
Published in journal: Inorganics
Source/Credit: Ural Federal University
Reference Number: nt011823_01 | <urn:uuid:1b0a1d73-8505-4c56-9d44-5b13a20eb73e> | CC-MAIN-2023-50 | https://www.sflorg.com/2023/01/nt01182301.html?m=1 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.934677 | 887 | 3.421875 | 3 |
Recently, I was answering a question about how to write a formula that would reverse the letters in a cell. Excel doesn’t offer a simple =REVERSE(A2) formula. My traditional method for solving this is a custom VBA function that loops from the LEN(A2) to 1 and builds the answer backwards. Over the past five years, several newer methods have emerged:
- Power Query offers a Text.Reverse function.
- Excel VBA offers a StrReverse function.
- The new LAMBDA function could be used to call itself recursively.
Using Power Query means that the solution won’t work on a Mac. Using VBA means that the solution won’t work in Excel Online. The LAMBDA functions are still in beta and, frankly, can be difficult to understand.
THE SEQUENCE FUNCTION
The often-overlooked SEQUENCE function provides a solution that will work across all platforms. Given that Dynamic Arrays are out of beta, anyone with an up-to-date Microsoft 365 subscription will be able to use the formula.
The syntax for SEQUENCE is =SEQUENCE(rows,[columns],[start],[step]).
Here are some examples:
- =SEQUENCE(10) will generate a column of the numbers 1 through 10.
- =SEQUENCE(5,2) will generate the numbers 1 through 10 in a 2-column by 5-row range.
- =SEQUENCE(10,,,2) will generate the odd numbers 1 through 19.
- =SEQUENCE(10,5,500,-5) will generate 10 rows and 5 columns starting from 500 and counting backwards by 5.
HEAVY LIFTING WITH SEQUENCE
If you go back decades in Excel, there’s a little-known concept called “lifting.” If a function is expecting a single argument and you manage to pass it an array of arguments, the function will calculate once for each item in the array. You rarely saw this happen in legacy Excel because either implicit intersection or array truncation would prevent you from seeing all the answers.
But today, implicit intersection is turned off by default in Excel, and the ability for a single formula to spill into adjacent cells eliminates array truncation.
People have begun to realize that you can use a SEQUENCE formula as the argument to most Excel functions that expect a single value and cause the function to calculate multiple times.
In Figure 1, cell A2 contains the 26 letters of the alphabet arranged backwards. Normally, using =MID(A2,5,1) would extract the fifth character from the cell (in this case, V). But you don’t want just the fifth letter. You want all of the letters, and you want them in reverse sequence.
The formula =SEQUENCE(26,,26,-1) would generate 26 cells in a column, with the numbers starting at 26 and counting down to 1. To make this formula more flexible, you could use LEN(A2) instead of 26. That way, as the phrase entered in A2 changes, the formula will adapt to more or fewer letters.
In Figure 1, you can see two temporary formulas in cells B3 and C3. The formula in B3 generates the numbers 26 to 1 in a column.
The actual lifting happens in C3. This formula asks for the MID(A2,B3#,1). For the second argument, you aren’t passing it a single value. The B3# notation says that you want the entire array generated by the formula in B3. Normally, MID is expecting a single value as the second argument. When you cleverly force 26 values there, the MID function calculates 26 times and generates 26 results. It would be as if you actually typed the 26 formulas over in column D, but it all happens automatically thanks to lifting.
You can combine the formula in cells B3 and C3 into a single formula: =MID(A2,SEQUENCE(LEN(A2),,LEN(A2),-1)). This one formula would generate the 26 letters in reverse order.
The final bit of magic is to send the 26 intermediate answers into a wrapper function such as TEXTJOIN or CONCAT. You could use TEXTJOIN if you wanted a comma and a space between each letter. To simply join everything together, it’s easier to use CONCAT.
Thus, =CONCAT(MID(A2,SEQUENCE(LEN(A2),,LEN(A2),-1))) becomes the function to reverse the text. Figure 2 shows the formula working with several phrases.
Reversing text is a niche need in Excel. But the concept of causing any function to calculate repeatedly by replacing an argument with the SEQUENCE function can be useful in many scenarios in Excel. Imagine calculating interest payments using IPMT for all 12 months of the year by passing a SEQUENCE(12) as the period argument to IPMT. You would likely wrap the IPMT function in a SUM function in order to book the interest expense for the year. The uses for this apporach of using SEQUENCE to lift a function are endless.
SEQUENCE is a convenient way to generate an array of any size to force Excel to return a similar-sized array of answers. | <urn:uuid:4bf0ecdb-5c66-4092-be97-a64e7d2feaca> | CC-MAIN-2023-50 | https://www.sfmagazine.com/Articles/2021/April/Excel-Use-Sequence-to-Loop-Through-Characters?psso=true | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.875281 | 1,140 | 3.21875 | 3 |
How many parents and professionals have experienced the following scenario? The child in question is reading very fluently (Landi & Ryherd, 2017) but comprehending very little of what s/he is reading. Attempts at remediation follow (oftentimes without the administration of a comprehensive assessment) with a focus on reading texts and answering text-related questions. However, much to everyone’s dismay the problem persists and worsens over time. The child’s mental health suffers as a result since numerous studies show that reading deficits including dyslexia are associated with depression, anxiety, attention, as well as behavioral problems (Arnold et al., 2005; Knivsberg & Andreassen, 2008; Huc-Chabrolle, et al, 2010; Kempe, Gustafson, & Samuelsson, 2011; Boyes, et al, 2016; Livingston et al, 2018).
Sadly, the above scenario is far from unique but occurs rather frequently. That is because many professionals providing intervention to children with reading comprehension deficits, fail to grasp that reading comprehension is not a unitary skill but rather a collection of skills (Gray, 2017) that require mastery prior to improvement taking place.
So what skills are involved in reading comprehension? In the words of Helen Lester’s Pookins, “Lots!” Let’s begin with a very important fact that having solid language abilities will strongly influence reading comprehension outcomes (Clarke, Snowling, Truelove, & Hulme, 2010). But I am not merely speaking about oral vocabulary knowledge, which is of course hugely important for reading comprehension (Ouellette & Shaw. 2014). I am talking about strong discourse and narrative abilities, from an early age onwards, which significantly positively correlate with reading comprehension abilities (Catts, Fey, Tomblin, & Zhang 2002; Dickinson & McCabe, 2001; Griffin, Hemphill, Camp, & Wolf, 2004). Thus, it is very important to keep in mind that good reading comprehension is heavily reliant on the following areas of language: phonology, morphology, syntax, semantics, and pragmatics.
So what does it mean for learners diagnosed with Developmental Language Disorder (DLD)? Well, studies show that their reading comprehension abilities will show weaknesses, which is why it would be important to improve those abilities explicitly in the context of language and literacy therapy services (Gough Kenyon, Palikara, & Lucas 2018).
Hence, parents and professionals need to be mindful of “illusory recovery” or “a time period when the students with early language disorders seem to catch up with their typically developing peers” by undergoing a “spurt” in language learning, which is followed by a “post spurt plateau”. Due to their ongoing deficits and an increase in academic demands “many children with early language disorders fail to “outgrow” these difficulties or catch up with their typically developing peers” (Sun & Wallach, 2014). As such, if a formerly discharged from language therapy student begins to display reading comprehension difficulties, it is very important to reassess their language abilities in order to determine the extent to which their covert language deficits are contributing to their reading comprehension issues.
So yes, having strong foundational language skills is hugely important for developing good reading comprehension abilities, but that is only the very beginning in a very long list of skills needed for reading comprehension mastery.
Let’s discuss cognitive factors for a moment. Memory, attention, and processing play another very significant role in reading comprehension. Working memory (WM) is the memory used for temporarily storing and manipulating information so we can perform a particular task. Its two important subcomponents are a phonological loop that stores verbal information and a visuo-spatial ‘sketchpad’ which stores visual and spatial information (Baddeley & Hitch, 1974). Together these components are responsible for the acquisition of sound-letter correspondence, phonemic awareness and ultimately reading comprehension. So what does that mean for readers with working memory deficits? Students with poor working memory will expend all their capacity on basic tasks such as decoding, which leaves them with very little capacity to devote to the comprehension of read text (Nouwens, Groen, & Verhoeven, 2017).
Now let us move on to the role of attention in reading. If one “zones out” during reading tasks, becomes distracted, and attends poorly to text, their comprehension of read text will be adversely affected. To illustrate, studies on reading abilities of children with ADHD consistently identify their reading comprehension abilities as being poorer as compared to peers without the ADHD diagnosis (Miller et al, 2013).
Finally, there’s processing speed which refers to the speed of task completion with accuracy. The tasks provided to the child can be visual (e.g., rapidly naming colors, numbers, letters, etc during RAN/RAS assessment), or verbal (asked to answer a question, summarize information, etc). Children with slow processing speed may take a significantly longer time decoding text (Landerl et al, 2018). This, in turn, will affect how well they comprehend the read text. Together, memory, attention, and processing will affect not only the comprehension of read text but also the child’s ability to respond to open-ended concrete and abstract reading comprehension questions regarding the presented text.
Now that we have covered the role of impaired language abilities as well as memory, attention, and processing led us move on to cover numerous other components of reading comprehension. On the surface, reading comprehension involves understanding the meaning of the read text. However, there are numerous fundamental skills required for the readers to meaningfully understand they read as confirmed by a reliable assessment means. Of course, it is important to reiterate once again that in this post I am referencing specifically fluent readers. These are children who can decode the text accurately in a reasonable timeframe. This is important to reiterate because additional deficit areas will be present for non-fluent readers as related to reading comprehension.
To continue, to be good comprehenders, children need to know the meanings of numerous literate vocabulary words (abstract nouns, metacognitive verbs, etc.), and not just in isolation but in the context of read text (Nippold , Hegel , & Sohlberg 1999; Nippold, 2006). This is once again a challenge for children with undiagnosed language deficits. On the surface, they may present with seemingly excellent vocabulary repertoires. However, when asked to define more abstract vocabulary words, use them in the context of discourse or reading comprehension tasks, parents and professionals become highly surprised to see how poorly these kids actually perform.
Far more important than even vocabulary is the role of background knowledge in his reading comprehension. Specifically, the knowledge threshold or “precisely how much knowledge is necessary to understand a text and whether there is a specific amount of knowledge required before understanding is compromised” (O’Reilly, Wang & Sabatini, 2019, p. 1) For example, these authors identified that a quantifiable point of 59% correct on a knowledge test “resulted in a qualitative change in the relationship between background knowledge and reading comprehension” (pg. 5). They also found that certain vocabulary words (activation words) were more predictive of exceeding the knowledge threshold than others. In this study, students who attained the highest, above threshold scores, had knowledge of all the activation words, which the authors hypothesized “activated information described previously in the text as well as relevant background knowledge not included in the texts” (pg. 6). But this information should be interpreted with significant caution. This is because the authors stated that some of the limitations of their study included testing students on only one topic (ecology). This means that we need additional studies to investigate student performance on a variety of other topics. Additionally, student performance was measured only by “topical-vocabulary choice and factual multiple choice” questions. This is a concern because given certain texts and tasks, even students who perform poorly on tests of reading comprehension can perform well. To illustrate, if poor readers are asked to take a multiple-choice test about a passage they are familiar with; poor readers can perform better than good readers who are asked to read and summarize a topic they know nothing about (e.g., Recht & Leslie, 1988 in Catts & Kamhi, 2014).
This brings us to the two hugely important determiners of reading comprehension: the ability to coherently and cohesively state the main ideas of read texts, as well as cogently summarize read texts. This is a monumental area of difficulty for children with language as well as social communication disorders (Fitch, Fein, & Eigsti, 2015) secondary to deficits in the area of Gestalt Processing (the ability to grasp the “big picture” vs. over-focusing on irrelevant details) (Brosnan et al, 2004).
But there are still more skills needed for good comprehension. Good readers constantly make inferences regarding read text. “Inference making is the process of integrating information within text and between the text and one’s general knowledge of the topic” (O’Brien, Cook, & Lorch, 2015 in Barth & Elleman, 2017, pg. 31) Good readers make two types of inferences during reading to help them fill the gaps in text. These are text-based inferences, which link current information to previously read information, as well as knowledge-based inferences which integrate currently read information with one’s prior knowledge of the topic (Barth & Elleman, 2017, pg. 31). Making inferences also allows readers to make sense of adjacent sentences as well as of the overall text (local and global coherence respectively) (Kendeou, 2015; McNamara & Magliano, 2009 in Barth & Elleman, 2017, pg. 31) Hence, students with difficulties in the areas of inference making are at a significant disadvantage with respect to comprehension of read text (Cain & Oakhill, 1999).
Good readers are also adept at following and grasping passage organization or text structure (e.g., descriptive, chronological, cause/effect, compare/contrast, primacy or the order of importance, problem/solution, sequencing or steps of a process, etc.). Readers who lack this ability need to be explicitly taught. But the good news is that we have multiple studies with information on how to improve this ability (Roehling et al 2017).
In addition to the above, students also need to have a good grasp of the numerous literary devices (e.g., foreshadowing, allusion, imagery, juxtaposition, flashbacks, symbolism, etc) used by authors of various texts. Similarly, they need to grasp the mood of each text as well as to determine the writer’s purpose for writing the text.
It is also very important to explicitly point out that there are significant differences found between various texts even at the same grade level. To illustrate, fourth grade-level language arts passages may contain far simpler literate vocabulary words as compared to social studies and science texts containing esoteric vocabulary and explaining technical topics (e.g., electricity). Similarly, fictional texts also possess various complexity. Poetry contains a number of literary devices and as such is much more difficult to analyze than a simpler fictional text.
I could write on and on, as there’s still a great deal more to say regarding many other skills pertaining to reading comprehension, but for the sake of practicality, I would like to stop right here in order to address some of the effective ways good reading comprehension can be reliably measured. This in itself is of course yet another problem as different tests of reading comprehension have been found to measure different abilities (Keenan et al, 2008).
First of all, all standardized tests of reading possess limitations. To illustrate, the Test of Reading Comprehension Fourth Edition (TORC-4) assesses untimed reading comprehension abilities primarily via multiple-choice questions of reduced complexity. This allows for score over inflation as even poor readers have the opportunity to guess the correct answers 25% of the time. Furthermore, the presence of certain words in multiple-choice responses may trigger the student to correctly choose that answer even in the presence of poor reading fluency and reading comprehension skills. In contrast to the TORC – 4, the Gray Oral Reading Tests – Fifth Edition (GORT-5), is a timed reading test that assesses reading fluency (rate and accuracy) as well as reading comprehension via open-ended questions. Unfortunately, it is also not without certain limitations. Many of the answers to the open-ended questions can be guessed if the student possesses some adequate background knowledge and vocabulary awareness.
So what is the best way to assess reading comprehension? For starters, standardized reading assessments such as the GORT-5 or the TORC-4, etc, are a good start to establish basic reading competence and ensure that the student has a solid mastery of foundational basics. Clinical grade-level reading assessment is the next step as it allows the clinicians to determine the student’s reading abilities on a deep vs. shallow level.
The most effective way is via the following methods:
- Asking abstract verbal reasoning questions
- Asking to define literate vocabulary words
- Asking to state the main idea of the passage
- Asking to summarize the passage
The above methods will reveal a true understanding of passage content. In contrast, multiple-choice questions and factual open-ended questions will tap into the student’s shallow knowledge of the passage and may result in an illusion that the student understands the passage, but are not adequate enough to ascertain true comprehension of passage content.
There you have it! Now that you know the skills involved in reading comprehension you understand what a monumental role strong language abilities, play in it. This is exactly why speech-language pathologists should be integral members of every team involved in assessment and remediation of students with reading comprehension deficits! Reading comprehension involves mastering a highly complex set of skills that goes far beyond answering comprehension questions based on text. So now that you know that, go out there and create truly meaningful goals in order to serve the students on your caseloads in the most evidenced way possible!
For more evidence-based information pertaining to assessment and treatment of reading cmprehesnion difficulties, visit the SLPs for Evidence-Based Practice group on Facebook.
- Arnold, E. M., Goldston, D. B., Walsh, A. K., et al. (2005). Severity of emotional and behavioral problems among poor and typical readers. Journal of Abnormal Child Psychology 33(2):205-217.
- Baddeley AD, Hitch GJ. (1974). Working memory. In The Psychology of Learning and Motivation: Advances in Research and Theory, ed. GA Bower, pp. 47–89. New York: Academic
- Barth, A.E., & Elleman, A.M. (2017). Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers. Language, speech, and hearing services in schools, 48 1, 31-41 .
- Boyes, M.E., Leitao, S., Claessen, M., Badcock, N.A., & Nayton, M. (2016). Why are reading difficulties associated with mental health problems? Dyslexia, 22, 263–266.
- Brosnan MJ, Scott FJ, Fox S, Pye J (2004). Gestalt processing in autism: Failure to process perceptual relationships and the implications for contextual understanding. Journal of Child Psychology and Psychiatry. 45(3):459–469.
- Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5-6), 489–503.
- Catts, H.W., & Kamhi, A.G. (2014). Prologue: Reading Comprehension Is Not a Single Ability. Language, speech, and hearing services in schools, 48 2, 73-76 .
- Catts, H.W. , Fey, M.E. , Tomblin, J.B. , & Zhang, X. ( 2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.
- Clarke, P.J., Snowling, M.J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: a randomized controlled trial. Psychological science, 21 8, 1106-16 .
- Dickinson, D. K., & McCabe, A. (2001). Bringing It All Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy. Learning Disabilities Research and Practice, 16, 186-202
- Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels, & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 51-93. Newark, DE: International Reading Association.
- Edmonds, M. S., Vaughn, S., Wexler, J., Reutebach, C., Cable, A., Tackett, K. K., & Schnakenber, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262-300. doi:10.3102/0034654308325998
- Fitch, A., Fein, D., & Eigsti, I. (2015). Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45, 1887-1896.
- Gajria, M., & Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58, 508-516.
- Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210-225.
- Garwood, J. D., Brunsting, N. C., & Fox, L. C. (2014). Improving reading comprehension and fluency outcomes for adolescents with emotional-behavioral disorders: Recent research synthesized. Remedial and Special Education, 35, 181- 194.
- Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320. doi:10.3102/00346543071002279
- Gough Kenyon, S. M., Palikara, O., & Lucas, R. M. (2018). Explaining reading comprehension in children with developmental language disorder: The importance of elaborative inferencing. Journal of Speech, Language, and Hearing Research, 61, 2517–2531
- Gray, S. (2017). Introduction to the clinical forum: Reading comprehension is not a single ability. Language, Speech, and Hearing Services in Schools, 48(2), 71-72.
- Griffin T, Hemphill L, Camp L, Wolf D. (2004) Oral discourse in the preschool years and later literacy skills. First Language. 24(2):123–147.
- Huc Chabrolle M, Barthez MA, Tripi G, Barthelemy C, Bonnet-Brilhault F (2010) Psychocognitive and psychiatric disorders associated with developmental dyslexia: A clinical and scientific issue. Encéphale. 36 (Suppl 2): 172-9.
- Kempe, C., Gustafson, S., & Samuelsson, S. (2011). A longitudinal study of early reading difficulties and subsequent problem behaviors. Scandinavian journal of psychology, 52 3, 242-50 .
- (2008) Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension, Scientific Studies of Reading, 12:3, 281-300,
- Kendeou P. (2015). A general inference skill. In O’Brien E., Cook A., & Lorch R. (Eds.), Inferences during reading, (pp. 160–181). New York, NY: Cambridge University Press.
- Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. In R. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1270-1324). Newark, DE: International Reading Association.
- Kintsch, W. (2013). Revisiting the construction-integration model of text comprehension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 807- 839). Newark, DE: International Reading Association.
- Knivsberg, A. M. and Andreassen, A. B. (2008). Behaviour, attention and cognition in severe dyslexia. Nordic Journal of Psychiatry 62(1):59-65
- Landi, N., & Ryherd, K. (2017). Understanding specific reading comprehension deficit: A review. Language and linguistics compass, 11 2.
- (2018) Developmental dyslexia: emotional impact and consequences, Australian Journal of Learning Difficulties, 23:2, 107-135
- McNamara D. S., & Magliano J. (2009). Toward a comprehensive model of comprehension. The Psychology of Learning and Motivation, 51, 297–384.
- Miller, A.C., Keenan, J.M., Betjemann, R.S., Willcutt, E.G., Pennington, B.F., & Olson, R.K. (2013). Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit. Journal of Abnormal Child Psychology, 41, 473-483.
- Nippold, M.A., Hegel, S.L., & Sohlberg, M.M. (1999). Defining abstract entities: development in pre-adolescents, adolescents, and young adults. Journal of speech, language, and hearing research : JSLHR, 42 2, 473-81 .
- Nouwens, S., Groen, M.A., & Verhoeven, L. (2017). How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing. Reading and writing.
- O’Brien, E. J., Cook, A. E., & Lorch, R. F., Jr. (Eds.). (2015). Inferences during reading. Cambridge, United Kingdom:
Cambridge University Press.
- O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How Much Knowledge Is Too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension. Psychological Science, 30(9), 1344–1351.
- Ouellette GP, Shaw E. Oral vocabulary and reading comprehension: An intricate affair. L’Année psychologique. 2014;114:623–645.
- Rabiner, D., J.D. (2000). Early attention problems and children’s reading achievement: a longitudinal investigation. Journal of the American Academy of Child and Adolescent Psychiatry, 39(7),859- 867
- Recht D., & Leslie L. (1988).Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80, 16–20.
- Roehling, J. V., Hebert, M., Nelson, J. R., & Bohaty, J. J. (2017). Text Structure Strategies for Improving Expository Reading Comprehension. Reading Teacher, 71(1), 71–82.
- Scammacca, N. Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C. K. & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A metaanalysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
- Smallwood, J., Mc Spadden, M., & Schooler, J. W. (2008). When attention matters: The curious incident of the wandering mind. Memory &Cognition, 36(6), 1144-1150.
- Snow, C., Burns, S., & Griffin, P. (Eds.). Committee on the Prevention of Reading Difficulties in Young Children. National Research Council. (2001). Preventing reading difficulties in young children (Sixth printing). Washington, DC: National Academy Press
- Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2012). Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities, 45(4), 327- 340.
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
- Sun, L & Wallach G (2014) Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability. Topics in Language Disorders, Vol. 34; (1), pp 25–38.
- Zipoli, R (2017) Unraveling Difficult Sentences: Strategies to Support Reading Comprehension. Intervention in School and Clinic, Vol. 52(4) 218–227 | <urn:uuid:a53b0b50-9694-4e5c-b71a-5ecd83a30f25> | CC-MAIN-2023-50 | https://www.smartspeechtherapy.com/comprehending-reading-comprehension/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.875918 | 5,560 | 3.4375 | 3 |
This review contains discussion of sexual assault. If you have been affected by any of the issues that have been discussed or need assistance, please contact 1800RESPECT (1800 737 732), the national sexual assault, domestic and family violence counselling service.
“If I told you that I’d killed a man with a glance, would you want to hear the rest?”
In the first line of Jessie Burton’s Medusa, here comes the conceit: despite being an iconic mythological figure, Medusa has historically been reduced to her snake hair and killer gaze. But every myth is a story, and the girl-turned-Gorgon deserves her own.
It’s worth noting that we’re going to be as spoiler-free as possible in this review. How could you spoil a millennia-old legend, you may ask? Let’s just say you could describe Burton’s iteration of the Medusa story as more of a reimagining than a retelling – key elements of the story have been modified.
The well-known version of Medusa’s story comes from two Greek texts – Ovid’s Metamorphoses and Hesiod’s Theogony. Ovid explains how Medusa turned into a snake-haired, killer-eyed Gorgon. She was a mortal with two immortal sisters living on the edge of Night. She ‘seduced’ Poseidon, who ‘ravaged’ her in Athena’s temple. Athena punished Medusa with the snake hair and eye situation – some say to avenge the temple, others say in jealousy of Medusa’s beauty.
Fast forward to Hesiod’s story of Medusa and Perseus. Perseus was sent on a quest by the king Polydectes to bring back Medusa’s head (there are reasons, but I’m not going to go into it – it has almost nothing to do with Medusa herself). Perseus is aided by Hades’ Cap of Invisibility, Hermes’ winged sandals, Athena’s reflective bronze shield, and Hephaestus’ sword. He sails to Medusa’s home during the night and, using the reflective shield to see without making eye contact with her, murders her in her sleep.
Burton’s Medusa begins with Perseus’ arrival. There are plenty of hints throughout that this is an alternate mythology. Perseus doesn’t wear Hermes’ sandals or Hades’ Cap of Invisibility. He doesn’t use Athena’s reflective shield to avoid making eye contact. But probably the most glaring difference between the old story and Burton’s is the one that gets the plot going: Perseus lands on Medusa’s island, thinking he’s completely lost, during the day.
“‘Who are you?’ I called down. I spoke in panic, worried that Argentus’ suspicion of this new arrival would drive him to his boat at any moment. And I spoke in hope: it felt of utmost importance that this boy should stay on my island – for a day, a week, a month. Maybe longer.”
This one little detail gives room for a relationship. Medusa shares meals with Perseus, refusing to show her face (or hair). Talking together on either side of a cave wall, the two begin to fall in love.
Before I go on, I’d like to acknowledge that this book (and this review) contains descriptions of sexual violence. Reader discretion is advised.
Medusa shines in its dialogue; I can almost imagine it as a play. Through Medusa and Perseus’ conversations, Burton fills in the details of Medusa’s origin story, and draws poignant parallels between the classic villain and some classic Greek heroines – including Perseus’ mother, Danaë.
Though she doesn’t physically appear in the book, Danaë serves as the perfect foil for understanding why Medusa is a classic villain, and other mythological women with similar experiences are heroines. When Danaë is faced with an overbearing god (Zeus), she gives him what he wants, as quietly as possible. When Danaë is faced with an overbearing king, her demigod son gets in the way for her. And though Medusa explores the unfairness of which survivor gets to be ‘good’ or ‘bad’, it still pays Danaë the respect she deserves for the difficult decisions she had to make.
Medusa reflects, “I didn’t need to imagine how Danaë had felt. Her own space, the little patch of land beneath her feet that belonged to her, invaded inch by inch by a man.”
It’s important to draw distinctions between which parts of Medusa are reimaginings, and which are retellings. I’m not sure how I feel about this. I wonder if I’d be more content with a retelling without all the changes. I wonder if that would uphold the fill-in-the-blanks and the change-in-perspective about Medusa with more ‘credibility’, and banish away the argument I fear might arise that the two stories end differently not because Perseus shows up at a different time, but because of a fault in our universe’s Medusa.
But maybe Burton’s Medusa is just as credible, and I’m anticipating a reaction that will never come. Maybe, like Medusa, I need to let go of what others might think.
Burton isn’t satisfied with how Medusa’s origin story is written in textbooks. She can read between the lines, and she doesn’t want to have to. Here is the reality: Medusa was assaulted by a god, and then punished by another god for being the victim of said assault. The rewriting of this truth and the interrogation of the original story’s moral – that Medusa ‘brought it on herself’ – is a powerful tool in bringing the Medusa story into the modern day.
And, no, this part isn’t a reimagination.
“Poseidon didn’t care whose temple he was entering… He just pulled the pillars down. I screamed for him to leave me alone, I called out to Athena, I said, No, no, no! But in the rubble of that night, Poseidon took what I had never wanted to give him. Me.”
Burton’s style does a lot for the modernisation angle of Medusa. It’s first person, it’s casual, and it’s brutally honest. While it’s not always as crisp as it could have been, and occasionally a little too overt in its messaging, it’s an understandable choice by Burton with a theme like sexual violence on the table — it’s hard for an author to trust a reader to get the idea.
That said, Medusa is a heartwarming and heartbreaking story about a villain I never thought I would have so many feelings about. If it proves nothing else, it proves this: Greek myth reads a lot different when you look closely.
‘Medusa’ is available now via Bloomsbury Publishing. | <urn:uuid:8c2decae-41a7-408a-adbe-e7eb76851525> | CC-MAIN-2023-50 | https://www.supanova.com.au/review-medusa-is-an-alternate-myth-designed-for-the-modern-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.949325 | 1,555 | 2.671875 | 3 |
Question 1 Report
Colonization of a bare rock surface is termed
Colonization of a bare rock surface is termed primary succession. Primary succession refers to the process of ecological succession that occurs in an area where there was no previous soil or vegetation, such as a bare rock surface, glacier retreat, or lava flow. In these areas, the first organisms to colonize are usually bacteria, lichens, and mosses that can survive in harsh conditions and break down the rock surface to create soil. As the soil layer builds up and organic matter accumulates, larger plants such as grasses and shrubs can begin to grow, which in turn attracts animals and insects. Over time, the ecosystem becomes more complex and diverse, with different species competing and interacting with each other. Therefore, the colonization of a bare rock surface is an example of primary succession, which is a process of ecological change that occurs in areas where there was no previous soil or vegetation. | <urn:uuid:7e8f9029-74f7-4b0c-b60e-178efe8e5695> | CC-MAIN-2023-50 | https://www.supergb.com/cbt/assessment/76e3d16c-fa46-43eb-a514-ee6aadba3d16/question/af77234f-89a1-446e-a98a-5268eae1b10b | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.957306 | 192 | 4.34375 | 4 |
Question 1 Report
From the words lettered A to D, choose the word or group of words that best completes each of the following sentences.
The man, as well as the woman ________arrested
The correct option is "has been." Explanation: The subject of the sentence is "the man" which is singular, and the phrase "as well as the woman" is just an additional piece of information. When using the phrase "as well as" to connect two subjects, the verb should agree with the first subject which is singular in this case. Therefore, the singular form of the verb "has been" is the correct choice. | <urn:uuid:57ef008c-36aa-4207-b7c8-a94b14d1d288> | CC-MAIN-2023-50 | https://www.supergb.com/cbt/assessment/fd038faa-531e-4fcb-90e0-8bfcc6a00284/question/f4193a51-c728-42c1-b412-9b2d964de1bc | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.95314 | 133 | 3.40625 | 3 |
Mental health statistics may not always be at the top of your mind, even when you’re going through a crisis of your own. Some of us get headaches when we even think about math – especially statistics. Yet, hard data based on empirical research helps us better understand the world around us and the people in it. When it comes to mental health, so many of us feel isolated and utterly alone in our struggles. Looking at mental health statistics can put our challenges into context, help us understand the pervasiveness of certain conditions, and offer some bit comfort and solace knowing we’re not alone.
And when you look at the stats about treatment for mental health — such as the fact that mental illness affects tens of millions Americans each year, but only about half of people receive treatment — you can see how these surprising mental health statistics necessitate additional education, awareness, and funding for mental health services.
Ready to take a deeper look at some of the most relevant mental health stats?
Statistics On Frequency and Prevalence of Mental Illness
Mental illness is much more common than people realize. For example, 44.7 million American struggled with mental illness in 2016. Mental illness can vary from mild to moderate to severe. This is partly why we may be unaware that those around us are battling a mental illness — it can be easy to miss. But it’s all the more reason to learn how pervasive mental health disorders are, and that there is no shame in talking about them or seeking help.
- In any given year, 1 in 5 employed adults in the U.S. experiences a mental health issue, including depression, anxiety, and insomnia
- Worldwide, 1 in 4 people will experience a mental health issue in any given year
- 1 in 25 adults, or 9.8 million Americans, will experience a mental illness this year that is serious enough to interfere with or impact major life activities
- Kids are not immune either: 1 in 5 youths (21.4%) between the ages of 13-18, and 13% of children aged 8-15, live with a severe mental health disorder
- At some point in almost everyone’s life, they will experience a mental health crisis or challenge
- You are more likely to experience mental illness than you are to develop heart disease, diabetes, or any kind of cancer
- 1.1% of U.S. adults experience schizophrenia; 2.6% adults live with bipolar disorder; 6.9% of people battle depression; and 18.1% of us experience anxiety disorders.
Common Mental Health Conditions: By The Statistics
Unfortunately, there are a lot of misconceptions out there about particular mental health conditions — for example, that people who are anxious appear “nervous” all the time, or that PTSD is a rare condition only affecting people who have witnessed war or terrorism. It’s important to understand what different mental health disorders look like, how widespread they are, and what harm occurs if mental health conditions are not properly treated.
- Major depression is one of the most common mental health disorders in America, according to the National Institute of Mental Health
- Depression affects 350 million people worldwide
- 16 million American adults reported having at least one major depressive episode in 2015
- According to the Anxiety and Depression Association of America, anxiety disorders are the most common mental illness in the U.S.
- Anxiety affects 40 million adults age 18 and older, or roughly 18.1% of the population
- Although anxiety disorders are highly treatable, only 36.9% of those suffering receive treatment
- According to the National Institute of Mental Health, 2.6% of the American adult population is diagnosed with bipolar disorder
- Risk of suicide is higher in people with bipolar disorder
- In a study from Denmark spanning four decades, 8% of the male bipolar patients and 5% of the female patients died by suicide, compared with 0.7% and 0.3% in the general population
- 30% of American adults suffer from insomnia
- Sleep problems such as insomnia are a common symptom of many mental illnesses, including anxiety, depression, schizophrenia, bipolar disorder, and attention deficit hyperactivity disorder (ADHD)
- According to the American Psychological Association, 70% of adults in the U.S. report experiencing some type of traumatic event at least once in their lives; 20% of those people go on to develop PTSD
- PTSD affects 7.7 million adults, or 3.5% of the U.S. population
Therapy can be a game-changer for anyone battling a mental illness, whether mild or severe. Everyone needs a mental health professional to talk to at one time or another. And research has shown that therapy works, and its positive effects can endure for years. Still the stigma remains when it comes to entering therapy, and many people simply don’t go, even when it is desperately needed.
- According to a study from Johns Hopkins School of Public Health, published in The Lancet, even a few sessions with a therapist can lower the risk of suicide among at-risk patients
- A 2014 study published in JAMA Psychiatry found that people suffering from major depression are more likely to improve with a combination of therapy and medication, as opposed to just medication
- The percentage of medication-only visits for mental health problems has been climbing over the last decade, according to the American Psychological Association
- As cited in The New York Times, a 2005 government survey found that just 11 percent of psychiatrists provided talk therapy to all clients, a number that had been falling for years and has likely fallen since the survey
- As described by 2010 research subsidized by the American Psychological Association, the benefits of the therapy continue to grow even after treatment has ended
Consequences of Neglecting Treatment
The lack of treatment for mental health disorders might be one of the most significant crises of our time. Or, to put it another way, if we were to treat the mental health issues that affect millions of Americans, we would expect to see a decrease in physical ailments, an increase in longevity, and, perhaps surprisingly, a stronger economy. The problem is that many of us don’t understand the consequences of not treating mental illness.
- Untreated mental illness can be attributed to the majority of deaths by suicide, according to the National Alliance on Mental Illness
- According to the CDC, 113 Americans die by suicide daily, making it 10th leading cause of death in every age group
- Research points to a strong stigma surrounding mental health disorders, a cultural mindset that often prevents people from seeking treatment
- Stress and mental illness can cause serious health problems, including stroke, cardiovascular disease, and high blood pressure
- Mental illness can be attributed to $193.2 billion in lost earnings per year in America
- Untreated mental illness decreases adult lifespans in the U.S.; people living with mental illness die an average of 25 years earlier, in large part due to chronic medical conditions caused by mental illness
Stats like these are striking, thought-provoking, and highlight the urgency in our country to make mental health a top priority. It’s not something that can be ignored any longer. And for those of us struggling with mental illness, knowledge is power. Understanding that our challenges are real, nothing to be ashamed of — and that effective treatments toward wellness are available — is the first step toward healing.
For more mental health and online therapy statistics, visit our Talkspace research page. | <urn:uuid:82e561d0-940a-4b79-b590-c856fd460fbe> | CC-MAIN-2023-50 | https://www.talkspace.com/blog/mental-health-statistics/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.943511 | 1,537 | 2.984375 | 3 |
How Can Schools Respond To The Age Of Information?
by Terry Heick
We really all should have seen this coming.
The information used to be here, and there, and over there. Now it’s moving, from a singular there, to a plural everywhere–very much a new age of information and information access.
The response to this access has been slow–and even when swift, it has rarely been compelling or long-lasting.
Historically, when you needed to understand something, you went somewhere—you physically had to move from one place to another. From your home to an expert; your neighborhood to some kind of school. From where you were standing, to somewhere you can experiment.
Libraries for centuries have acted as points of media aggregation that were intellectual and cultural and functioned as lodestones of information. While you still had to seek out the information—you had to go to it—it at least was all in one place. This reduced the activity necessary to retrieve information. Daily newspapers were the closest the mainstream came to passive media collection–each day pages of news and data would show up on your step.
The internet has changed things again, offering virtual libraries and fingertip-access to collective human information lodes. And it can be accessed not simply from computers, but phones and gaming devices. If you consider the growth of the internet not as a cause (of the persistence of information), but an effect (of the basic human need for information in various forms), then the internet itself is simply an intermediary for how people connect—to information, and to one another.
See also The Definition Of Good Work
But there is yet another change enabled by modern, digital information forms and systems: Today, information is becoming infinitely plural. It is packaged and re-packaged, fragmented and aggregated, split into strands, and synthesized again across platforms, devices, and apps in ways that are simply impossible to grasp. You have the New York Times newspaper and live video streaming supplemented by an instagram and notifications that send out breaking news.
And it’s all the same news, but it’s not.
Marshall McLuhan’s insistence that the media is the message continues to not simply resonate, but hum in thrumming spectacle. How we access information is becoming more important than the information itself. The incredible diversity of information forms, and prevalence of devices built to access those increasingly diverse forms, is changing societal interactions with facts and ideas.
This kind of nuanced access is currently being supported through apps. Apple sold more than 40 million iPhones in 2019 and more than two billion since its launch in 2007. It is impossible to qualify the consumer demand that led to that kind of proliferation, as it is equally unlikely one could ever accurately describe the social change engendered by that kind of volume. That number represents billions and billions of consumer decision-making processes–and only the ones that were successful (people with disposable income). Imagine the actual cultural and human demand.
Everything Old is New Again
Remember Google Glass? It was what the name suggested it might be—Matrix-style glasses that allow Google to stream information directly to your eyes via a heads-up display on the glasses. From a general technological standpoint, it wasn’t really isn’t a huge leap from existing augmented reality apps that offer a digital information overlay of a non-digital, physical environment.
Before Glass, augmented reality apps like Layar used camera viewfinders to identify locations for users. You’d hold up the camera and pan around, and little digital icons would pop up telling you where coffee was, the phone number of the closest bookstore, or even the average customer rating of that restaurant across the street. In the late 20th century, you would have to ask someone where something was, or where to get a cup of joe in an unfamiliar city. Phone numbers were in a phone book. Restaurant ratings were in the Saturday Post next to Norman Rockwell paintings.
Information access was not only active (as opposed to passive), but it was fragmented–in bits–everywhere. If you trace the evolution of that kind of information, streaming the information right to your eyes (in lieu of being able to beam it straight to your subconsciousness) makes perfect sense. While interesting, iPhones and Google Glass were simply the continuations of that process, and it’s really the process that’s actually interesting. They’re simply landmarks.
Information has moved from singular places (here and there) to infinitely plural realities. Data is now entirely decentralized and fragmented, then re-aggregated and socially forged through apps. Then, through apps, they are re-packaged for personalized delivery to users. And with it not dropped on your doorstep, stored at the local library, or out of the mouth of inaccessible experts, that data’s retrieval is now more passive than ever before. Push technology in your smartphone will send you an alert of a nearby task that needs completing, ‘consumer opportunity,’ or even a field trip idea.
That move from pull (seeking information) to push (that’s automatic and passive) is significant.
In and of itself, this kind of movement will not make an individual any smarter, nor society any more productive. But given the right kinds of needs for information, and the right kind of authentic opportunities for the application of information that’s persistently accessible and consumable, suddenly there is an opportunity for actually improving the planet through highly-consumable data forms–taking real-time facts and statistics and improving basic human interdependence.
Mobile devices and various social media have changed the world, but not as much as we’d think. (And Google Glass changed even less.) They don’t allow the governments to (directly) control our minds or destroy real-life human connections. And even the most avant-garde of technology will gradually be replaced by other emerging methods of providing users access to information and general digital content.
But the macro trends at work here are indeed interesting. The information is constantly duplicating, diversifying, and moving all around us. It’s not simply about more outlets or even more information, but rather an almost overwhelming environment of enormous access. How should education adapt as a result? By un-tethering from classrooms and pursuing fully mobile learning? By changing the role of the teacher as content holder to resource expert and coach? Or by dispensing with the stunningly ambitious and short-sighted goal of content-based learning standards, and instead focus on constantly changing data sources, consumption patterns, and tendency towards critical literacy and human service?
How can schools respond to the age of information? Consider the following theory:
How and why we access information–and what we do with it–is more important than the information itself. In parallel, might it be that how and why students learn–and what they do with what they learn–is more important than the content itself? | <urn:uuid:3873fdcf-01ab-4781-b8d5-feb29e3e2239> | CC-MAIN-2023-50 | https://www.teachthought.com/the-future-of-learning/age-of-information/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.94632 | 1,443 | 2.9375 | 3 |
Saktanong - stock.adobe.com
Mobile devices can access sensitive internal documents and other files through company apps or portals, so IT professionals should understand how mobile device encryption can protect this data from hacking attempts.
There are two categories that make up Apple iPhone encryption: hardware-level and file-level. Apple automatically enables hardware-level encryption out of the box for its mobile devices, and this encryption protects the devices' core processes from direct access by any software or firmware. Because of this default, there is nothing for IT to configure and no way for users to disable it.
File-level encryption requires a bit more management and decision-making from IT, but mobile admins should know both types of iPhone encryption to properly manage their users.
Out of box hardware-level encryption for iOS devices
Each iOS device includes a dedicated Advanced Encryption Standard (AES 256) cryptography engine to support hardware-level iPhone encryption, and it sits between the system memory and flash storage. This engine works in conjunction with the device's unique identifier (UID) to segregate system operations and cryptographically tie data to the device. The UID is an AES 256-bit encryption key fused into the application processor and Secure Enclave during manufacturing.
Software that runs on the Secure Enclave, a coprocessor security chip, uses the UID to protect sensitive device information. The Secure Enclave also processes fingerprint and face data associated with Touch ID and Face ID. In addition, the Secure Enclave carries out all cryptographic operations related to file-level encryption. Communication between the Secure Enclave and application processor is isolated and highly controlled.
There is much more to hardware-level encryption, but the important point that mobile admins should understand is that an iOS device automatically uses advanced cryptographic techniques to protect core system functions. These hardware-level security capabilities also provide a foundation for file-level data security, a feature known as data protection.
Key points of file-level encryption
The data protection feature on iOS devices encrypts data on the device's flash drive by assigning a new 256-bit key to each file when a user or IT pro creates it. On iOS devices that support the Apple File System (APFS), IT can assign keys on a per-extent basis, in which different parts of a single file receive different keys.
The data protection feature wraps each file key in one of several key classes that determine data accessibility; the app that creates the specified file assigns it a class. For example, IT can deploy a policy for an app that encrypts all files of a certain format to the "Protected Until First User Authentication" class, which is the default class for all third-party apps on iOS. IT configures each class on encryption with a specific set of policies that define the files' accessibility. The Security Enclave handles all wrapped file keys and extent keys so they are never directly exposed to the app.
Data protection ensures that each file on the device's flash drive is encrypted. Unlike hardware-level iPhone encryption, however, data protection is not enabled out of the box. To deploy these file-level encryption policies, IT must enable the passcode feature on the desired iOS devices.
Encryption relies on passcodes
Passcodes and the data protection feature are inextricably tied in iOS because a user's passcode is linked with the device's UID. An attacker cannot access data in the protected classes without the passcode, which is why organizations should always require passcodes on their managed iOS devices.
Passcodes not only ensure that file data is encrypted; they also protect against brute-force attacks by escalating the time delays after each consecutive failed passcode attempt. For example, the time delay is one minute after five failed attempts, but after nine failed attempts, the delay is one hour. In addition, IT can configure its devices to automatically wipe the data after 10 failed attempts.
IT can manage a device's passcode settings and requirements through a mobile device management or enterprise mobility management tool such as VMware AirWatch or MobileIron. With these tools, IT can specify whether or not a passcode is required, the complexity of that passcode and several other settings. The more complex a user's passcode is, the stronger the file-level encryption -- though the more difficult it is for the user to enter. However, if the managed devices support Touch ID or Face ID, IT can require a much more complex passcode because users don't have to supply it as frequently. | <urn:uuid:5543ed29-fb2c-4f51-914d-c91122f60d54> | CC-MAIN-2023-50 | https://www.techtarget.com/searchmobilecomputing/tip/Intro-to-iPhone-encryption-features-for-Apple-admins | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.898928 | 912 | 3.09375 | 3 |
NATURAL HEALTH THERAPIES AND PRODUCTS CAN SIGNIFICANTLY REDUCE GOVERNMENT HEALTH SPENDING
There is mounting evidence that daily use of natural health products can decrease national healthcare costs. In a recent article published in the Journal of Dietary Supplements, researchers conducted a cost/benefit analysis that, when applied to at-risk populations who take natural health products, demonstrated a reduction in the odds of individuals experiencing a costly medical interventions.
The publication of this article follows a ‘game changing’ economic report released in September last year, which concluded that dietary supplements could save billions of dollars in healthcare costs in the United States. Prepared by market research experts Frost & Sullivan, it presents a strong economic case that targeted dietary supplementation regimens can help control rising healthcare costs and produce considerable health insurance savings.
Significantly therefore, large scale statistical studies are already coming to similar conclusions. For example, a study published in February 2013, confirmed that natural health products can cut the length of hospital stays, decrease costs, and reduce the chance of re-admissions. Impressively, the researchers found that dietary supplement use reduced the average length of hospital stays by over 2 days. Moreover, the likelihood of patients being readmitted to hospital was cut by almost 7%.
At national levels, research shows that tens of billions could be saved even by something as simple as making sure a population gets adequate intakes of vitamin D.
A review published in 2010 found that ensuring people in Germany get adequate intakes of vitamin D could save that country around €37 billion a year in healthcare costs. Similarly, in the United States, a report examining use of the basic supplement combinations calcium/vitamin D and lutein/zeaxanthin, as well as the individual nutrients folic acid and omega-3 fatty acids, found that even these could produce savings of $24 billion in national healthcare costs over a period of 5 years.
At the global level, the potential savings to be made from these types of preventative strategies are truly astronomical.
A study published in 2011 by the World Economic Forum (“WEF”) found that the total economic impact of just the five leading chronic diseases alone – cancer, diabetes, mental illness, heart disease, and respiratory disease – could reach $47 trillion by 2030. Following the publication of this study, the WEF’s senior director of health admitted publicly – as we ourselves have been saying for many years now – that this outcome has the potential to bankrupt national healthcare systems.
As such, with a recent report commissioned by the International Centre for Monetary and Banking Studies warning that record levels of world debt threaten to trigger a new financial crisis, the time to act is now. With millions of lives and national economies at stake, we urge you to share this important information as widely as possible through your personal contacts and social networks. As the TNHA have said many times in the past, a new healthcare system is possible – but it depends on all of us, acting together, to bring it about. | <urn:uuid:26ae883a-445e-4f6a-806e-903a9292b8a0> | CC-MAIN-2023-50 | https://www.tnha.co.za/natural-healthcare-can-significantly-reduce-government-health-spending/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.953715 | 622 | 2.84375 | 3 |
Price is the worth that buys a finite amount, weight, or another match of goods or services. In other words, it also expresses the value of the goods produced and the services rendered by factors of production such as land, labor, and capital. Thus, the determination of prices is of great significance in an economy.
Introduction to Determination of Prices
Determination of Prices means to determine the cost of goods sold and services rendered in the free market. In a free market, the forces of demand and supply determine the prices.
The Government does not interfere in the determination of the prices. However, in some cases, the Government may intervene in determining the prices. For example, the Government has fixed the minimum selling price for the wheat.
Browse more Topics under Determination Of Prices
- Changes in Demand
- Changes in Supply
- Simultaneous changes in Demand and Supply
- Features of Perfect Competition
- Price Determination under Perfect Competition
- Long Run Equilibrium of Competitive Firm and Industry
- Monopoly Market
- Monopolist’s Revenue Curve
- Price Discrimination
- Monopolistic Competition
- Kinked Demand Curve
Factors affecting Determination of Prices
The factors which affect the price determination of the product are:
1] Product Cost
Product cost is one of the most important factors which affect the price. It includes the total of fixed costs, variable costs and semi-variable costs incurred through the production, distribution, and selling of the product. Fixed costs refer to those costs which remain fixed at all the levels of production or sales. For instance, rent, salary, etc.
Variable costs attribute to the costs which are directly related to the levels of production or sales. For example, the costs of basic material, apprentice costs, etc. Semi-variable costs take into account those costs which change with the level of activity but not in direct proportion.
2] The Utility and Demand
Habitually, end user demands more units of a product when its price is low and vice versa. On the other hand, when the demand for a product is elastic, little variation in the price may result in large changes in quantity demanded.
While, when it is inelastic a change in the prices does not affect the demand significantly. In addition, the buyer is ready to pay up to that point where he perceives utility from the product to be at least equal to the price paid.
3] The extent of Competition in the Market
The next consistent factor affecting the price of manufactured goods is the nature and degree of competition in the market. A firm can fix any price for its product if the degree of competition is low. However, when there is competition in the market, the price is fixed after keeping in mind the price of the substitute goods.
4] Government and Legal Regulations
The firms which have a monopoly in the market, habitually charge a high price for their products. In order to protect the interest of the public, the government intervenes and regulates the prices of the commodities. For this purpose, it declares some products as indispensable products. For example, Life-saving drugs, etc.
5] Pricing Objectives
Another consistent factor, affecting the price of an item for consumption or service is the pricing objectives. Profit Maximization, Obtaining Market Share Leadership, Surviving in a Competitive Market and Attaining Product Quality Leadership are the pricing objectives of an enterprise. By and large, firm charges higher prices to cover high quality and high cost if it’s backed by the above objective.
6] Marketing Methods Used
A range of marketing methods such as circulation system, quality of salesmen, marketing, type of wrapping, patron services, etc. also affects the price of manufactured goods. For instance, an organization will charge sky-scraping revenue if it is using the classy material for wrapping its product.
Determination of Equilibrium Price
The price that makes demand equivalent to supply is called the equilibrium price. Graphically, it can be said that the equilibrium price is the point where the demand curve and supply curve intersect. It is the price at which there is no unsold stock left neither is any demand unfulfilled. Thus, it is also known as the market clearing price.
Once the Equilibrium price and quantity are reached, we attain Stable Equilibrium. Stable equilibrium adjusts any disturbance in the demand and supply and restores the original equilibrium.
Other things remaining the same, when the price falls below the equilibrium price, the demand increases and supply decreases. There arises a shortage of goods which in turn increases the price to equilibrium price.
Similarly, when the price rises above the equilibrium price, the demand decreases and supply increases. There arises a surplus of goods which in turn decreases the price to equilibrium price. Thus, the market restores the equilibrium price on its own.
However, the prices are not determined only by the forces of demand and supply. Other factors such as the price of substitute goods, price of related goods, government policies, competition in the market, etc. also play an important role in the determination of the prices.
Solved Example on Determination of Prices
Q: Which of the following is correct about product cost?
- Product cost refers to a distribution system.
- Product cost refers to the total of fixed costs, variable costs and semi-variable costs
- It refers to the total cost of the product.
- Product cost refers to the sales of the product.
Ans: While calculating the cost of a product, the sum of all costs associated with the production of a specific quantity of a good or service is included. So the correct option is B. | <urn:uuid:839db536-2c2f-4495-a864-5b947bfaec79> | CC-MAIN-2023-50 | https://www.toppr.com/guides/business-economics/determination-of-prices/intro-to-determination-of-prices/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.929886 | 1,159 | 4.5 | 4 |
Vitamin D, often referred to as the “sunshine vitamin,” plays a crucial role in various aspects of our health. While it is commonly associated with strong bones and a healthy immune system, recent research has unveiled a fascinating connection between vitamin D and body fat. In this blog, we will delve into the intricate relationship between vitamin D and body fat, shedding light on how this essential nutrient may impact weight management and overall well-being.
The Role of Vitamin D
Before we dive into the link between vitamin D and body fat, let’s understand the fundamental role of vitamin D in the body. Vitamin D is a fat-soluble vitamin that can be obtained through sun exposure, dietary sources, or supplements. It is vital for several bodily functions, including:
- Bone Health: Vitamin D aids in the absorption of calcium and phosphorus, promoting strong and healthy bones.
- Immune System Support: It plays a role in regulating the immune system, helping the body defend against infections and diseases.
- Cell Growth and Function: Vitamin D is involved in the regulation of cell growth and differentiation.
- Inflammation Reduction: It may help reduce inflammation in the body.
Vitamin D and Body Fat
The relationship between vitamin D and body fat has garnered significant attention in recent years. Research suggests several mechanisms through which vitamin D may influence body weight and fat levels.
- Regulation of Fat Storage: Vitamin D receptors are found in fat cells, indicating its role in fat regulation. It may influence the storage and release of fat.
- Appetite Control: Vitamin D has been linked to the regulation of appetite and food intake. Adequate vitamin D levels may help control cravings and reduce overeating.
- Metabolic Function: Some studies propose that vitamin D may influence metabolism and insulin sensitivity, which are key factors in weight management.
- Inflammation: Low vitamin D levels have been associated with chronic inflammation, which can contribute to weight gain and obesity.
The Relationship with Obesity
Obesity is a complex condition with various contributing factors, and vitamin D is one such factor. Research indicates that individuals with obesity are more likely to have low levels of vitamin D. While it’s not clear whether obesity causes vitamin D deficiency or vice versa, addressing this deficiency may be a crucial step in managing weight and improving overall health.
Getting Enough Vitamin D
To maintain optimal vitamin D levels, consider the following tips:
- Sun Exposure: Spend time outdoors and allow your skin to be exposed to sunlight, especially during the summer months. However, it’s essential to balance sun exposure to prevent skin damage.
- Dietary Sources: Include vitamin D-rich foods in your diet, such as fatty fish (salmon, mackerel, and tuna), fortified dairy products, and egg yolks.
- Supplements: If you have a deficiency or struggle to obtain enough vitamin D through sunlight and diet, consult with a healthcare professional about supplements.
The relationship between vitamin D and body fat is a fascinating area of study in the realm of health and wellness. While vitamin D is not a magical solution for weight management, it undoubtedly plays a role in various factors related to body fat regulation. Maintaining adequate vitamin D levels through sunlight, diet, or supplements can be a beneficial step in supporting overall health and well-being. However, it’s crucial to consult with a healthcare professional before making any significant dietary or supplement changes, especially if you suspect a vitamin D deficiency. | <urn:uuid:66e225e7-d2f6-45fb-953f-5bff6a5f9f6e> | CC-MAIN-2023-50 | https://www.totalnutritiontechnologycharlotte.com/exploring-the-connection-between-vitamin-d-and-body-fat/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.920073 | 717 | 3.359375 | 3 |
Nutrition for a Long Distance Runners and Endurance Training
Marathon training, running the actual marathon and long distance running in general, requires both mental and physical strength as well as physical endurance and mental stamina. The 26.2-mile run isn’t something you just wake up one morning and decide to try, let alone 13.1 miles... or any endurance event for that matter. Becoming a long distance runner takes time, dedication, and preparation to continue to feel your best and perform your best. Proper physical preparation is important when training, and equally important is having a proper nutrition plan.
Nutrition for Endurance Runners and Athletes. Food is more than simple nutrition. Food is fuel. It is what feeds your body and keeps it going. Nutritional needs look different during the weeks of preparation leading up to the event, race week, the day of the event, and even during the event itself. Physical preparation for running a half marathon, marathon or any long distance event starts weeks, even months, in advance of the actual event as you continue to build up your miles without injury and with “ease”… so to speak! Nutritional preparation similarly needs to start weeks before the event itself. This time leading up to the event allows you to fuel your body so it can meet the physical demands being placed upon it. Additionally, this window of time provides the space to figure out what nutrition works best for you. This includes not only foods and food products consumed, but timing as well. You don’t want to try something new race day incase it doesn’t sit well with your belly!
Pre-Race Nutrition. Carbohydrates are probably the single most important nutrient in a marathon training diet. Science shows that fueling for endurance athletes during training and racing requires about 2.5-4.5 grams per pound of body weight. Runners should be closer to the upper end of this range as they get into longer runs. For a distance runner, roughly 50-70% of your daily diet should be from carbohydrate sources during training and before a long duration event like a marathon. High amounts of healthful, nutrient dense carbohydrates ensure saturation of the glycogen stores. Glycogen is the storage form of carbohydrates and is used to fuel the body during exercise. When you top these off, this prevents you from "bonking" and gives you the energy you need to keep going.
Fueling properly before a long-duration event is critical. You want to experiment with various types of foods way for race day to make sure they digest well with you. This will help determine what works best and feels best for your body. Again, you want to eat something high in carbohydrates that is relatively easy to digest. Digestion during exercise is challenging but as you continue to do it, your body will adjust. To help with this, you want to avoid processed foods and foods that are high in fat and protein right before and during your long run. These macronutrients will slow down the digestion process. Stick to easily digestible carbohydrates to keep digestion calm while running: banana, toast, oat bar, cheerios, pretzels.
Mid-Race Nutrition. If you are interested in training for a long distance run or gearing up for an endurance event, you need to get comfortable with fueling during your runs. Your body must learn to accept food during training runs. This may be one of the biggest challenges that endurance runners face (the least fun part, but so essential!). Research proves that for continuous endurance exercise that lasts more than 45, fueling during exercise is a must. If you want to perform well, recovery well, you must fuel well.
In order to run 26.2 miles, run a half marathon comfortably, and /or train and perform for any endurance event, your body will need some refueling during that time. A helpful tip is to “fuel early and fuel often”. It is critical to build this into your training routine in the weeks and months leading up to the race. It is better to fuel early before you feel you really need it than to wait until you hit a slump and be waiting on that energy to come. You take it early so that by the time you need it, it’s already started working. It is important to stay ahead of feelings of exhaustion rather than trying to fight them when they are in full swing. Keep topping up the tank even if you think you don’t need it.. because you do and your body will thank you for it later, and you will be proud of yourself for crushing your time and feeling awesome!
Smaller snacks are best during a run as they are more easily digested and still fill up muscle glycogen and provide a boost of energy. Try to find something that provides easy to digest carbs like an energy gel. Experimenting during training you discover which foods work best for you while running or doing any endurance event. Long distance runners should aim for 30-60 grams of carbohydrate intake per hour during the runs. Definitely experiment with using sports drinks, energy gels, chews, and bars. It depends on runner preference here and what you feel works best for your body. At the end of the day, it’s about finding the right fuel to power your game plan. Once I get training for half marathons, 18-milers and marathons, my go-to are energy gels.
Post-Race Nutrition. Focusing on pre-race nutrition as well as race day nutrition is critical for overall performance, but just as important is fueling after completing a run. Once you get into endurance training, post workout nutrition is crucial. This is where protein and added nutrients comes into play. Try to consume a recovery snack of protein and carbs 30-45 minutes after a run. This is a very important window when your body is very responsive to nutrition and will utilize nutrients to rebuild and repair muscles. Post workout nutrition is where protein intake becomes a bigger focus. Protein provides an edible upgrade for your muscles. It helps the body build new muscle and recover quickly while also avoiding injury. Find healthy protein sources whether animal or plant-based- chicken, fish, steak are all great animal-based proteins. Protein will also help to stabilize blood sugars and keep you feeling fuller longer and precent muscle waste.
When you exercise you are expending energy and that energy is nutrients. So along with getting your proteins, carbs and fats... making sure your plate is full of colorful fruits and veggies for micronutrients.
Following a few simple rules will help you have a successful long distance running experience all the way from the start of your training to that well deserved finish line. Preparation is key. When race day comes, stick to the game plan you have developed and try not to stray off course. Race day is not the time to be experimenting with new foods. Stick to what you know. Increase healthy carbohydrate intake in the days leading up to the event. This means eating more carbohydrate-rich foods, not just more food. Be smart about the foods you choose, nutritional choices have an impact on your race time of course, but they also influence your energy levels. Avoiding dehydration, and optimizing your recovery. Fuel early and hydrate often. Don’t wait until you feel like you need it. Beat those needs to the punch and stay ahead of fatigue and exhaustion. Stick to your game plan and enjoy your AMAZING achievement!! And don’t be afraid to indulge a little after those 26.2 miles.. you’ve earned it! | <urn:uuid:c3b9be26-7705-4f9f-823e-0fbbd25d9b29> | CC-MAIN-2023-50 | https://www.trainmk.com/nutrition-for-a-long-distance-runners-and-endurance-athletes | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.953401 | 1,548 | 2.796875 | 3 |
Learn everything you can about 3D printing
What can 3D printing do, what is it suitable for, and how can I apply it to my manufacturing process? These are questions that you should ask yourself. For this, you need to acquire a fundamental understanding of the technology. Do you know anyone who uses a 3D printer? Go and take a closer look at it. Build up a solid knowledge base by visiting trade congresses, reading specialist literature and/or by working with a professional consultant, and then develop it step by step.
Identify parts that have additive potential
Identifying parts that are suitable for 3D printing takes practice. That is why we suggest first looking to your own range of parts and, with the help of an experienced partner, assessing the potential of each component together. Having help in this identification stage will focus your mind. And you will quickly learn for yourself, where the advantages of this technology are best put to use.
Learn to think in 3D
A manufacturing-friendly design is the linchpin of any technology. If, however, the manufacturing method has practically no limits, you need to rethink your design. The 3D printing rule is: "Form follows function". This means you need to be prepared to design with a strictly function-based approach. This may seem radical and unusual for some people, but it works best with professional support, in training sessions or by way of personal advice. Remember: invest the time and brain power, and incorporate the design expertise solidly within your own company. Ideally, carry out the redesigning process yourself, try out new things, test the results and keep at it. When it comes to 3D printing-friendly designs, always remember the following mantra: "Practice makes perfect." | <urn:uuid:8c6c877b-1ab8-41b6-be6f-689af2c24c3f> | CC-MAIN-2023-50 | https://www.trumpf.com/nl_NL/newsroom/stories/3-tips-for-getting-into-3d-printing/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.955591 | 357 | 3.25 | 3 |
Image credit: NASA
The invasion of Mars continues. Next up: NASA’s Mars Explorer Rover-A which has been cleared to launch Sunday, June 8 at 1805 GMT (2:05pm EDT). Rover-A and its twin carry a suite of geological instruments to examine rocks and soil searching for evidence of past water on Mars. Scientists back on Earth will guide the rovers to various target rocks for closer examination. The second rover is due to launch June 25 and will aim towards a different landing site on the Red Planet.
NASA’s Mars Exploration Rover project kicks off by launching the first of two unique robotic geologists on June 8. The identical rolling rovers can see sharper images, explore farther and examine rocks better than anything that’s ever landed on Mars. The second rover mission, bound for a different site on Mars, will launch as soon as June 25.
“The instrumentation onboard these rovers, combined with their great mobility, will offer a totally new view of Mars, including a microscopic view inside rocks for the first time,” said Dr. Ed Weiler, associate administrator for space science at NASA Headquarters, Washington, D.C. However, missions to Mars have proven to be far more hazardous than missions to other planets. Historically, two out of three missions, from all countries that have tried to land on Mars, ended in failure. We have done everything we can to ensure our rovers have the best chance of success.”
The first Mars Exploration Rover will arrive at Mars on Jan. 4, 2004; the second on Jan. 25. Plans call for each to operate for at least three months.
These missions continue NASA’s quest to understand the role of water on Mars. “We will be using the rovers to find rocks and soils that could hold clues about wet environments of Mars’ past,” said Dr. Cathy Weitz, Mars Exploration Rover program scientist at NASA Headquarters. “We’ll analyze the clues to assess whether those environments may have been conducive to life.”
First, the rovers have to safely reach Mars. “The rovers will use innovations to aid in a safe landing, but risks remain,” said Peter Theisinger, Mars Exploration Rover project manager at NASA’s Jet Propulsion Laboratory, Pasadena, Calif.
The rovers will bounce to airbag-cushioned landings at sites offering a balance of favorable conditions for safe landings and interesting science. The designated site for the first mission is Gusev Crater. The second rover will go to a site called Meridiani Planum. “Gusev and Meridiani give us two different types of evidence about liquid water in Mars’ history,” said Dr. Joy Crisp, Mars Exploration Rover project scientist at JPL. “Gusev appears to have been a crater lake. The channel of an ancient riverbed indicates water flowed right into it. Meridiani has a large deposit of gray hematite, a mineral that usually forms in a wet environment.”
The rovers, working as robotic field geologists, will examine the sites for clues about what happened there. “The clues are in the rocks, but you can’t go to every rock, so you split the job into two pieces,” said Dr. Steve Squyres of Cornell University, Ithaca, N.Y., principal investigator for the package of science instruments on the rovers.
First, a panoramic camera at human-eye height, and a miniature thermal emission spectrometer with infrared vision help scientists identify the most interesting rocks. The rovers can watch for hazards and maneuver around them. Each six-wheeled robot has a deck of solar panels, about the size of a kitchen table, for power. The rover drives to the selected rock and extends an arm with tools on the end. Then, a microscopic imager, like a geologist’s hand lens, gives a close-up view of the rock’s texture. Two spectrometers identify the composition of the rock. The fourth tool substitutes for a geologist’s hammer. It exposes the fresh interior of a rock by scraping away the weathered surface layer.
Both rover missions will lift off from Cape Canaveral Air Force Station, Fla., on Delta II launch vehicles. Launch opportunities begin for the first mission at 2:06 p.m. (Eastern Daylight Time) June 8 and for the second mission at 12:38 a.m. June 25, and repeat twice daily for up to 21 days for each mission.
“We see the twin rovers as stepping stones for the rest of the decade and to a future decade of Mars exploration that will ultimately provide the knowledge necessary for human exploration,” said Orlando Figueroa, director of the Mars Exploration Program at NASA Headquarters.
Original Source: NASA News Release | <urn:uuid:8e264c85-90e1-4732-8158-b77b74744420> | CC-MAIN-2023-50 | https://www.universetoday.com/8599/nasa-ready-for-twin-rover-launch/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.919113 | 1,016 | 3.46875 | 3 |
By Bobby Panza
At the entrance to the American Museum of Natural History’s newest exhibit, you’re greeted by a long-lost elephant relative, the iconic woolly mammoth, depicted here in the process of shedding its winter coat. A few steps away, showing the duality that elephants can come in small packages too, are life-size models of an adult and calf pair of dwarf elephants (Palaeoloxodon falconeri), which lived in what is now Sicily and grew to just about 4 feet tall.
Elsewhere, a video projection of an African elephant illuminates its skeletal structure and how it processes the 300-500 pounds of food it consumes each day. These varied views of elephants, set to open to the public November 13, each tell pieces of the 60-million-year evolution of elephants and their relatives.
“Elephants are the world’s largest land animal, but we understand surprisingly little about them,” said Ross MacPhee, the museum’s curator of The Secret World of Elephants. Thanks to new research, “we’re learning new secrets about their minds, bodies, and ecological importance every day,” said MacPhee, who noted that poaching and exploitation, along with climate change and habitat loss, are pushing elephants along the path to extinction. “If we don’t act quickly, elephants could be gone before we ever truly get to know them,” he told reporters at a media preview of the exhibit.
The only time most of us really see elephants live is in a zoo, not in their real natural habitats in places like Africa and Asia, noted Lauri Halderman, museum senior vice president. “You need to spend a little time watching elephants, understanding how they behave [and] how they relate to one another,” said Halderman. “They’re so amazing in all the ways they’ve adapted. And all of the things that we recognize about elephants: the long trunk, the ears are fascinating adaptations, the ways that elephants use all of those characteristics to their advantage.”
The exhibit offers visitors touching experiences: a replica of an elephant’s thick, wrinkly skin at one station, and at another, two teeth, one from a mammoth and the other from a mastodon-like species. Feeling them gives some understanding of the differences in how these gigantic proboscideans chewed their food.
The Secret Life of Elephants also explains the “silent communication,” known as infrasound, used by elephants to speak to one another. Using their whole body — vision, touch, and smell — they send vibrations at such a low frequency that humans cannot hear them, though we can feel them. An interactive exhibit, Can you speak elephant?, lets you explore the ways elephants express themselves to friends and foes — or to signal they want to snuggle or have some fun.
Taking center stage at the exhibit is a life-size African elephant model with a projection screen that shows some of the ways elephants alter their environment. There is also an exploration of elephant poop, which features replica elephant dung that provides key nutrients for plants and other animals and helps expand plant ranges by transporting seeds.
Tickets that include admission to The Secret World of Elephants start at $28 for adults, $16.50 for children (ages 3-12), and $22.50 for seniors and students. Member preview days for The Secret World of Elephants began Friday, November 10.
You can subscribe to WSR’s free email newsletter here. | <urn:uuid:16ca5b5f-0373-4601-ba79-c2dd96a18f35> | CC-MAIN-2023-50 | https://www.westsiderag.com/2023/11/10/sneak-peak-the-museum-of-natural-history-opens-up-the-secret-world-of-elephants | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.949383 | 748 | 3.21875 | 3 |
An Uncertainty Approach to Assessment of Climate Change Impacts on the Zambezi River Basin
Many residents of the Zambezi River Valley are dependent on water-related resources. Greenhouse gas (GHG) emissions may cause a significant change to the climate in the Zambezi Basin in the future, but there is much uncertainty about the future climate state. This situation leaves policy makers at a state of urgency to prepare for these changes as well as reduce the impacts of the changes through GHG mitigation strategies. First and foremost, we must better understand the economic sectors most likely impacted and the magnitude of those impacts, given the inherent uncertainty. In this study, we present a suite of models that assess the effects of climate change on water resources for four countries in the Zambezi basin: Malawi, Mozambique, Zambia, and Zimbabwe. We use information from a large ensemble (6800) of climate scenarios for two GHG emission policies which represent a distribution of impacts on water-related sectors, considering emissions uncertainty, climate sensitivity uncertainty, and regional climate uncertainty. Two GHG mitigation scenarios are used to understand the effect of global emissions reduction on the River Basin system out to 2050. Under both climate polices, the majority of the basin will likely be drier, except for a portion in the north around Malawi and northern Zambia. Three Key Performance Indicators are used—flood occurrence, unmet irrigation demand, and hydropower generation—to understand the impact channels of climate change effects on the four countries. We find that floods are likely to be worse in Mozambique, irrigation demands are likely to be unmet in Mozambique and Zimbabwe, and hydropower generation is likely to be reduced in Zambia. We also find that the range of possible impacts is much larger under an unconstrained GHG emissions case than under a strict mitigation strategy, suggesting that GHG mitigation would reduce uncertainties about the future climate state, reducing the risks of extreme changes as compared to the unconstrained emissions case. | <urn:uuid:3cab8c43-b3e8-420d-877f-819a9e8f5857> | CC-MAIN-2023-50 | https://www.wider.unu.edu/publication/uncertainty-approach-assessment-climate-change-impacts-zambezi-river-basin | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.926782 | 412 | 2.75 | 3 |
The Everglades' wood stork to lose Endangered Species Act protections, under proposal
The U.S. Fish and Wildlife Service announced a proposal Tuesday to remove the wood stork from protection under the Endangered Species Act.
The wood stork is a wading bird with a bald head and white feathers that stands some three feet tall. Its primary habitat is the Everglades but recently has spread throughout the Southeast.
Julie Wraithmell of Audubon Florida says the proposal comes as the fragile Everglades continue to face many threats.
“South Florida is still failing these birds. So the very place that was their breadbasket, there’s many seasons where the chicks starve in the nest because the hydrology is so screwed up that the parents can’t find enough food.”
The U.S. Fish and Wildlife Service says the bird’s rebounding population represents a major conservation milestone after decades of restoration work in the river of grass. | <urn:uuid:eba332f1-0320-4f3e-b0a9-63d732b85b3a> | CC-MAIN-2023-50 | https://www.wmfe.org/environment/2023-02-14/the-everglades-wood-stork-to-lose-endangered-species-act-protections-under-proposal | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.946779 | 205 | 2.796875 | 3 |
Wrexham First motorised fire engine 1914.
The first regular fire brigade in Wrexham was the Prince of Wales’ Volunteer Fire Brigade. The brigade was formed in 1863. They had two horse-drawn fire engines and in 1894 had their own purpose built fire station on the old Guildhall Square off Chester Street.
In 1895 a dispute broke out when local people accused the volunteers of being slow to reach a fire at the Victorian Corn Mills at the Beast Market (near Tesco’s.) The volunteers were not happy and went on strike. In response the Borough Council set up their own volunteer fire service. In 1904 they started to pay the firemen and in 1914 purchased a motorised fire engine, the first in North Wales.
Source: BBC; WCBC. | <urn:uuid:906e9bd9-d4bd-472d-b2c8-956d48373483> | CC-MAIN-2023-50 | https://www.wrexham-history.com/wrexham-first-motorised-fire-engine-1914/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.971114 | 160 | 2.625 | 3 |
In one lab, a team of particle physicists investigates the properties of the atom, an infinitesimal structure measuring just 0.1 nanometers. Not far away, a group of astrophysicists observe the characteristics of an enormous galaxy, spanning over 100,000 light years in diameter. Beside both teams are countless scientists studying the behavior and features of the vast world that lies between these extremes. Indeed, just a short walk around Yale campus reveals a broad array of amazing research efforts exploring the tremendous world of science.
Our seemingly limitless ability to study entities as small as atoms and as large as galaxies continually relies on rapid technological advances. Over four hundred years after Janssen’s invention of the microscope, we continue to advance techniques that allow for clear visualization of even the smallest, once invisible, structures. At the other end of the spectrum, increasingly powerful telescopes continue to reach beyond yesterday’s limits into the night sky, with the Hubble Space Telescope itself providing breathtaking images as it speeds around the planet at five miles per second.
In this issue, we highlight a sample of research at Yale that spans both the scales of science and the range of scientific disciplines. One group of researchers aims to utilize microscopic nanoparticles to allow for versatile, efficient drug delivery. At the same time, another group has discovered an unprecedented X-ray binary system outside the Milky Way, in a galaxy that contains an unusually massive small black hole. While a team of cell biologists investigates the properties of small piRNAs and their role in regulating gene expression in individual cells, a paleobotany research effort aims to better understand global changes in entire plant populations over time.
As this broad survey of scientific research marks the final issue produced by the 2007 staff, I would like to wish the best of luck to the incoming 2008 masthead. On behalf of the outgoing masthead, I would also like to thank everyone who has contributed to the production of Yale Scientific over the past year, as well as the many Yale professors who have taken the time to share their fascinating projects and findings through this magazine. | <urn:uuid:7a1be26d-fcf4-416e-9e18-8a27de755758> | CC-MAIN-2023-50 | https://www.yalescientific.org/2008/04/scales-of-science/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.928682 | 421 | 2.796875 | 3 |
Cold sore triggers & prevention
The best way to deal with cold sores is to manage your triggers
Even if you have one or multiple cold sore triggers, these tend to fall within a few similar categories. Many of these suppress your immune system or cause damage to the mouth and allow the virus to attack.
By understanding what triggers your cold sores, you can proactively take charge and defend yourself against future outbreaks.
Winter is your cold sore season. Protect yourself from the elements. Wear a scarf or pull up that turtleneck to avoid exposure to cold weather, dry air and winter wind that can dry out lips. Use lip protectant to ensure your lips are moisturized.
Summertime is cold sore time for you. Go on the offensive against sun exposure. Not only can ultraviolet (UV) rays from the sun damage your skin, but sun exposure can also trigger cold sores. So fight back by using lip balm with SPF, wearing a wide-brimmed hat, and using a beach umbrella.
Be sure to keep your stress level in check. Stress messes with emotions and can also wear down your immune system, giving that dormant cold sore a chance to launch a sneak attack. Fight the urge to stress out. Instead, breathe deeply and relax.
Some dental procedures can pull at the sensitive area around your mouth, causing trauma to your mouth or lips that can launch a cold sore outbreak. If this is one of your triggers, make your dentist an ally and join forces to minimize trauma.
Your lack of sleep may be triggering your cold sore. In today’s hectic world, feeling “beat” can give cold sores the advantage. So relax. Exercise. And most of all, sleep. A good night’s rest can recharge your immune system and help protect you from the virus.
Under the weather
A fever, a cold or the flu can leave you feeling run-down and on the defense against a cold sore outbreak. When you feel a cold, fever or the flu coming on, listen to the experts and get plenty of rest and fluids. It could be just what you need to knock out a cold sore.
For women, hormonal changes during the menstrual cycle can trigger an outbreak. Pay attention to your own hormonal cycle and watch for signs of a cold sore so you can treat it early.
Target your triggers
Find articles by:
Caring For Cold Sores in Winter | Zovirax NZ
Cold weather, dry air and winter wind can dry out lips, leaving them vulnerable to cold sores. Follow these tips from Zovirax to help prevent cold sores this winter.
Does Stress Cause Cold Sores? - Alleviate Stress | Zovirax NZ
Stress can be a cold sore trigger, but there are many ways to relieve it. Follow these tips to exercise your mind and prevent cold sores with Zovirax today.
Face Your Finances to Prevent Cold Sores | Zovirax NZ
Money is one of the top causes of stress today - and it's well known that stress can trigger a cold sore. Follow these finance tips from Zovirax today.
Can You Get a Cold Sore From Sickness or Feeling Sad? | Zovirax NZ
Cold sores can happen when we're at a low - either health-wise or emotionally. Learn techniques to cope with illness & loss to help avoid cold sores with Zovirax today.
Plan Ahead to Relieve Stress & Prevent Cold Sores | Zovirax NZ
If you're susceptible to stress-triggered cold sores, it's important to plan for big days. Follow these planning tips from Zovirax today.
Visiting the Dentist With A Cold Sore | Zovirax NZ
Worried about going to the dentist with a cold sore? Zovirax provides tips on how to manage cold sores for you dentist appointment. Learn more today. | <urn:uuid:1c64c4ac-5172-4ade-b732-f0db5a71263f> | CC-MAIN-2023-50 | https://www.zovirax.co.nz/cold-sore-prevention.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00099.warc.gz | en | 0.89676 | 823 | 2.59375 | 3 |
These are the different classifications of questions a Data Scientist can ask :
Inferential Often, you do not have access to the whole data (better called population) you are interested in investigating, but only a limited number of data instead. For example, you might be interested in the exam marks of all students in Canada. It is not feasible to measure all exam marks of all students in the whole of Canada, so you have to measure a smaller sample of students (e.g., 100 students), which are used to represent the larger population of all Canada students. Properties of samples, such as the mean or standard deviation, are not called parameters, but statistics. Inferential statistics are techniques that allow us to use these samples to make generalizations about the populations from which the samples were drawn.
Usually almost every statistics driven company uses this to publish results. For example, Nielson ratings gather information from a small sample of homes and are used to infer the television-viewing patterns of an entire country.
Causal Causal question are usually asked to find out what happens to one variable when you change another.
- Implementation usually requires randomized studies
- There are approaches to inferring causation in non-randomized studies
- Causal models are said to be the “gold standard” for data analysis
- Type of data set applied to: Randomized Trial Data Set – data from a randomized study
Causal analysis aims to explain the causal relations between variables. If you want to indicate explicit causality, your study must include an experiment. You compare the control and treatment groups, for example, with variance analysis. i
You may also use regression analysis, which measures causality in a weaker way. Regression analysis enables you to explore the influence of several variables on a single variable at the same time. Regression analysis may also focus on exploring the intensity of the influence of a single variable.
Mechanistic Mechanistic type of modelling requires the most amount of effort. It requires you to understand the exact changes in variables that lead to changes in other variables for individual objects.
"All other things being equal, mechanistic models are more powerful since they tell you about the underlying processes driving patterns. They are more likely to work correctly when extrapolating beyond the observed conditions." -Bolker (2008) Ecological models and Data in R, p7.
- Incredibly hard to infer, except in simple situations
- Usually modeled by a deterministic set of equations (physical/engineering science)
- Generally the random component of the data is measurement error
- If the equations are known but the parameters are not, they may be inferred with data analysis
- Type of data set applied to: Randomized Trial Data Set – data about all components of the system | <urn:uuid:8159b5ed-de23-49c0-94ad-b4137f8d4fbd> | CC-MAIN-2023-50 | http://blog.optimal.io/Different-type-of-questions-in-data-science/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.925399 | 566 | 3.203125 | 3 |
The alcohol intoxication is characterized by some symptoms. Depending on an alcohol concentration in blood, these symptoms are different. The alcohol intoxication can be divided into four phases.
This phase becomes when the alcohol concentration in the human's blood is 0,1%. A person feels the light relaxing, comfort and euphoria. The mood is good, so called funny, everything seems to be better. The unpleasant moment is not important and the positive moments become more intensive in three times. Everybody becomes closer; the familiars seem to be the friends. The increased sense of self importance becomes. The person feels the desire to talk with the associates about his thoughts. And the person tries to seem better than he is. On this phase he is always right, if the person, with whom the drunk talks, have the another opinion, he is absolutely wrong. The person under alcohol intoxication thinks than he is funny and clever but in fact he is awkward and gossamer.
This phase becomes when the alcohol concentration in the human's blood is 0,2%. The coordination of moves is highly broken on this phase. The person's mood is changeable, he feels extremely different feelings, and the friend can turn into the enemy because of any unimportant detail. The phrase like "Do you respect me?" is usual for this phase. Such person becomes dangerous for the associates, behaves himself impetuously, the senses of danger and pain are numb. The intellect and attention are decreased in this phase. The majority of crimes are done in this condition.
The alcohol concentration in blood is close to 0, 4%. The person's condition is close to comatose. The language becomes thick, the person muddles his words. As he can't normally speak, as his legs can't moves normally. The person can't go directly, he often falls down. The nervous system is also slowed down. The drunken person can't recognize the familiars, can't understand them. The condition of this person is often called "get rip-roaring drunk". The sleep mood is appeared. The person can fall down in any place and fall asleep.
The alcohol concentration in human's blood is 0,6% and it's close to deadly dangerous. The deep layers' damage of the nervous system becomes. The person is in the condition of the alcoholic coma. The breath and heartbeat is broken. The person in this condition can die because of heart's or breath's stopping or can sob by vomiting. The full amnesia becomes. The person doesn't remember anything in the period of alcohol drinking.
Clinically, there are four phases of alcoholism. They were described in details in 1967 by professor D. Fedotov.
In this phase there is no disease. This moment calls home drinking. The person drinks by situation, often with his friends. He is not in need of continuing on the next day, he doesn't feel anxiety because of alcohol absence. Sometimes he can be drunk as a pig. This phase can be very long but everyday drinking in 6-12 months can bring to the second phase of alcoholism.
During this phase the tolerance to spirit drinks appears. The syndrome of psychological addiction to alcohol appears, good mood in the period of alcohol waiting. The desire of alcohol drinks appears in situations connecting with the ability to drink: family celebrations, professional holidays. This phase of disease often leads to the extreme irritation, aggression and even the loss of memory if the person is in the condition of alcohol intoxication. The person drinks until the medium or strong phase of intoxication. Step by step, he first phase goes into the second and rarely to the third without second phase.
In this phase the addiction is more intensive, the desire to drink appears not only in celebration but without any reason. The need of periodical or lasting drinking is appeared. The periodical drinking leads to binge in few days or weeks. The person can't control the quantity of alcohol even after small dose of spirit drinks. Often he behaves himself unpredictable and even dangerous in the condition of alcohol intoxication. The level of person is decreasing, the art abilities are losing, the intellect is weakening. The person becomes the psychopath, appears the crazy ideas of jealousy. The period of the second phase is 5-15 years.
The person drinks the alcohol almost every day and becomes drunk from the smaller doses, the tolerance to alcohol is decreased, and the absence of control is often leads to fatal overdose. The full degradation of the person and inconvertible changes of psyche become. The nervous system is also inconvertible changed. The long lasting hallucinations are appeared. The inconvertible damages of internal organs are appeared. | <urn:uuid:d0c1cba3-6dce-4629-a1d2-5ee4b9ee623c> | CC-MAIN-2023-50 | http://brosaem.info/en/the-phases-of-intoxication-and-alcoholism.php | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.965997 | 940 | 2.609375 | 3 |
A Gathering of Eiderdown
Eiderdown finds its way into farmers' hands and eventually into a very propitious portion of the public's homes via a harmless, almost natural process. The female eider duck plucks down from her breast to line the nest and incubate the eggs.
Once the nest is fully abandoned by the mother eider duck, the eiderdown is ready to be gathered. The fowl is not perturbed, and are in fact drawn to these safe regions by the farmers who supply nourishment and protect eider from poachers. The symbiotic relationship between wild eider duck and farmer has existed for ages and ensures the continued presence of a handsome rare bird and an invaluable resource. | <urn:uuid:484826e7-98a9-4003-ab73-e9c6bf3015f7> | CC-MAIN-2023-50 | http://eiderdown.org/a-gathering-of-eiderdown.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.954656 | 145 | 3.09375 | 3 |
Differentiation has already been briefly discussed in the ELT Glossary, and you might like to start by checking out what was said there. in this article we go into more detail looking at...
- Why differentiation might be necessary with different learner types and in different learning contexts
- How activities and classroom management techniques can be differentiated to cater for the varying needs of different learners in the class.
1. With what learner types or in what learning contexts might differentiation be necessary?
- Learning Context : Mixed Level groups In small language schools it often happens that a learner is placed in a class because they are just above or below the level, but there is no other suitable class for them at the time they require. They may therefore either not have control of language items/subskills which the others have covered, or already know items/subskills which the others need to cover fully “from scratch”. I have also had learners in a class who had already repeated a previous level (A2), had still not reached the required standard for B1, but the school decided to let them continue rather than risk losing the client. The teacher therefore has to ensure the lower level learners can follow the course while not boring the higher level learners.
- Learning Context : Mixed Ability groups Even if groups are all at the same average level, some may have a “spiky profile” (ie be at the level in some systems/skills, but weak in others – eg be fluent but highly inaccurate, or be weaker than the stated level in one skill only, such as listening). Groups may also contain learners who are at the “correct” level, but simply take longer to assimilate new information. The teacher therefore has to ensure that the activities meet the needs of both the weak and strong learners.
- Learning Context : Multilingual groups Differences in the learners’ L1s will affect the ease at which they can assimilate new items and develop new skills. Eg Arabic learners at elementary level will have difficulty distinguishing between /p/ and /b/ phonemes and will need both receptive and productive practice which other learners, including speakers of most European L1s will not need.
- Learner type : Learners with Special Needs These may be learning difficulties or physical impairments. Learners with learning difficulties eg Attention Deficit Disorder, especially if combined with Hyperactivity) will not be able to concentrate as long as most learners on low-paced activities; learners with hearing impairments may have difficulty hearing recorded listenings or the teacher, while those who are visually impaired may have difficulty reading materials or seeing what is written on the board.
- Learner Type : Personality Differences Despite actual strengths and weaknesses, learners may lie on scales ranging from extrovert to introvert, confident to insecure and anxious, dominant to shy etc. The teacher will have to handle each of these learners in a different way to ensure they a) feel happy in the classroom and with the course and b) do not have a negative effect on other learners and the general class rapport.
2. How can activity types and classroom management techniques be differentiated to lead to effective learning by all the students in the class?
(NB: Notice that the underlined sections of each point directly answer the question “how”, while italicised sections explicitly show why the action results in effective learning for all students)
a) Activity Types
- Mixed Level/Ability groups
- By adapting activity format to ensure the level of challenge is right for each learner. Eg: the lesson has moved on to the controlled practice stage and the Ls are working in pairs. Weaker Ls are given a simple gapfill task to do with the missing words in a box, in jumbled order. Stronger Ls are given the same task, but without the examples in the box.
- By differentiating the language various learners are asked to practice so that each L can work at their own level. For example in the initial “Test” stage of a lesson on polite requests with a Test –Teach-Test format, you might notice that different learners are using different requests exponents more or less accurately. Eg: Davide was still having problems with “Can you + infìnitive” - so you correct and explain it for him, and then tell him that for the rest of the lesson you want to hear him using it. Ingrid was using “Can” and “Could” accurately but avoiding “Will” and “Would”, so you focus on these for her and tell her to practise them in the activities to come. Belem on the other hand was using all the modals accurately - so you introduced “Do you think you could...” and told her that for the rest of the lesson she should go on practising that. And so on. The follow up activities may be gapfills, roleplays or other activities where the learners can use "their own" exponent, thus each working at their own level.
- When teaching listening or reading, the “same” text can be used, but produced for different levels. Tasks can be the same or also differentiated, depending on the text and the learners’ needs. Sites like “News in Levels” provide texts at three different levels, roughly A2, B1 and B2. Alternatively, the T. might choose an authentic text for strong, high-level learners, but write a simplified version for weaker or lower level group members.
- As mentioned above, deaf learners will not be able to follow recorded dialogues from the textbook during listening comprehension work. Their equivalent will be lip reading. A solution to the problem is for the teacher to stand directly in front of the deaf learner while the recording is playing and lip-synch it - changing position as necessary to indicate the different speakers.
- Multilingual groups and others
- By breaking the lockstep. (Also useful in mixed ability/level classes and with learners with special needs such as slow processing problems.) This gives each L. the time they need to assimilate the language and ensures their grasp of the new language is stronger and they are not confused by being thrown into an activity at a level of communicative challenge which is too high for them. Eg in a Presentation –Practice- Production lesson on a new structure, the T may know that the structure will cause more problems for some learners, because of L1 interference than others. After the initial presentation the T. may have ready several controlled practice activities, several semi-controlled activities and several free practice activities. All the learners completely the early Controlled Practice activities, but those who have no problems with them then pass to the Semi-Controlled Practice activities, while others work on further CP tasks with the T helping as necessary. The same progression continues through the freer activities. This means that some learners may not reach the free practice stage, but has the advantage that they have not been demotivated by being over-challenged and, in the end, will have learnt more.
b) Classroom Management Techniques
- Mixed level/ability groups
- By using stronger learners as models for weaker ones. Eg the T has done choral repetition of a model sentence and has moved on to individual repetition. She asks several strong Ls to repeat individually (thus increasing the level of challenge for them) before calling on less able learners, so that they have the advantage of the extra models.
- By allotting different roles to different learners during an activity. Eg Hadfield suggests that during small group discussion, a note taker can be nominated for the group. They don’t participate but only listen and take notes. After the discussion, they then report back to the whole class.
If the strongest learners have this role, this prevents them from dominating, but still gives them an important role at the end. If a weaker student is the note-taker , the pressure is taken off them to produce language spontaneously during the activity, but they can prepare something to say at the end, which provides a sense of achievement.
- By using different pairings – weak learners with stronger ones, alternating with each learner working with another learner of their own ability/level. The weak/strong pairing means that the stronger learner can help the weaker, explaining as necessary, but risks the stronger learner “taking over” and just doing it for the weaker learner. However, this pairing can be useful if the learners are asked to complete an activity individually and then compare and justify their answers in pairs. Alternatively, pairing weak/weak, average/average, strong/strong ensures that all learners get the chance to work at their own level and be challenged by others of the same level – this is particularly important to avoid frustration in stronger learners. Controlled pairing is also relevant to multilingual groups.
- Personality Differences
- By varying elicitation techniques: Care has to be taken in full class stages not to increase the anxiety of shy/insecure (or weaker) learners but also not to let confident (or strong) learners dominate. This may involve eg deciding between whether to nominate learners – and if so whether before or after an elicitation – or leaving the question “open”. Prior nomination warns the learners that a question is coming so that they are prepared to answer and is useful with more insecure learners. Post-elicitation nomination provides a greater challenge for more confident learners. Open nomination can lead to strong learners dominating, but sometimes leads to greater participation from others. Eg I have one learner who, if nominated to answer a question, however “easy”, immediately panics. But if an “easy” question is left open, she will often volunteer an answer.
- Learners with Special Needs
- T. control of seating arrangements are crucial if the class includes visually impaired learners or fully or partially deaf learners to ensure that the class is fully inclusive For example, visually impaired learners need to be seated close to the board and the T. needs to ensure that anything written on the board is large enough to be visible to them. Visual impairment may include colour blindness – many men are red/green colour blind and these colours need to be avoided when using the board or marking/commenting on written work. if a class includes a deaf learner who lip reads, a horseshoe or circular seating arrangement needs to be used so that they can always see the lips of anyone who is speaking at that moment.
Related articles in the Notebook
- Teaching Mixed Ability Groups : A Solution
- What ESOL Can Teach Us : Some ideas on Differentiation (recorded presentation, approx 29 mins, with an example of a differentiated lesson) | <urn:uuid:c986295d-07fa-4d7f-912b-dd9abf412125> | CC-MAIN-2023-50 | http://eltnotebook.blogspot.com/2023/01/differentiating-activities-in-classroom.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.954248 | 2,214 | 3.703125 | 4 |
Soga, M., Cox, D.T.C., Yamaura, Y., Gaston, K.J., Kurisu, K. & Hanaki, K. 2017. Health benefits of urban allotment gardening: improved physical and psychological wellbeing and social integration. International Journal of Environmental Research and Public Health 14,71.
With an ever-increasing urban population, promoting public health and well-being in towns and cities is a major challenge. Previous research has suggested that participating in allotment gardening delivers a wide range of health benefits. However, evidence from quantitative analyses is still scarce. Here, we quantify the effects, if any, of participating in allotment gardening on physical, psychological and social health. A questionnaire survey of 332 people was performed in Tokyo, Japan. We compared five self-reported health outcomes between allotment gardeners and non-gardener controls: perceived general health, subjective health complaints, body mass index (BMI), mental health and social cohesion. Accounting for socio-demographic and lifestyle variables, regression models revealed that allotment gardeners, compared to non-gardeners, reported better perceived general health, subjective health complaints, mental health and social cohesion. BMI did not differ between gardeners and non-gardeners. Neither frequency nor duration of gardening significantly influenced reported health outcomes. Our results highlight that regular gardening on allotment sites is associated with improved physical, psychological and social health. With the recent escalation in the prevalence of chronic diseases, and associated healthcare costs, this study has a major implication for policy, as it suggests that urban allotments have great potential for preventative healthcare.
- Losing contact with nature
- Where to find aliens | <urn:uuid:777e874e-a397-4249-8ab3-290b5a2d0bb5> | CC-MAIN-2023-50 | http://kevingaston.com/allotments-are-good-for-you/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.926053 | 342 | 2.796875 | 3 |
By Josh Lipowsky
He stands at 6 feet 5 inches, and with his broad build is a bear of a man, but behind his imposing physical stature are a soft-spoken voice and effervescent personality that put people at ease. As chairman of the Sand Hill Band of the Lenape-Cherokee tribe, Holloway is leading its struggle to reclaim what he said are its historic land, water, and hunting rights in New Jersey. (He lives in Milford, Pa.) That struggle led him last February to file a lawsuit against this state, alleging illegal seizure of lands, breach of treaties, and attempted genocide.
What he wants most when the fight is over, he told The Jewish Standard late last month, is “to see a place our tribe can call home.”
Holloway is obviously proud of his Native American heritage. The Sand Hill are the oldest indigenous tribe in New Jersey, he said. Among its history of warriors and leaders, though, Holloway may be unique—he is also a member of another tribe known for its longevity, the tribe of Israel.
As closely tied as he is to his Native American tribe’s leadership and heritage, Holloway’s convictions have been shaped by his family and dual heritage, which may seem at first glance at odds, given the polytheistic nature of Native American beliefs and Judaism’s steadfast monotheism. But Holloway has spent a lifetime meshing them to become the man he is today.
Sand Hill Band of Indians
The interaction between the Lenape and Cherokee is well documented. For example, in 1779 the Cherokee Nation (called “Kittuwa” by the Lenape) sent a delegation of “condolence” to their grandfather the Lenape, on the death of the Lenape head chief White Eyes. This was only one of several recorded migrations of Cherokee who were invited to stay among the Lenape. New Jersey records indicate Cherokee migration in the early 1700s from the southeastern United States to Monmouth County. Indians, often regarded as “colored,” were denied basic civil liberties in the South. They found they were much better off in New Jersey Indian communities.
The Sand Hill Band of Indians in New Jersey have never sought federal or state recognition because they know themselves to be a sovereign tribal entity. They are however, the only tribe in New Jersey to be recognized by both the federally-recognized Delaware Tribes of Oklahoma and the revered Keetoowah Society of the Cherokee Nation. They consider this acknowledgment paramount to any form of non-tribal governmental recognition. | <urn:uuid:0929c739-4145-407c-a72a-69919b3cda5b> | CC-MAIN-2023-50 | http://newspaperrock.bluecorncomics.com/2010/01/lenape-cherokee-jew.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.978624 | 537 | 2.953125 | 3 |
The difference between the forecasted value (F) and the actual value (A). By convention, the error is generally reported as F minus A. Forecast errors serve three important functions: (1) The development of prediction intervals. Ideally, the errors should be obtained from a test that closely resembles the actual forecasting situation. (2) The selection (or weighting) of forecasting methods. Thus, one can analyze a large set of forecasts and then select based on which method produced the more accurate forecasts. In such evaluations, the error term should be immune to the way the series is scaled (e.g., multiplying one of the series by 1,000 should not affect the accuracy rankings of various forecasting methods). Generally, the error measure should also be adjusted for the degree of difficulty in forecasting. Finally, the measure should not be overly influenced by outliers. The Mean Squared Error, which has been popular for years, should not be used for forecast comparisons because it is not independent of scale and it is unreliable compared to alternative measures. More appropriate measures include the APE (and the MdMAPE when summarizing across series) and the Relative Absolute Erros (and the MdRAE when summarizing across series). (3) Refining forecasting models, where the error measures should be sensitive to changes in the models being tested. Here, medians are less useful; the APE can be summarized by its mean (MAPE) and the RAE by its geometric mean (GmRAE). Armstrong and Collopy (1992a) provide empirical evidence to support these guidelines, and the measures are discussed in Armstrong (2001d). | <urn:uuid:7fec3f99-f205-449f-a05f-6b3a37831157> | CC-MAIN-2023-50 | http://scott.armstrong.delphi.stlouisintegration.com/dictionary/definitions/forecast%20error.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.941543 | 332 | 3.71875 | 4 |
• Reading level: Ages 5 and up
• Hardcover: 36 pages
• Publisher: Little Patriot Press (May 22, 2012)
Written and illustrated by bestselling authors Peter andCheryl Barnes, this delightful children’s book does more than just entertain children with colorful illustrations and rhyming text, it also tells a very important story—the founding of our Nation.
Liberty Lee is a patriotic mouse that helped our Founding Father’s create America. From reminiscing about his ancestors settling in Jamestown to participating in the Boston Tea Party to helping his friend Thomas Jefferson draft the Declaration of Independence, Liberty Lee recounts the events that formed our Nation.
Liberty Lee’s Tail of Independence is the only children’s book that explains important ideas from the Declaration of Independence in rhyming verse. The clever, rhyming text will help children understand many historical events including why the pilgrims left England to come to America, the reasons behind the Boston Tea Party, and the purpose of the Continental Congress.
Liberty Lee will delight and educate children from 5 to 8 years old as he teaches them about the Pilgrims, King George, the American Revolution and the Founding Fathers. Liberty Lee’s Tail of Independence is the perfect way for parents to educate their little ones about the key people, battles and concepts that take center stage in our nation’s founding.
Peter and Cheryl Barnes are the author/illustrator team behind many books featuring animal characters that teach children about history and government, including the bestselling House Mouse, Senate Mouse, which teaches how Congress makes our laws, and Woodrow the White House Mouse, about the White House and the job of the president.
Peter is a journalist and broadcaster who reports on public policy issues in Washington, D.C. Cheryl is an illustrator with a background in architecture. They live in Alexandria, Virginia, have two grown daughters, and are very proud grandparents of Tristan James Joyce.
Wednesday, June 27th: Teach Beside Me
Thursday, June 28th: Frolic and Farce
Monday, July 2nd: Gathering Books
Monday, July 2nd: Classic Adventures
Monday, July 2nd: Inchworm Chronicles
Tuesday, July 3rd: My ordinary, every day, happily ever after
Wednesday, July 4th: Bloggin’ ‘Bout Books
Thursday, July 5th: Delightful Education
Friday, July 6th: Geo Librarian
Monday, July 9th: Aspiring Foster Mama
Monday, July 9th: Babblin Brooke
Tuesday, July 10th: Little Red Reads
Wednesday, July 11th: Heart Cries
Friday, July 13th: Chocolate on my Cranium
Monday, July 16th: Homespun Light | <urn:uuid:9d890c20-03c7-4025-9b5c-ffc3d7a9a0ca> | CC-MAIN-2023-50 | http://tlcbooktours.com/2012/06/peter-and-cheryl-barnes-authors-of-liberty-lees-tail-of-independence-on-tour-july-2012/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.951211 | 570 | 2.546875 | 3 |
Combating Mosquito-Borne Diseases with CRISPRAs alternatives to insecticides, Omar Akbari uses sophisticated genetic engineering methods to solve the world’s mosquito problems. By Niki Spahich, PhD
WHY DO WE NEED TO DO FIELD RELEASES OF GENE DRIVE TECHNOLOGIES AS PART OF THE R&D PROCESS? https://genedrivenetwork.org/blog/256-why-do-we-need-to-do-field-releases-of-gene-drive-technologies-as-part-of-the-r-d-process
05 OCTOBER 2022By Dr Robyn Raban, Research Data Analyst, The Akbari Lab, University of California San Diego
As part of its efforts to contribute to an informed debate on gene drive, the Outreach Network for Gene Drive Research conducted a series of video interviews with experts and researchers working on gene drive research. In one of these videos - “Why do we need to do field releases of gene drive technologies as part of the R&D process?” - Dr Mamadou Coulibaly of Target Malaria and I tackle the importance of field trials in gene drive research.
Gene drive technologies have the potential to support the prevention of diseases such as malaria and dengue. For many years, gene drive technologies for vector control have been studied in the laboratory. However, these laboratory studies are not fully reflective of the conditions these technologies might eventually encounter in the field: field conditions are complex, highly variable and more stressful to gene drive organisms than those encountered in the laboratory.
There are many variables in the field that can impact the success of a gene drive, such as for example:
“Why do we need to do field releases of gene drive technologies as part of the R&D process?” with Dr Robyn Raban, The Akbari Lab, and Dr Mamadou Coulibaly, Target Malaria. To learn more, you can watch the video here.
These factors also vary over space (e.g., local versus landscape level) and time (e.g., seasonally). Therefore, while laboratory studies provide important safety and efficacy data needed to determine whether gene drive technologies could benefit disease control programs, they fall short of providing the necessary data to determine if these technologies are suitable for large scale use. The transition from the laboratory to the field is an essential step in the research and development process.
If a gene drive technology were to be approved for field evaluation, early field trials would be conducted on a small scale to ensure performance and safety, before scaling to larger and more complex environments. Following a stepwise approach will help provide more reliable performance and safety data for stakeholders to assess whether a gene drive technology is effective and safe. It will also allow to collect data at each step of the research pathway, which in turn will help in building better predictive models of gene drive behavior on a large scale and ensure that these potentially life-saving technologies are developed in a responsible manner. | <urn:uuid:85359d35-9053-4f06-8f00-5b4c898b0a92> | CC-MAIN-2023-50 | http://www.akbarilab.com/news-pressblog/archives/10-2022 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.919082 | 629 | 3.078125 | 3 |
In October 1926 American Bemberg began the manufacture of "artificial silk," or rayon, at its new plant in Elizabethton. The parent company, J. P. Bemberg, was the German affiliate of Vereinigte Glanzstoff Fabriken (VGF), one of the international giants in the production of rayon. Two years later, in August 1928, VGF opened another rayon plant in the small East Tennessee town. This one, then called American Glanzstoff but known now as North American Rayon Corporation, made rayon by the viscose process, whereas Bemberg utilized the cuprammonium process. By the end of 1928 employment at the two plants exceeded 3,000 workers.
Visions of economic growth encouraged government officials in Elizabethton to make concessions to VGF concerning property taxes and charges for the huge volumes of water needed to make rayon. They also promised the German industrialists that they would have an abundant supply of docile and cheap--that is, nonunion-- labor. The work force soon proved anything but docile. In 1927 and 1928 there were a number of small strikes at Bemberg, which in 1927 resulted in the formation of Local 1630 of the United Textile Workers Union of America (UTW). On March 12, 1929, unorganized women workers of the American Glanzstoff plant led a walkout, and Bemberg workers struck in sympathy with their Glanzstoff compatriots. A second more violent and divisive strike began on April 15 and lasted until May 25, 1929. Labor problems dominated the history of the companies through 1930.
Throughout the Great Depression the plants remained operational and, overall, continued to profit. The number of workers employed bottomed out at 2,491 in 1932 and peaked at 4,500 in 1939. During these years the international rayon market experienced highs and lows, as did the United States market. During the 1930s, though, imports of rayon declined dramatically, allowing domestic producers to increase their market shares. Both American Bemberg and American Glanzstoff--as of May 9, 1934, known as North American Rayon Corporation (NARC)--benefited from these market forces.
During World War II the plants' production of rayon yarn increased, and the plants altered production to meet wartime demands. Bemberg, for instance, made parachute cloth. Employment and payrolls increased, but profits went overseas to AKU, Algemeene Kuntzijde Unie N.V., the company created in 1929 by the union of the German VGF and the Dutch N.V. Nederlandsche Fabriek. In early 1942 the Office of Alien Property (OAP) assumed management of the factories and initiated an investigation into AKU's ownership of the Elizabethton plants and of American Enka. However, seeking to placate the Dutch, OAP did not actually seize the assets of the plants, which in part were enemy-owned. In 1947 AKU and OAP came to an agreement which provided that the Dutch corporation waive all claims to shares of outstanding stock that it or its affiliates owned in Bemberg or NARC, together with working capital, assets, and all of AKU's interest in patents, trademarks, and other industrial property of the two companies. Bemberg and North American remained under government control until their December 1948 purchase by Beaunit Mills, a New York corporation that recently had entered into the production of rayon.
Beginning in 1949, the plants entered into a long period of struggle precipitated both by the failure of low-wage industries in the South to experience significant growth and by changes in the synthetic fibers market. To ensure continued profitability, Beaunit switched part of the Bemberg plant to polyester and part of the North American facility to nylon. Moreover, in 1961 Beaunit entered into a joint venture with El Paso Natural Gas to manufacture "nylon 66" at a new plant at Etowah. The plant became operational in 1966 but incurred significant losses for Beaunit. Increased domestic polyester production severely depressed prices by the late 1960's and led to increased foreign competition in nylon. A 1967 strike by leading tire companies compounded Beaunit's woes, and that year the company's shareholders approved a merger which resulted in the company's becoming a wholly owned subsidiary of El Paso Natural Gas. By 1967 employment at the Elizabethton plants had declined to 3,550--down substantially from the 6,000 of 1949. The UTW local, Watauga Rayon Workers Local 2207, continued to represent the hourly workers; their major concern was mismanagement by El Paso.
By the early 1970s Bemberg was in serious financial trouble. The cuprammonium process it used produced toxic wastes that the company dumped into the Watauga River. Bemberg found it could not comply with Environmental Protection Agency orders to clean up its wastes and still turn a profit. As a consequence, in December 1970 El Paso announced that Beaunit was going to suspend all operations at the Bemberg factory. But the following March Beaunit sold the Bemberg plant, together with 140 acres of land around the plant, for $350,000 to Abner Industries. Abner acquired an Elizabethton address and officially changed the company name to Bemberg Industries. The new president, A. A. Rosen, hired as executive vice-president Buford Goldstein, a Johnson City native who had held a similar position with Beaunit, and Rosen and Goldstein became the major investors in Bemberg. The new Bemberg continued to experience financial difficulties, though, and again was sold in 1973 to a group of investors called RG Associates, which also changed its name to Bemberg Industries. Still, the company failed to turn a profit and had to face escalating debts. On February 16, 1974, Bemberg filed a petition for bankruptcy.
With Bemberg's demise, only North American Rayon remained operational. But in November 1976, El Paso announced that in 1977 Beaunit would be sold to a holding company named BEM. BEM purchased Beaunit's assets and in turn sold them to Beaunit II, an unaffiliated corporation set up for the purpose of securing those assets. The Beaunit II investment group that purchased the assets was known as TA Associates. TA continued to operate the plant under the name North American Rayon Corporation. In 1978 TA sold the company to Elizabethton businessman James Walker, who earlier had purchased the abandoned Bemberg building.
North American Rayon survived and by the early 1980s was manufacturing rayon for apparel, home furnishings, and industrial products. In order to comply with environmental regulations, however, the company was faced with the prospect of building a water treatment facility. With an unstable market for rayon, NARC officials expressed doubt that profits would be large enough to finance the treatment plant. By the fall of 1985 owner Walker began negotiations with management and union officials to have the employees become company stockholders. Local 2207 voted down the proposed plan, but was instructed by the UTW international office to accept the restructuring designed to turn the workers into "employee-owners." The plan went into effect in December 1985, and, from that point through 1988, wages increased and employee-owners received dividends. In August 1988 North American Rayon acquired MKS Polyester, which it renamed North American Polyester. The company also contracted with the National Aeronautics and Space Administration (NASA) to make carbonized rayon for the lining of the nozzles of the solid rocket motors that boost the space shuttle into orbit.
But the 1990s again ushered in hard times for North American Rayon. Increased competition from imports has hurt the company. Labor relations, seldom harmonious in the past, have continued to be poor as employees feel poorly informed about operations and plant management. In June 1996 NAR Polyester shut down, leaving 70 workers unemployed. Employment at the rayon plant was only at 700 in late 1996, and it continued to decrease until the end of the century.
On February 25, 2000, an enormous fire broke out in the North American Rayon plant. It took firefighters a week to extinguish the flames. The plant immediately closed for business. A year later, in mid-February 2001, the North American Rayon plant was demolished, ending a significant era in the industrial history of Appalachian Tennessee. | <urn:uuid:777aa537-e36f-4ce5-9b15-dd981c6a9555> | CC-MAIN-2023-50 | http://www.cartercountyhistory.com/glanzstoff-acquisitions.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.966434 | 1,728 | 3.421875 | 3 |
Getting ready to start a new school year causes anxiety in most children; especially so for children on the ASD spectrum. As a parent, what should you be doing to help prepare your child for the highest level of success through this tricky transition?
Try the following tips to ease anxiety:
1. Visit the school beforehand with your child, especially his own classroom. If this isn't possible, see if you can visit alone and take some pictures, or ask the teacher to email you some pictures. A visual preparation of what to expect can make it easier to visualize and prepare mentally. Visit with the teacher if you can, and do a bit of a walkaround of the classroom. This is an ideal time to talk about your child's optimal learning environment with the teacher.
2. Try to obtain some of the curriculum and/or lessons that will be taught this year. If the teacher doesn't have this planned out yet, you can visit your State or Province's Department/Ministry of Education website; curriculum can be either downloaded or ordered. In Ontario, you can download the curriculum (by subject or by grade) at http://www.edu.gov.on.ca/eng/curriculum/elementary/grades.html, or click on "Publications" to have them send the books to you at no cost. You will need to order each subject. Having the curriculum at hand allows you to pre-teach, making school a little more predictable.
3. Drive the bus route a few times to practise. Many school boards send around a bus route list. Drive the whole route, including having your child get into the car where he/she will be catching the bus. Borrow a few neighbourhood kids to make it a little more realistic. If your child is younger, he/she may carry a picture of the school bus along this ride to generalise a little easier.
4. Write a social story about what to expect, acknowledging feelings of anxiety, and providing some illustrated examples for reducing anxiety throughout the day (deep breathing, square breathing, Tony Attwood's toolbox, etc). Visit www.fullspectrumlearning.ca/resources.html for some examples. Try to include real photos of the school in the story, and script out the major transitions throughout the day - arrival, getting to the classroom, going to the washroom, lunch, recess, and return hom. Read the story daily, and talk about what might happen. If there are specific anxieties, write social stories for those as well.
5. See if you can arrange for an earlier or later start time on the first few days. Sometimes, the commotion of the first few days, especially at arrival time, can be overwhelming. At the very least, try to arrange a quiet spot for your child to wait as soon as he gets there to avoid some of the chaos.
What have you done to ease school transition and create success? Please click on our forums above to share your ideas, or post a comment to this blog!
This is your new blog post. Click here and start typing, or drag in elements from the top bar.
Casey Burgess has a B.Sc.in Psychology, an M.A. in Education (Curriculum and Instruction), and a Ph.D. in progress in Education (Cognition and Learning). She has 20 years experience with direct service, curriculum development, workshop facilitation, and supervisory experience supporting children who have Autism Spectrum Disorders, and their families. She currently frames her work using a developmental, relationship-based, self-regulation lens. | <urn:uuid:fa2dc5cd-6f2f-4e73-8395-18e87fc29f30> | CC-MAIN-2023-50 | http://www.caseyburgess.ca/blog/starting-a-new-school-year-when-you-have-asd | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.944727 | 736 | 2.78125 | 3 |
Hear them out
By RUTH LIEW
LOOKING at five-year-olds and six-year-olds sitting in rows of desk writing away in their workbooks makes me wonder how little we know about their potential. If we really respect children for their ability to think and value their ideas, we would be sitting down with them and asking them what we should do instead.
Most teachers and parents consider conversations with children frivolous and a waste of time. After all, what do children really know at such a tender age? The adults should be the ones deciding what they should learn and how they learn.
It is sad to note that almost a decade into the new millennium, we still have so little trust in young children as active learners. If we focus on what they are paying attention to, we will learn that they are serious about their learning. They do have ideas that matter a great deal.
The adults in their lives – parents and teachers – want to make sure that they learn and develop the intellectual skills that they need in life. They teach children to “bark” at print rather than to enjoy reading.
During one parenting seminar, a mother asked me: “How many hours in a day should my child spend on reading before he makes the breakthrough to knowing how to read independently? Should I send him to additional reading classes after kindergarten?”
Learning to read takes more than just drill work or learning the sounds to make words. Children have to gain many experiences first before they start to master the ability to read and write.
One six-year-old boy proudly read in English, the title of the book I was holding at storytime. After reading aloud the title, he turned to me and said in Mandarin, “See, I can read.” When I asked him to speak to me in English instead of Mandarin, he turned away without saying a word.
This little boy, like many of his friends, had his head filled with information deemed important by the adults who control their lives. He learned how to read but he did not fall in love with the language.
Before they can read, children need a chance to mess around and to experiment. They need to delve in meaningful conversations with adults to share their ideas and opinions. Give them opportunities to reflect on what they know and what they think. When they realise that they can use writing to express themselves, they will happily do so without much persuasion from adults.
This kind of teaching and learning is not happening in many preschool settings.
When I saw a five-year-old child holding a pencil and drawing a line between one picture to another, I wonder what was going through his mind. He could be thinking about the cartoon character that he liked so much. Or he could have quite a bit to say about his visit to the zoo during the weekend.
The little boy turned to his friend sitting next to him, who was drawing circles instead of lines. He muttered something to him and both of them ended up laughing. The teacher walked over and reprimanded them: “Do your work properly. No talking in class.”
The mind of a child has unlimited potential. When we do not value individual differences or accept the ideas that come out of children’s interest, we lose the Bill Gates, Picassos, Montessoris and Albert Schweitzers of the future. Montessori believed that no teacher could teach a child what he can learn for himself. Our role as adults, their teachers and parents, is to support their learning.
We provide them with the right tools and opportunities to learn. We should not force them to learn when they are not ready or get them to merely follow what we set out for them. Just because children’s ideas are not part of the curriculum planned, they are far from being unimportant. Their ideas can help them build a bridge from existing strengths to new learning. | <urn:uuid:5b4e875e-7669-4c78-9dcb-25f099356287> | CC-MAIN-2023-50 | http://www.eznakhalili.com/2010/01/childwise-by-ruth-liew.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.982266 | 805 | 2.578125 | 3 |
Reminiscence theatre is the multi-sensory process of recalling and sharing ones memories with the intention of dramatising them. This type of theatre sees and realises the dramatic potential in real life stories from real life people (such as people with dementia or or traumatic/acquired brain injuries). Reminiscence theatre takes verbatim memories (real memories) and uses them as the basis for theatre scripts.
Care homes also use these techniques to stimulate the memories of someone with dementia or traumatic/acquired brain injuries. The creative practitioner will then use common things (such as a newspaper article) to instigate buried memories. Working closely with families and care staff, the creative practitioner may use old photographs, words/literature, sounds, smells, tastes and movements. Objects also act as memory triggers.
What is the impact on people with dementia and other acquired brain injuries?
The process of creating and performing theatre from real life memories and stories often results in a positive impact on older adults’ well-being. This positive impact can be seen in a variety of ways. Participants might display signs of increased self-esteem, elevated mood and greater social engagement. Decreased isolation and boredom is also evident, as well as a desire to continue with the reminiscence theatre activities. | <urn:uuid:91668e1f-cbc1-4fc3-b5c9-61b18f62b326> | CC-MAIN-2023-50 | http://www.forget-me-not-productions.co.uk/cms/?page_id=631 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.941401 | 264 | 3.40625 | 3 |
The Spain-Portugal border is the European Union´s longest border, and its citizens call it “The Line“. But generation over generation, people across this “line” have lived together. Over the decades, its children have also shared the streets, and this year they will celebrate European Cooperation Day playing those ‘old school’ games their grandparents used to play.
The European Commission encourages the Programs to celebrate the EC day the week before or after September 21. In this context, the Interreg España-Portugal (POCTEP) Program will organise some ‘Traditional Crossborder Games’ On Wednesday, September 25.
A group of 12-year-old students from Badajoz, in Spain, will travel to a school in the neighboring city of Elvas, in Portugal. There, they will put into practice the values of European Cooperation through traditional games from both sides of the border.
In addition, the Spanish–Portuguese Red Cross will run a workshop. Along with the games, students will play and learn about waste management, water consumption, first aid and how to act in case of emergency. They are all crucial issues, especially in a region where droughts and fires are particularly common.
As in previous editions, some POCTEP´s project partners make the celebration possible. They are the “Eurocity Elvas, Badajoz, Campo Maior” (EUROBEC) project and the Spain-Portugal Red Cross´CVPCRE project. | <urn:uuid:d6764ee8-83dc-4351-b3e0-9a08448138b8> | CC-MAIN-2023-50 | https://2019.ecday.eu/event/portuguese-spanish-kids-celebrate-cooperation-cross-border-games/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.928049 | 317 | 3.171875 | 3 |
Table of Contents
In recent years, there has been growing interest in the use of manuka honey for surgical wounds. Manuka honey is a unique type of honey that is produced in New Zealand by bees that pollinate the manuka bush. It has long been recognized for its antibacterial properties and has been used for centuries as a natural remedy for various ailments.
In this article, we will explore the potential benefits of using manuka honey for surgical wounds. We will discuss its antimicrobial properties, its ability to promote wound healing, and its potential to reduce the risk of infection. Additionally, we will examine the various ways in which manuka honey can be used to treat surgical wounds, including topical application and wound dressings.
The Antibacterial Properties of Manuka Honey
Manuka honey is renowned for its potent antibacterial properties. It contains a compound called methylglyoxal (MGO) which is responsible for its antimicrobial activity. MGO is found in higher concentrations in manuka honey compared to other types of honey, making it particularly effective at fighting off bacteria.
Several studies have demonstrated the effectiveness of manuka honey in killing a wide range of bacteria, including antibiotic-resistant strains such as methicillin-resistant Staphylococcus aureus (MRSA). This makes it an ideal treatment option for surgical wounds, which are at a high risk of infection.
The Role of Manuka Honey in Promoting Wound Healing
In addition to its antibacterial properties, manuka honey has also been found to promote wound healing. It is believed to do so through several mechanisms. First, it creates a moist environment that is conducive to healing. This helps to prevent the wound from becoming dry and crusty, allowing new tissue to form more quickly.
Second, manuka honey stimulates the production of growth factors and cytokines, which are key regulators of the wound healing process. These molecules help to recruit immune cells to the site of the wound and promote the formation of new blood vessels.
Lastly, manuka honey has been found to have anti-inflammatory properties. Inflammation is a natural response to injury, but excessive or prolonged inflammation can delay the healing process. By reducing inflammation, manuka honey helps to accelerate wound healing.
How to Use Manuka Honey for Surgical Wounds
There are several ways in which manuka honey can be used to treat surgical wounds. The most common method is through topical application. Manuka honey can be directly applied to the wound, either by itself or in combination with other wound healing agents such as saline or hydrogels.
Alternatively, manuka honey can be used as a component of wound dressings. These dressings are typically made of a non-adherent material that is impregnated with manuka honey. The dressing is applied to the wound and left in place for a certain period of time, usually 24 to 48 hours, before being changed.
Using Manuka Honey as a Topical Treatment for Surgical Wounds
When using manuka honey as a topical treatment for surgical wounds, it is important to ensure that the honey is of high quality. Look for honey that has been tested for its antibacterial activity and contains a high concentration of MGO. The honey should also be sterile to minimize the risk of introducing additional bacteria to the wound.
To apply the honey, first, clean the wound with saline solution or another appropriate wound cleanser. Then, use a clean sterile swab to apply a thin layer of honey to the wound surface. Cover the wound with a sterile dressing to prevent the honey from being wiped off.
Using Manuka Honey in Wound Dressings
When using manuka honey in wound dressings, it is important to choose a dressing that is appropriate for the type and severity of the wound. There are a wide variety of manuka honey dressings available on the market, ranging from simple gauze dressings to more advanced dressings that incorporate hydrogels or other wound healing agents.
To use a manuka honey dressing, first, clean the wound with saline solution or another appropriate wound cleanser. Then, carefully apply the dressing to the wound, ensuring that the honey comes into direct contact with the wound surface. Secure the dressing in place with a bandage or adhesive tape.
Precautions and Considerations
While manuka honey is generally safe to use, there are a few precautions and considerations to keep in mind. First, some people may be allergic to honey. If you have a known allergy to honey, it is best to avoid using manuka honey for surgical wounds.
Second, manuka honey should not be used on wounds that are bleeding heavily or have deep tissue involvement. In these cases, it is important to seek medical attention and follow the advice of a healthcare professional.
Lastly, it is important to note that manuka honey is not a substitute for medical treatment. While it can be a valuable adjunctive therapy for surgical wounds, it should not replace standard wound care practices such as proper cleansing, debridement, and the use of appropriate dressings.
In conclusion, manuka honey has emerged as a promising treatment option for surgical wounds. Its potent antibacterial properties and ability to promote wound healing make it an ideal choice for preventing infection and accelerating the healing process.
When using manuka honey for surgical wounds, it is important to ensure that the honey is of high quality and sterile. It can be applied topically or used in wound dressings, depending on the severity and type of the wound.
However, it is important to remember that manuka honey is not a cure-all and should be used as part of a comprehensive wound care regimen. It is always best to consult with a healthcare professional for proper wound management.
For more information on manuka honey and its uses, please visit https://aboutmanukahoney.com. | <urn:uuid:2112e7ac-101f-419d-afc8-f3c65e0078c4> | CC-MAIN-2023-50 | https://aboutmanukahoney.com/manuka-honey-for-surgical-wounds-antibacterial-benefits-wound-healing-properties-and-treatment-methods/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.943973 | 1,196 | 2.859375 | 3 |
This article offers a comprehensive analysis of the process of writing a case study assignment, providing essential steps and valuable tips to assist students in creating high-quality and well-researched case studies. Whether you are a novice or an experienced writer, this guide will provide valuable insights into how to meet your instructors’ expectations and showcase your understanding of the subject matter.
A case study is a research method that involves conducting an in-depth examination of a specific subject or phenomenon, such as an individual, group, organization, or event. It is commonly employed in various disciplines, including business, marketing, law, healthcare, and social sciences, among others. The primary purpose of a case study is to analyze and comprehend the subject under study, identify any challenges or issues, and provide practical solutions or recommendations based on the findings.
Case studies typically entail collecting and analyzing data from multiple sources, such as interviews, observations, surveys, and documents. The data is then examined to identify patterns, themes, and trends that can be used to draw conclusions and develop recommendations. Case studies can be exploratory, descriptive, or explanatory, depending on the research questions and objectives.
In summary, a case study is a research method that involves a thorough investigation of a specific subject or phenomenon, with the aim of understanding it better and offering practical solutions or recommendations. It serves as a valuable tool for researchers and practitioners across various disciplines, providing insights into real-life situations and informing decision-making processes.
Types of Case Studies
Several types of case studies exist, each with unique characteristics and purposes. The following are some of the most common types:
The choice of case study type depends on the research question, the study’s purpose, and the characteristics of the case being examined.
Importance of Writing a Case Study Assignment Writing a case study assignment offers several benefits for students, including:
Thoroughly conduct research to gather relevant information and data pertaining to the case study. This process may involve examining academic journals, books, and other credible sources of information. Take meticulous notes and organize your research material to facilitate easy reference while writing your assignment.
Engage in a detailed analysis of the case study, identifying key issues, challenges, and opportunities. Consider the contextual factors surrounding the case study, the stakeholders involved, and the potential outcomes and implications of various decisions and actions.
Craft a clear and concise thesis statement that distinctly outlines the main argument or focus of your assignment. Ensure that your thesis statement centers around the key issues and concepts you intend to explore.
Compose an introduction that furnishes background information on the case study and establishes the context for your analysis. Provide a brief summary of the case study, present the primary research question or thesis statement, and provide an overview of the key issues and concepts that will be addressed in your assignment. If needed, Professional Assignment Help can assist you in crafting a perfect introduction.
The body of your assignment into sections that concentrate on different aspects of the case study. Each section should commence with a clear topic sentence that outlines the main point or argument it addresses. Utilize evidence and data derived from your research to substantiate your analysis and arguments.
Compose a conclusion that succinctly summarizes the key findings and arguments presented in your assignment. Restate your thesis statement to reinforce its significance. Additionally, provide recommendations or suggestions for future research or action based on the insights gained from the case study.
Thoroughly review and revise your assignment, paying close attention to spelling and grammar errors, ensuring consistency in formatting and style, and enhancing overall clarity and coherence.
Format A typical case study assignment should follow the following format:
By adhering to these steps and following the prescribed format, you can develop a well-structured and informative case study assignment that meets the expectations and requirements set by your instructor or professor.
In conclusion, writing a case study assignment can be a challenging yet rewarding undertaking for students. It affords them an opportunity to apply theoretical concepts to real-life scenarios and cultivate analytical and problem-solving skills. To produce an effective case study assignment, it is crucial to adopt a structured approach, encompassing the identification of the research question, research conduct, data analysis, and the presentation of findings in a clear and concise manner. By following the steps and adhering to the format outlined in this guide, students can create high-quality case study assignments that showcase their comprehension of the subject matter and ability to apply theoretical concepts to practical situations.
Case study assignment Help are an integral part of academic coursework across various disciplines. These assignments require students to analyze real-life scenarios, apply theoretical concepts, and provide practical solutions or recommendations based on their findings. However, tackling a case study assignment Help can be a challenging task for many students due to its complexity and the need for in-depth research and critical thinking.
To alleviate the difficulties faced by students, case study assignment help services have emerged as a valuable resource. These services provide professional assistance to students who seek guidance and support in completing their case study assignment Help. By opting for case study assignment help, students can benefit in several ways.
Firstly, expert writers with subject-specific knowledge and expertise in conducting case study research are assigned to assist students. These writers possess a deep understanding of the subject matter and are skilled in analyzing complex scenarios.
Secondly, case study assignment help services offer customized solutions tailored to meet the specific requirements and guidelines provided by the students’ instructors or professors. This ensures that the assignments are well-aligned with the expected standards and expectations.
Additionally, these services save students’ time and effort by conducting thorough research, analyzing data, and structuring the assignment in a coherent and logical manner. This allows students to focus on other important academic commitments or engage in extracurricular activities.
Furthermore, case study assignment help services often provide timely delivery of assignments, enabling students to meet their submission deadlines without compromising on quality.
In conclusion, case study assignment help services play a crucial role in supporting students with their academic workload. By availing these services, students can receive expert guidance, improve their understanding of the subject matter, and submit high-quality assignments that demonstrate their analytical and problem-solving skills.
We appreciate your interest in Academic Expert and the trust you’ve placed in us. Your submission has been successfully received. Our team is diligently working to assist you in your academic journey. | <urn:uuid:06055922-91bb-4ea6-9bce-e5060e16d043> | CC-MAIN-2023-50 | https://academicexpert.uk/step-by-step-guide-how-to-write-a-case-study-assignment/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.92875 | 1,304 | 2.953125 | 3 |
Today is Lammas, an Anglo-Saxon harvest festival celebrated on 1st August. Its name comes from Old English hlaf, 'loaf' and mæsse, 'mass', and it may have been a day when loaves of bread made from the first corn were blessed. Much about the origins of Lammas is obscure, but it's a festival with a long, interesting, and somewhat unusual history.
I said 'may have been' because we really don't know much about how Lammas might have been celebrated in Anglo-Saxon England. It's mentioned a number of times in Anglo-Saxon texts, but most of those references simply treat it as another name for August 1st, with no indication of any particular customs associated with the day. The name and the timing of the feast suggest a link to the wheat harvest and the blessing of bread, but we have no evidence to suggest what form that might have taken. However, it's often suggested that since the date of Lammas corresponds to recorded Irish and Welsh festivals, and there are no close continental parallels for a harvest festival on that date, 'Lammas' may be a Christian name given by the Anglo-Saxons to a pre-Christian festival celebrated in Britain and Ireland.
This means Lammas is often said to be a pagan festival (and it has been adopted as such by Neo-Paganism, where it seems to be considered as interchangeable with Lughnasadh). Though this is a plausible supposition, there is no firm evidence to support it. Despite its possible pre-Christian origins, the name 'Lammas' is both Christian and English: the second element -mæsse ('mass') was borrowed into Old English from liturgical Latin, and is only used to refer to Christian or Jewish festivals. In the Anglo-Saxon period and long afterwards it was endlessly productive as a suffix, giving us not only names we still use, like Christmas and Candlemas, but an almost limitless variety of Christian festivals with comparable names: Childermas, Michaelmas, Martinmas, Marymas, Ellenmas, Hallowmas, Roodmas, Crouchmas, and so on. It's very unlikely that it would be used for a festival which was perceived to have a substantial non-Christian component.
Similarly, our few references to Lammas are from fairly late Anglo-Saxon texts, and survive in a learned Christian context (as you would expect from the nature of the surviving sources). Lammas doesn't regularly appear in Anglo-Saxon calendars or liturgical books, where August 1st is instead the feast of St Peter ad Vincula and/or the Maccabees, but there are various intriguing references to it. The earliest may be in the Old English Martyrology, probably dating to the ninth century, which doesn't use the name Lammas but does refer to 1st August as the day of hlafsenunga, 'blessing of bread'. In this word senung, which is related to the verb segnian, 'to make the sign of the cross', is another borrowing from ecclesiastical Latin (signare), so we're no closer to finding any pre-Christian terminology here.
Harvest, from an Anglo-Saxon calendar for August (BL Cotton MS Tiberius B V/1, f. 6v)
The first recorded use of the word Lammas itself is probably in the Old English Orosius, which refers to 1st August in passing (while telling the story of Antony and Cleopatra) as 'the day that we call Lammas'. This text likely comes from the last decade of the ninth century, and that late date is interesting - it's already a good few centuries later than our usual authority on pre-Christian Anglo-Saxon customs, Bede (who doesn't mention Lammas). All the references to Lammas in the Anglo-Saxon Chronicle - again, simply as another name for August 1st - are from the tenth, eleventh or twelfth centuries. The homilist Ælfric, usually such a helpful guide to the cycle of the church year, also only mentions Lammas as an alternative name for 1st August: he refers to it it in passing in a homily about St Peter, telling his congregation that 1st August is the day 'you [not 'we'] call Lammas'. This might suggest he thought of it as primarily a secular rather than a religious occasion (though not a pagan one, or he probably wouldn't mention it at all). Perhaps by this time it was an extra-liturgical custom, adopted and supported by the church but not incorporated into the liturgy. If it was a day when people brought loaves to church to be blessed, we don't have any record of specific blessings attached to Lammas, though there are general blessings for bread and crops which might have been used.
Alternatively - though it's impossible to say for sure - it might be that by this date Lammas was for some people just a name for 'the beginning of harvest', rather than a festival with any particular customs. (Something like 'Boxing Day' in modern Britain, a name for 'the day after Christmas' which everyone knows and uses but can't really explain, and which bears no relationship to how anyone now actually spends the day.)
Lammas appears just once in Old English poetry, in the beautiful calendar poem known as the Menologium. In the section for August, Weed-month, this poem describes Lammas and the coming of autumn:
And þæs symle scriþ
ymb seofon niht þæs sumere gebrihted
Weodmonað on tun; welhwær bringeð
hlafmæssan dæg. Swa þæs hærfest cymð
ymbe oðer swylc butan anre wanan,
wlitig, wæstmum hladen. Wela byð geywed
fægere on foldan.
And [after the feast of St James] after seven nights
of summer's brightness Weed-month slips
into the dwellings; everywhere August brings
to peoples of the earth Lammas Day. So autumn comes,
after that number of nights but one [i.e. on August 7],
bright, laden with fruits. Plenty is revealed,
beautiful upon the earth.
According to the system of dating used by this tenth-century poem, the season of autumn began shortly after Lammas on August 7th - a date calculated by its position halfway between the summer solstice and the autumnal equinox. I've written about this dating system before, and I wrote about some Old English harvest poetry in a post last year. This poem unfortunately tells us nothing about Lammas except that it comes 'to peoples everywhere' (which is actually far from true, since it was such a localised festival!). But you can see how closely it coincides with the coming of harvest/autumn - the Old English name for autumn is hærfest, so they're the same thing here. The link between autumn and harvest is one thing which makes the Anglo-Saxon view of this season quite different from our modern perspective. Think of autumn and you might think of reddening leaves, dewy chilly mornings, darker shorter days - probably not of harvesters working under a blazing August sun. But in Old English, linguistically speaking at least, autumn and harvest are indistinguishable.
Harvesting (BL Add. 50000, f. 4v)
Our final and perhaps most interesting Anglo-Saxon reference to Lammas appears in a ritual, intended to protect harvested corn from mice and other pests:
[...] lange sticcan feðerecgede 7 writ on ægðerne sticcan[...] ælcere ecge an pater noster oð ende 7 lege þone [...]an þam berene on þa flore 7 þone oðerne on [...] ofer þam oðrum sticcan. þæt þær si rode tacen on 7 nim of ðam gehalgedan hlafe þe man halgie on hlafmæssedæg feower snæda 7 gecryme on þa feower hyrna þæs berenes. þis is þeo bletsung þærto. Vt surices garbas non noceant has preces super garbas dicis et non dicto eos suspendis hierosolimam ciuitate. ubi surices nec habitent nec habent potestam. nec grana colligent. nec triticum congaudent. þis is seo oðer bletsung. Domine deus omnipotens qui fecisti celum et terram. tu benedicis fructum istum in nomine patris et spiritus sancti. amen. 7 Pater noster.
[Take two] long pieces of four-edged wood, and on each piece write a Pater noster, on each side down to the end. Lay one on the floor of the barn, and lay the other across it, so that they form the sign of the cross. And take four pieces of the hallowed bread which is blessed on Lammas day, and crumble them at the four corners of the barn. This is the blessing for that; so that mice do not harm these sheaves, say prayers over the sheaves and do not cease from saying them. 'City of Jerusalem, where mice do not live they cannot have power, and cannot gather the grain, nor rejoice with the harvest.' This is the second blessing: 'Lord God Almighty, who made heaven and earth, bless these fruits in the name of the Father and the Holy Spirit.' Amen. And [then say] a Pater Noster.
Quoted from Karen Louise Jolly, 'Tapping the Power of the Cross: Who and For Whom?', in The Place of the Cross in Anglo-Saxon England, ed. Catherine E. Karkov, Sarah Larratt Keefer, and Karen Louise Jolly (Woodbridge: The Boydell Press), p. 79; my translation.
The manuscript from which this charm comes, British Library, Cotton Vitellius E xviii, is a psalter, written in a monastery at Winchester in the middle decades of the eleventh century. This charm survives alongside other prayers and rituals and an assorted collection of highly useful information: good and bad days for bloodletting, how to cure sick cattle and sheep, how to keep people from stealing your bees, the most lucky days for childbirth, and so on. A list can be seen here. Although to modern eyes this kind of ritual often looks like pagan folk-magic, it's part of a complex picture of popular and learned devotion in early medieval England; this particular ritual might well have been performed by a priest, and it's made up of explicitly Christian symbols and practices - the cross, the Pater Noster, and the consecrated bread. This charm suggests that there was something special about the bread blessed at Lammas, but it might plausibly refer to the Eucharist consecrated at a mass said on Lammas Day rather than to specific Lammas loaves.
(If you'd like to read more about these kinds of fascinating texts and the people who used and recorded them, I refer you to the brilliant blog For the Wynn - on modern ideas about Anglo-Saxon paganism see especially this post.)
Harvesting sheaves of corn (British Library, Lansdowne 383, f.6v)
Well, that was an exhaustive history of the Anglo-Saxon sources! Let's skip over the next seven centuries a bit more quickly. Later in the medieval and into the early modern period Lammas seems to have retained this kind of quasi-official status, acting mostly as a fixed date for various secular customs rather than being celebrated as a festival itself. It was still commonly used as a name for August 1st and sometimes for the whole month of August; often it seems to be simply another name for 'the season of harvest'.
Some later medieval writers understood the name to be 'Lamb-mass' (festum agnorum) and thought it had something to do with lambs, which suggests they didn't recognise the 'loaf' element or the connection with bread. Others treat 'Lammas' as if it were a name for the feast of St Peter in Chains, the feast more widely celebrated in medieval Europe on this day. In the fifteenth century John Lydgate, summarising the festivals of summer, includes in his poetic list 'Petrys cheynes wer brooke in prysoun, / The feeste therof callyd Lammesse', while his contemporary John Capgrave writes of 'the feest of Seynt Petyr, whech thei clepe in Latyn, 'ad vinculam', in Englisch, 'Lammesse''.
Given the time of year and the huge importance of getting in the harvest, Lammas was a popular date for fairs and local feasts. It was also one of the regular dates on which rents would be paid, debts settled, contracts made, and labourers hired. Because it was associated with such payments, 'latter Lammas' became a humorous phrase for 'a day which is indefinitely delayed', or 'never', as in these wonderful OED citations (note how late the dates are!):
latter Lammas, a day that will never come. at latter Lammas: humorously for ‘never’.
1567 GASCOIGNE Instruct. Making Verse Posies (1575) Many writers...draw their sentences in length, & make an ende at latter Lammas.
1576 GASCOIGNE Steele Glas. This is the cause (beleue me now my Lorde)...That courtiers thriue, at latter Lammas day.
1642 FULLER Holy State. IV. xv. 316 This your will At latter lammas wee'l fulfill.
a1734 NORTH Lives of Norths (1826) I. 4 The very expectation of them puts me in mind of latter Lammas.
1805 W. TAYLOR in Ann. Rev. III. 244 This convocation was somewhat unbecomingly postponed to latter Lammas.
1857 KINGSLEY Two Years Ago vii, A treatise...which will be published probably...in the season of Latter Lammas, and the Greek Kalends.
In some English towns you still find fields and meadows called 'Lammas land', areas of common land where people could pasture their animals for a fixed season running from Lammas until the following spring. Above and below are the Lammas Lands at Godalming in Surrey, looking particularly beautiful in August last year.
I love those two phrases, 'latter Lammas' and 'Lammas lands' - while mundane enough in their definitions, both have an irresistibly poetic ring! And there's also the beautiful phrase 'Lammas growth' (also called 'Lammas leaves' or 'Lammas flush'), which is the name given to a renewed spurt of growth which occurs in some trees around early August - a second shoot of greenness following after the first burst of spring. A flush of fresh growth in a mature tree - isn't there a poem waiting to be written in that?
This is a wonderful puzzle of a festival. On the one hand, we have abundant evidence for its history over many centuries, from the Anglo-Saxon monk who wrote the Menologium to the keen eye of the gardeners looking out for 'Lammas growth', from the witty sixteenth-century courtiers joking about 'latter Lammas' to the cherished land-rights of medieval villagers. On the other hand, we have very little evidence for the celebration of the festival itself. But however obscure its origins, it's a day which has had meaning, of many different kinds, to a variety of people and communities for more than a thousand years.
It's worth concluding by emphasising that variety, because it adds some nuance to the way Lammas is often popularly presented these days. Having been almost entirely forgotten in our less agricultural society, it's now frequently characterised as a 'pagan festival' (often a 'Celtic pagan festival'), as if that were the beginning and end of its history. As with much of what's said about Eostre, this is largely the product of 19th-century scholarly speculation, much of which is based on false assumptions or an imperfect understanding of the Anglo-Saxon sources. Specialists in the period now take a different view - but since these speculations of Victorian scholars were very influential in the development 20th-century Neo-Paganism, they are repeated uncritically all over the internet and elsewhere. Here's a typical example, from the BBC's Religions subsite:
Lammas, also called Lughnasadh, comes at the beginning of August. It is one of the Pagan festivals of Celtic origin which split the year into four. Celts held the festival of the Irish god Lugh at this time and later, the Anglo-Saxons marked the festival of hlaefmass - loaf mass or Lammas - at this time. For these agricultural communities this was the first day of the harvest, when the fields would be glowing with corn and reaping would begin. The harvest period would continue until Samhain when the last stores for the winter months would be put away. Although farming is not an important part of modern life, Lughnasadh is still seen as a harvest festival by Pagans and symbols connected with the reaping of corn predominate in its rites.
Notice how this elides everything between early paganism and modern pagan practice (and how 'still seen' suggests an unbroken continuity of practice which isn't there; the modern version is a complete reinvention, of course). That's a huge period of time just skipped over, jumping more than a thousand years from the pre-Christian period to the twentieth century - and what's ignored is everything in the sources discussed above, including all the Anglo-Saxon sources. A purportedly historical account of a festival which ignores every single documented source for its history is... shaky, to say the least. Typically, this also treats 'Lammas' and 'Lughnasadh' as if they are interchangeable names for the same thing, which is not just an oversimplification but also culturally tone-deaf; even if they have linked origins - and that's a big if - the Irish and English festivals have very different histories, and have to be understood within their different cultural contexts. (The cynical part of me wonders if English people like to use the name 'Lammas' instead of 'Lughnasadh' just because they find it easier to pronounce and spell...)
I'm very glad that there are people today who celebrate Lammas, and for whom it has a sacred significance - I don't want to disparage that at all. But from a historical point of view, we shouldn't ignore such a great swathe of recorded history just because it doesn't fit with modern black-and-white ideas of what is 'pagan' and what is 'Christian'. To modern eyes, a harvest festival somehow looks pagan - but that doesn't mean it is, and the assumption that it must be reveals more about us, and our impoverished view of the natural world, than it does about the past.
I'm conscious of this danger because I write fairly often about the seasons and the natural year in medieval literature, and although many readers seem to find this subject as interesting as I do, a small minority react very oddly and aggressively to it. For me, it's fascinating to see how medieval writers thought about and wrote about the seasons, and especially to try and tease out the kinds of meaning - poetic, religious, spiritual, philosophical or scientific - which they found in seasonal cycles. This is the theme of some of the loveliest poetry in Old and Middle English, as well as some intriguing examples of medieval science.
Because almost all surviving medieval English literature (my particular interest) was written down in a Christian culture, such poetry and science are often framed in explicitly Christian terms. This upsets some people very much. These people take the view that interest in natural cycles, or the natural world as a whole, is by definition solely 'pagan' (according to their understanding of that term, usually a markedly 20th-century one), and that Christian writers have no business caring about it. In their view, the Christian nature of a festival like Lammas is a kind of false shell within which a 'real' festival is somehow hiding. The nastier ones accuse me of deceitfully concealing this 'real' paganism for my own nefarious ends - they demand that I produce the secret pagan texts I'm hiding, and are never put off by the inconvenient fact that such texts simply don't exist. There is an presumption of bad faith, and they are determined to believe the worst both of me and of the medieval writers. In their imagination, someone like the Anglo-Saxon monk who wrote down the Lammas charm becomes part of some vast and wicked Catholic conspiracy, rather than a fairly ordinary product of his time, place and education.
What they can never seem to accept is that much of what modern audiences view as 'pagan' - solstices, the healing power of plants, astrology, and so on - were standard parts of medieval science, religion, and medicine. They were subjects of learned as well as popular interest, which even the most orthodox Christian writers accepted without question. (Not because they were too stupid to know better, but because their view of such learning and its sources and purpose was simply different from our own.) When people object to medieval Christians 'stealing' concepts they think of as pagan, it's often because they are projecting back onto the past a very modern view of such matters, one ingrained with suspicion of the catholic (and Catholic) nature of the medieval church.
I wouldn't mind this so much if it came from people who identify as pagans, but in fact it mostly comes from self-proclaimed atheists, who see it as a stick with which to beat Christianity. For them the idea that a conspiracy of Christians 'stole' seasonal feasts from paganism is a check-mate, proving that religion is a big fraud and they're the only ones smart enough to spot it. Having read a lot of Dan Brown and not much else, they wield a pub-bore armoury of 'facts', which are either very basic or entirely inaccurate (of the idiotic Ishtar/Easter variety); and my goodness, there are a lot of them about. Some of them even write for national newspapers. There's almost no point trying to talk to these people; they don't want to learn anything which might disrupt their existing prejudices, and all they want from historians is confirmation of what they already think they know. (People often ask me 'how did the Anglo-Saxons celebrate Easter?', to which the honest answer is 'well, what we know best from the surviving sources is that they went to church. Let me tell you about liturgical drama and some interesting Good Friday popular customs!' That answer, while true, isn't the one they want - they want an easy story about eggs and bunnies, and they don't much care whether it's accurate or not.)
The truth is, of course, that though the roots of a festival like Lammas, or other frequently cited 'pagan festivals' like Easter, are likely to be pre-Christian, we have very little (if any) firm evidence for how they may originally have been celebrated. That doesn't mean their pre-Christian history doesn't matter - not at all - but it's important to be clear about what evidence we do and don't have, and what it does and doesn't tell us. In the case of Lammas, what we do have is evidence for a harvest festival in Christian Anglo-Saxon England, on a date which continued to be marked for many centuries after the end of the Anglo-Saxon period. Lammas lands and 'latter Lammas' are not pagan by any definition, but they're part of the history of Lammas too - not more or less important than the putative pre-Christian festival, but much better attested. It doesn't make sense to argue about what the 'real' Lammas is - it's all real.
The idea that interest in the natural world is inherently pagan is one which would have made no sense at all to most medieval writers, or for that matter to most people for centuries after the end of the medieval period. It's a feature of an urban and post-industrial society to think that noticing and caring about natural cycles is an optional extra, or some esoteric magical secret - in fact, it's a modern luxury to be able to ignore them. We have light available to us, every hour of the day, at the flick of a switch, and so some people fiercely believe that only super-spiritual cosmos-attuned pagans could ever have thought to care about full moons and solstices. Go back even a hundred years and that's nonsense, of course; there was a time (and there are still many places) where solar and lunar cycles were unavoidably important, where moonlit nights were the only time it was feasible to go out in the evening and the lengthening or shortening of the days made a huge difference to the routines of daily life. Of course people knew when Midsummer was, and found ways to celebrate it - it's not exactly a mystery! It's a failure of imagination not to realise that this is one of the ways in which the past (even the quite recent past) was very different to the present, and it's a very modern kind of arrogance to think that it takes some special deep insight to notice or care how the cycle of the year works.
This is especially true of the harvest and a festival like Lammas. In an agricultural society the harvest affects everyone - it's not an optional extra or a mystic observance. You don't even have to go back to the Middle Ages to become aware of this - think of Mary Crawford in Mansfield Park, oblivious that it's unreasonable to expect to hire a cart in the countryside in harvest-time because she holds 'the true London maxim, that everything is to be got with money'. Today many of us are more like than Mary Crawford than the farmers she offended; we're fortunate enough to be able to obtain food of whatever kind we like, all year round, without having to worry about scarcity or season, and that makes harvest festivals seem like nothing more than a nice decorative adornment to the calendar. But we shouldn't forget this is a modern and a privileged perspective, and we shouldn't impose it back onto the past.
Everywhere you look at the moment, you see people projecting their fantasies back into history, rather than allowing the past to be different from the present. This comes from people across the political spectrum, but what they all have in common is that they only really care about history as far as it serves modern political goals. They're only interested in the past to the extent that it supports their modern prejudices, whatever those happen to be; they can't or won't face it on its own terms and by its own lights. What doesn't fit, they choose to ignore. The people who angrily object to the idea that Lammas has a Christian history as well as a pagan one have their own fantasy, of a homogeneous, 'pure' paganism, and they want me to provide for them a version of Anglo-Saxon culture with the nasty Christianity taken out - not because they care one jot for pagan beliefs or the mystery and glory of the cycles of the earth, but because they want grist to the mill of their political opinions. Of course I don't demand that such people take an interest in the later history of the festival - they can be interested in whatever they like! - but I do object to them insisting that I, in writing about medieval texts, suppress or distort what the sources actually do give us because they don't fit with a modern fantasy. The past - at any particular place and any particular moment - was very different from the world you know. Let it be different. Let it be what it was, and not what you want it to have been.
If you'd asked your average Anglo-Saxon monk or medieval villager whether celebrating the harvest was a Christian or pagan thing to do, I wonder whether they would even have understood the question. It's the harvest; it matters to everyone. No one stole it from anyone, because it belongs to everyone. Of all British festivals, Lammas is perhaps simultaneously the most local and the most universal. Throughout its long history, and in its different forms, it has been a name which honours what we all need ('peoples everywhere', as the Menologium says): the fruits of the earth, and our daily bread.
Harvesters, in an Anglo-Saxon calendar for August (BL Cotton Julius A VI, f. 6v) | <urn:uuid:f8a66d57-e6ff-46ea-be4b-a7c574a16c44> | CC-MAIN-2023-50 | https://aclerkofoxford.blogspot.com/2017/08/a-little-history-of-lammas.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.963551 | 6,113 | 3.40625 | 3 |
Art exhibit leaves unforgettable impression of city’s rich history
ATLANTA – Have you ever wished you could turn back the hands of time? Well, travelers at Hartsfield-Jackson Atlanta International Airport now can explore eight time frames of Atlanta’s past in “A Walk Through Atlanta History,” a unique, multimedia exhibit in the Transportation Mall between concourses B and C.
Aviation officials held a ceremony to dedicate the exhibit, which highlights several prominent Atlantans -including Alonzo Herndon-who played important roles in shaping the city’s history. The exhibit features large wall murals, brief videos and reader rails that highlight key periods, milestones and events.
“Hartsfield-Jackson is proud to present this visual time capsule to the world,” said Aviation General Manager Louis Miller. “It allows travelers and art enthusiasts to trace Atlanta’s history from its humble beginnings to its emergence as an international city.”
The exhibit covers eight time frames: the pre-Colonial era through 1840; the first train stop in Atlanta; the Civil War and the Battle of Atlanta; Reconstruction and the rebuilding of Atlanta into a commerce hub; the rise of the Sweet Auburn district; Mayor William B. Hartsfield’s achievements; Jim Crow and the civil rights movement; and Atlanta’s entry onto the global stage.
Filmmaker and exhibit creator Gary Moss envisioned an enjoyable, educational experience for people of all ages.
“I was surprised to find a story as rich, poignant and ultimately inspiring as anything that I had traveled far to find,” Moss said.
“It’s undeniable that ‘A Walk Through Atlanta History’ has transformed an ordinary corridor traveled by thousands of passengers each day into a historical, storytelling museum,” Miller said. “I believe this is one of the best airport art exhibits that travelers will discover.”
Hartsfield-Jackson Atlanta International Airport
Hartsfield-Jackson is the world’s busiest airport, serving more than 92 million passengers annually with nonstop service to 160 U.S. destinations and nearly 70 international destinations in more than 45 countries. The Airport is a frequent recipient of awards of excellence for concessions, operations, architectural engineering and construction – including the 2011 Global and North American Airport Efficiency Excellence Award from the Air Transport Research Society. | <urn:uuid:3fcfd899-c336-4fa3-bdfb-3792b448158c> | CC-MAIN-2023-50 | https://adameherndon.com/2015/11/hartsfield-jackson-international-airport-in-atlanta-ga-recognizes-the-herndons/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.918055 | 491 | 2.6875 | 3 |
A job in education is tough. If you’re planning to teach or assist there’s planning lessons, times when you’ll need to improve your subject knowledge, meet job targets and talk to parents (if you’re working with children). Students also wonder how education and experience are interrelated. And then there’s masses of paperwork. But, in return you’ll make an enormous impact on your students’ lives, along with benefitting your own life in a number of ways. So, what are these ways? Here are four of them.
1. Managing emotions
Managing your own emotions and helping others to control theirs is one benefit of taking educational courses. Combined with practical experience, you’ll explore the language used in different situations, from encouraging growth to de-escalating arguments. You’ll quickly learn which words to avoid using, and use coping strategies both inside and outside the classroom. This can be great for times in the family home when things can be challenging. You’ll also understand how important it is to trust others and talk.
2. A better relationship with your children
Being able to develop strong relationships with your children can be easier said than done especially if they’re hormonal teenagers. On educational courses in the UK, you’ll quickly learn how children develop and understand can how to build a stronger bond. When your child needs someone to talk to the relationship you have made can keep them safe.
3. Organising time
Adults complain about their limited time, but one of the vital skills which are taught in professional settings and on educational courses in the UK is time management. Fitting in time for the gym, socialising with friends, or studying for a second degree can be done. And when difficulties arise, like unforeseeable expenses, you can manage your stress levels and deal without too much fuss.
4. Imagination and a fun side
Educational courses can encourage your creative juices to flow. The emphasis on being cross -curricular (combining different subjects) on education courses and in schools can be great for generating ideas from the world around you. Lightbulb moments happen often, whether it’s creating cards, gifts, and even making romantic things for your partner. You’ll be more fun and likeable. Adverts you see on the television can suddenly inspire you to begin creating a treasure hunt game from learning how to develop educational resources for your class. The creativity can be great for helping you to express yourself especially when you’re in a difficult situation at work or home.
Education is a fun profession to be apart of. So, whether you’re thinking of studying a course in education, or you’re ready to enter the profession, a career in this fantastic field can provide many added benefits. | <urn:uuid:7bf33d67-3f83-4fba-9c77-ed1cacaa8e25> | CC-MAIN-2023-50 | https://ahzassociates.co.uk/educational-courses-and-practical-experience/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00899.warc.gz | en | 0.941913 | 585 | 2.90625 | 3 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.