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Seitan is a popular meat alternative, used in many cultures and religions that follow vegetarian or vegan diets. It is denser than many other pseudo-meats, making it a great replacement for meat-based dishes. Seitan is created by washing wheat flour dough with water until all the starch granules have been removed, leaving only the sticky insoluble gluten as an elastic, taffy-like mass. This mass is then cut into pieces and cooked. There are many health benefits of seitan.
Nutritional Profile of Seitan
Seitan is fairly healthy, with plenty of vitamins and micronutrients your body needs. One three-ounce serving contains just 104 calories and a whopping 21 grams of protein. Other trace minerals essential to the proper function of your organ systems are selenium, iron, phosphorus, calcium, and copper. Seitan is naturally fat-free and cholesterol-free.
Alternative to Soy
For many who follow a vegan or vegetarian diet, eating too much soy can cause health problems due to the high concentration of phytoestrogens, plant hormones that mimic the effects of estrogen in the bloodstream. This can lead to PCOS in women and gynecomastia in men and is also thought to increase the risk of certain cancers. Choosing seitan as an occasional alternative to soy can reduce these effects.
It is a Highly Processed Food
Although seitan has many nutritional benefits, it’s still a processed food, and should be eaten in moderation. While it might not be as bad for the body as other processed foods, you should always focus on incorporating large quantities of whole foods, fresh fruits, and vegetables into your diet, and use products like seitan only in moderation.
Not a Gluten-Free Food
Wheat is used to make seitan, so the end product contains gluten. People with Celiac disease, or who otherwise practice gluten-free eating, should avoid eating seitan. Because the gluten in this food is so concentrated, even individuals with intolerances, who can handle small amounts of wheat products, should avoid seitan.
May Aid Weight Loss
Achieving weight loss goals often includes counting calories. Seitan is a low-calorie food and dense in protein. Protein increases satiety — that is, it helps you feel fuller, longer. This helps balance the blood sugar spikes and reduces cravings. Studies also show seitan can reduce the amount of ghrelin in the body, the hormone that produces hunger cues. For those eating reduced-calorie meals, getting the most nutritional bang for your buck is essential.
Versatile Meat Substitute
Although there are several plant-based meat substitutes, the dense character of seitan makes it ideal for recipes that call for cuts of meat like steak or chicken; it even matches the protein content of many lean meats. The composition of seitan also makes it a great grilling option.
Not a Complete Protein
While seitan is a high protein food, it is an incomplete protein, nutritionally because it lacks the essential amino acid lysine. Without lysine, it is difficult for the body to fully realize the muscle-building properties of a protein. Lysine is vital to the growth and development of children, especially. Many vegetarians supplement their diets with lysine-rich foods, such as beans and legumes.
Good to Reduce Cholesterol
The naturally fat-free nature of seitan makes it a good dietary addition for those on low-cholesterol diets. Organically produced seitan contains no cholesterol, so it will not increase cholesterol levels. Many people have found that eating plant-based protein versus animal protein naturally reduces bad LDL cholesterol in the body.
Possible Side Effects of Seitan
Seitan has a high amount of gluten, the wheat protein that can cause leaky gut and other abdominal distress. While those with Celiac disease should steer clear of gluten entirely, others with a mild gluten sensitivity may experience the cramps, bloating, nausea, and diarrhea also. Some studies indicate that even those who typically did not have gluten intolerance may experience the “leaky gut” symptoms.
Incorporating Seitan Into Your Diet
There are many ways to incorporate seitan into a healthy vegetarian diet or use it as an occasional meat substitute for omnivores. Many grocers sell packaged seitan, but be aware that some of these have high amounts of added sodium. You can make your own seitan at home if you choose, and eliminate that concern. Marinate your seitan, cut and sautee it like strips of beef, or grill it with fresh vegetables on skewers. It’s also popular in stews or as a ground beef substitute. | <urn:uuid:5aebe9c3-70a5-4466-8aff-9b8ec26aa583> | CC-MAIN-2023-50 | https://supernutritious.net/health-benefits-of-seitan/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.922154 | 970 | 2.71875 | 3 |
Fun Facts that will help you understand your dog better and help them THRIVE!
All dogs are descendants of the wolf. Scientists refer to the dog as a Canis lupus familiaris better known as a canine
Dogs have lived with humans over 30,000 years eating biologically appropriate food – what nature intended/ raw meat & bones
Dogs are one of the most social animals yet have been de-socialized by people – locked in cages, homes, denied most opps
Dogs feel empathy
Dogs make eye contact more than any other animal. When you look lovingly at your dog, the love hormone oxytocin is released
When a dog is stressed, the hormone cortisol is released. Stress can be from: isolation, suppression, reprimands, misunderstood
Dogs have a keen ability to identify and absorb energy around him/her. Be aware of your tone and mood. Dogs are your mirror
A dog’s sense of smell is 100,000 x stronger than humans. Dogs have 2 billion olfactory receptors vs. 40 million in humans
The part of the brain that interprets smell is 4x larger in dogs
Dogs have an innate desire to dig. Provide them with a safe place to do it
Different smells in a dog’s urine tells other dogs whether the dog leaving the message is female/male, old/young, sick/ well
Take “scent walks” w/ your dog. Let them read their emails/texts. Allow your dog to use this incredible gift rather than suppress it
Dogs can learn over 300 words, countless body gestures & have ability to generalize – get started communicating with your dog
Most breeds of dogs are hardwired to do a specific job. Determine what your dog is and help him put his skills to work!
Touch is the first sense the dog develops. The entire body, including the paws, is covered w/ touch-sensitive nerve endings
Eighteen muscles or more can move a dog’s ear. Be considerate of what your dog is able to hear that you are no
The only sweat glands that dogs have are located on the pads of their feet. Be cognizant of where you walk your dog
Dog nose prints are as unique as human finger prints and can be used to identify them
Dogs have a wet nose to collect more of the tiny droplets of smelling chemicals in the air
It is much easier for dogs to learn spoken commands if they are given in conjunction with hand signals or gestures
The average dog can run about 19 mph. Greyhounds are the fastest dogs on Earth running at speeds of 45 mp. Let them run
Maggie / Australian Kelpie 30 yr old! Lived on a dairy farm & drank raw goat milk daily. She had a job – mental/physical stim
Your dog can Thrive like Maggie IF you make the shift, offering what nature intended, balance the 3 tenets and Let Dogs be Dogs! | <urn:uuid:45e86453-fe1d-4445-8ea9-b48f1f8fb35a> | CC-MAIN-2023-50 | https://tamaratokash.com/fun-facts/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.948515 | 612 | 2.8125 | 3 |
tbot is, for the most part, a library to interact with embedded devices and automate working with them. But it also ships with a CLI (commandline interface) tool which ties together code using tbot. Usage of this CLI is not at all mandatory, you can write your own scripts just as well. But the common interface has proven to be quite useful for larger projects.
Advantages of using tbot’s CLI are:
Easy mechanism to modularize configuration
Common command to call many different testcases
Provides commandline flags for common tbot debugging needs
The new CLI is called
newbot and this is what will be described in this
document. There is also an old tool called
tbot which will be
deprecated in a future release.
A gentle introduction can be found in the Quick Start guide. This document here serves as a reference documentation.
usage: tbot [options] [testcases ...] positional arguments: testcase testcases that should be run. options: -h, --help show this help message and exit -C WORKDIR use WORKDIR as working directory instead of the current directory. -c CONFIG, --config CONFIG -f FLAG set a user defined flag to change testcase behaviour -k, --keep-alive keep machines alive for later tests to reacquire them -v increase the verbosity -q decrease the verbosity --version show program's version number and exit
Testcases and configuration are specified as Python module paths. For
testcases, the last element is the testcase function to be called.
Configuration modules are expected to contain a
function which will be called to enable the config. This can be expressed in
some simple equivalent Python code. Calling
$ newbot -c config.my_config tc.examples.foo tc.interactive.linux
would, in simple terms, be equivalent to this:
# 1. load and enable config import config.my_config config.my_config.register_machines(tbot.ctx) # 2. run first testcase import tc.examples tc.examples.foo() # 3. run second testcase import tc.interactive tc.interactive.linux()
Flags are a mechanism to allow quickly switching settings in configuration or testcases. For example, a flag might be used to switch to booting from a different source.
All flags passed to
-f are added to the
tbot.flags set. Config and testcases can then check for them like
# Check if flag is present if "boot-nfs" in tbot.flags: bootargs = "root=/dev/nfs nfsroot=...,tcp,v3" else: bootargs = "root=/dev/mmcblk0p1" # Check if flag is absent if "silent-boot" not in tbot.flags: bootargs += " loglevel=7" uboot.env("bootargs", bootargs)
-k Keep Alive¶
By default, machine instances are “torn down” as soon as the outermost with-block which requested them ends. This means, that in the following code, the board is rebooted between the two blocks:
with tbot.ctx.request(tbot.role.BoardLinux) as lnx: lnx.exec0("echo", "first boot") with tbot.ctx.request(tbot.role.BoardLinux) as lnx: lnx.exec0("echo", "second boot")
However, this is often not ideal because it leads to excessively long testcase
run times. The
-k flag instead changes behaviour such that an instance is
“kept alive” until the very end of a
newbot run. Thus, the board would not
reboot in the above example.
To make testcases which require a powercycle still work, they should explicitly
request a reset. This way, it will work both with and without
with tbot.ctx.request(tbot.role.BoardLinux) as lnx: lnx.exec0("echo", "first boot") with tbot.ctx.request(tbot.role.BoardLinux, reset=True) as lnx: lnx.exec0("echo", "second boot")
You can read more about this in the Context documentation.
Verbose mode can be used to debug problems in lower layers of the communication. It shows all sent and received data on all “channels”. For example, when tbot doesn’t seem to recognize a login-prompt, this can help.
If you have previously written tbot code for the old
tbot CLI tool, this
section details how to migrate to
newbot. Before starting here, please
adjust your code for the Context API as detailed in
Migrating to Context.
newbot no longer supports the legacy style
From there, everything should be quite straight forward. The only thing which changes is the commandline syntax:
-bconfig arguments have been consolidated into a single
-cflag. Instead of paths, you now need to specify Python modules. So
Testcases are no longer “collected” from directories, they are now also imported using standard Python imports. A testcase called
test_uboot_emmcin a file
tc/uboot/tests.pywill now be called as
As this can get quite cumbersome to type, it is often a good idea to re-import testcases in a higher level module. For example you could add this line to
from .uboot.tests import test_uboot_emmc
And then call the testcase as | <urn:uuid:e161df43-9f18-4fea-9d7a-ae0a052a43de> | CC-MAIN-2023-50 | https://tbot.tools/cli.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.745075 | 1,212 | 2.640625 | 3 |
In New Zealand, as elsewhere, most hives are owned by just a few beekeepers or apiarists. Only about 10% of beekeepers are in commercial or semi-commercial businesses, but they own about 90% of the hives. The remainder are hobby beekeepers. In 2007 there were 457 registered beekeepers who owned 50 or more hives each.
From hives to heights
Perhaps New Zealand’s most famous beekeeper was Sir Edmund Hillary. Before he became one of the first people to climb Mt Everest, he was a beekeeper in Auckland.
Hives in winter
One of the main challenges for beekeepers is to ensure the maximum number of bees in spring, when flowers produce the most nectar. Bees do not work in the rain or cold, so must stockpile enough honey to get the hive through winter – they need at least 20 kilograms. Beekeepers often feed bees sugar so the insects can maintain their energy and health without using up valuable honey stores. When hives are near native bush or extensive tracts of mānuka, the bees can use the early spring nectar from their flowers to produce bush honey, which will keep them fed until clover nectar is ready, about early December.
After a good winter, beekeepers may have to split highly populated hives to prevent the bees from swarming and leaving. Hives that swarm seldom produce surplus honey.
Smoking the hive
Most people picture beekeepers smoking the hive dressed in protective clothing, including gloves, hood and veil, with bees swarming all around. However, many experienced beekeepers dispense with this except the hood, as stings to the face are more painful than elsewhere.
Smoking the bees
Beekeepers use a bee smoker to blow smoke into a hive before inspecting or handling it – smoke quietens the bees and reduces the likelihood of attack. The ancient Egyptians used this method to harvest the honey. They held a shell or piece of pottery filled with smoldering cow dung, and blew plumes of smoke into the hive.
When beekeepers want to collect honey, or move hives, they pump smoke into the hive to quieten the bees. Normally, if a hive is threatened, guard bees will release a chemical called isopentyl acetate (also called isoamyl acetate) to alert the middle-aged bees (which have the most venom) to defend the hive by attacking the intruder. But smoke dulls the guard bees' receptors, and they fail to sound the alarm. Smoke also makes the bees gorge themselves on honey in case they have to leave the hive and build another one – this overeating calms them.
Moving the hives
As well as collecting honey in late spring to summer, beekeepers transport hives around the country, leasing them to farmers and orchardists to pollinate their crops and clover. | <urn:uuid:d56ea9af-6460-479b-ae6d-2e46fd2357fc> | CC-MAIN-2023-50 | https://teara.govt.nz/en/beekeeping/page-6 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.953954 | 589 | 3.15625 | 3 |
Cryptocurrencies are unique in that they operate on a decentralized system that is not managed by central banks like traditional currencies. While this is a defining characteristic, it creates problems when security vulnerabilities are detected in the virtual currency systems. It is often unclear who runs the system, whether the system is affected by a specific vulnerability, or if a bug has been fixed.
Altcoins Are Slow to Address Security Vulnerabilities
Researchers from the Cluster of Excellence CASA—Cybersecurity in the Age of Large-Scale Adversaries at Ruhr University Bochum, Germany, led by Professor Ghassan Karame, have conducted a study on how long it takes for various cryptocurrencies to address security vulnerabilities. The study examines 44 of the most severe network security vulnerabilities documented in recent years.
Bitcoin, the best-known cryptocurrency, has an openly available source code that anyone can copy and launch their own cryptocurrency. Altcoins, which are various Bitcoin variations, are affected by security vulnerabilities found in the Bitcoin code. Karame and his team analyzed how different cryptocurrencies responded to these security vulnerabilities.
Using a tool specifically developed for this purpose, the researchers approximated the time it took for cryptocurrencies to close the security gaps. The results showed that Bitcoin fixed the vulnerability in just seven days, while Litecoin took 114 days, Dogecoin took 185 days, and Digibyte took almost three years.
The analyses of other security gaps revealed a similar pattern. Many altcoins took three-digit or even four-digit range to fix the flaws. Karame warns that during this time, it is possible to crash the entire system of the respective cryptocurrency with as few as tens of laptops.
In conclusion, the study highlights the slow response of altcoins to address security vulnerabilities. The decentralized system of virtual currencies poses security risks that need to be addressed promptly and efficiently to prevent potential threats. | <urn:uuid:90d6aa85-9672-4067-ab0c-d1d18e753344> | CC-MAIN-2023-50 | https://techmidnight.com/a-study-reveals-cryptocurrencies-slow-response-to-security-vulnerabilities/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.953926 | 380 | 3.21875 | 3 |
Golf is a sport that requires skill, patience, and practice. Many golfers strive to break 100, which is a significant milestone in the sport. The question is, what percent of golfers break 100 on a regular basis? According to the National Golf Foundation (NGF), about 55% of all golfers break 100 regularly. However, this percentage varies based on skill level, amount of practice, and other factors.
Table of Contents
- What Percentage of Golfers Break 100?
- Factors Affecting Golf Scores
- Handicap Statistics
- Playing Golf
Playing golf is not just about hitting the ball and getting it into the hole. It involves course management, mental game, and skill. Most golfers aim to lower their scores and handicap statistics, which can be achieved through practicing regularly and spending time on the course and driving range. Good golf equipment and a solid short game can also help golfers break 100 on a regular basis. However, realistic goals and different skill levels should be taken into account when trying to break par or lower scores.
Overall, breaking 100 in golf is achievable for many golfers, but it requires dedication, practice, and skill. The percentage of golfers that break 100 regularly is around 55%, but this number varies based on skill level, amount of practice, and other factors. Whether playing for fun or as a professional golfer, breaking 100 on a regular basis is a realistic goal that can be achieved with hard work and determination.
What Percentage of Golfers Break 100?
Golf is a game that requires skill, patience, and practice. Many golfers strive to break 100, which is a milestone in the game. But what percentage of golfers actually achieve this goal?
National Golf Foundation Statistics
According to the National Golf Foundation, 55% of golfers break 100. This means that out of 100 golfers, 55 of them are able to achieve a score of 100 or lower. This statistic is based on golfers of all skill levels, from beginners to professionals.
The average score for golfers is around 100, which means that most golfers are able to break 100. However, this does not mean that every golfer is able to do so. Some golfers may struggle with certain aspects of the game, such as hitting the ball off the tee or having a strong short game.
It is important to note that this statistic is based on golfers who play regularly and follow the rules of the game. Golfers who do not play regularly or who do not follow the rules may have a lower percentage of breaking 100.
While the National Golf Foundation statistics provide an accurate estimate of the percentage of golfers who break 100, there are other factors that can affect a golfer’s ability to achieve this goal. These factors include skill level, practice habits, course management, and mental game.
Golfers who practice regularly and spend time on the driving range and practice green are more likely to lower their scores and break 100. Additionally, golfers who have a strong short game and are able to manage the course effectively are also more likely to achieve this goal.
Overall, breaking 100 is a realistic goal for many golfers. With the right equipment, practice habits, and course management skills, golfers can improve their scores and achieve this milestone in the game.
Factors Affecting Golf Scores
Golf scores can be influenced by various factors, including skill level, course management, short game, and practice. These factors can affect a golfer’s ability to break 100 and lower their scores consistently.
One of the most significant factors that can affect a golfer’s score is their skill level. Golfers with a lower skill level may struggle to break 100, while more experienced golfers may be able to break par. According to the National Golf Foundation, about 55% of all golfers break 100 regularly. However, this number varies based on skill level and amount of practice.
Course management is another essential factor that can affect a golfer’s score. Good course management involves making smart decisions on the course, such as choosing the right club for a particular shot, avoiding hazards, and playing to your strengths. Golfers who can manage the course effectively are more likely to break 100 and lower their scores consistently.
The short game is another critical factor that can affect a golfer’s score. The short game refers to shots played around the green, such as chipping and putting. Good golfers have a solid short game and can get up and down from around the green. Golfers who struggle with their short game may find it challenging to break 100.
Practice is essential for golfers who want to lower their scores and break 100 consistently. Practicing regularly can help golfers improve their skills, develop good course management strategies, and improve their short game. Spending time on the practice green and driving range can help golfers break 100 and achieve lower scores.
Overall, golf scores can be affected by various factors, including skill level, course management, short game, and practice. Golfers who can manage these factors effectively are more likely to break 100 and lower their scores consistently.
Golf is a challenging game, and it takes time and practice to improve one’s skill level. One way to measure a golfer’s skill is through their handicap, which is a numerical representation of their skill level. The United States Golf Association (USGA) has a handicap system that allows golfers to compare their skill level to other golfers. According to the USGA, the average handicap index for men is 14.2, and for women, it is 27.5.
The USGA handicap system is a way to level the playing field for golfers of different skill levels. The system takes into account a golfer’s scores from different courses, and it adjusts their handicap accordingly. The lower a golfer’s handicap, the better their skill level. The handicap system allows golfers to play against each other with a fair chance of winning, regardless of their skill level.
Lowering one’s handicap takes time and practice. Golfers can improve their skill level by spending time on the practice range, working on their short game, and spending time on the practice green. They can also improve their course management skills, which can help them lower their scores. Practicing regularly, setting realistic goals, and focusing on the mental game can also help golfers improve their skill level and lower their handicap.
While it is difficult to estimate the percentage of golfers who break 100, the National Golf Foundation reports that 55% of adult golfers can break 100. Many factors can affect a golfer’s score, such as the course, weather, and other players. However, with practice and dedication, golfers can improve their skill level and shoot lower scores.
The condition of the golf course can greatly affect a player’s game. A well-maintained course with good greens and fairways can make it easier to hit accurate shots and lower scores. Golfers should also take into account the weather conditions when playing, as wind and rain can impact the trajectory of the ball.
Playing with Others
Golf is often played with other players, which can add to the enjoyment of the game. However, it is important to be respectful of other players on the course. Golfers should keep up with the pace of play and be mindful of their behavior, such as not talking during another player’s swing. It is also important to follow proper golf etiquette, such as repairing divots and ball marks on the green.
Playing with others can also provide opportunities for friendly competition and learning from other golfers. Golfers of different skill levels can benefit from playing together, as more experienced players can offer tips and advice to beginners. However, it is important to set realistic goals and not compare oneself to others, as everyone has different skill levels and abilities.
Overall, playing golf can be a fun and rewarding experience, whether playing alone or with others. By practicing regularly and focusing on improving one’s own game, golfers can work towards breaking 100 and achieving their desired level of skill and handicap.
Golf is a game that requires skill, patience, and practice. Many golfers strive to break 100, and according to the National Golf Foundation, about 55% of all golfers have achieved this goal. However, this percentage varies based on skill level and amount of practice.
While some golfers may be able to break 100 on a regular basis, others may struggle to do so. It is important for golfers to set realistic goals for themselves and to focus on improving their game. Practicing regularly and spending time on the course or driving range can help golfers improve their skills and lower their scores.
Course management and the mental game are also important factors in breaking 100. Good golfers know how to play to their strengths and avoid mistakes that can lead to higher scores. They also know how to stay focused and maintain a positive attitude throughout the round.
Overall, breaking 100 in golf is a realistic goal for many golfers. With practice, dedication, and a focus on improving their skills, golfers can work towards achieving this milestone and enjoying the game of golf to its fullest.
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- Garmin CT10 Compatible Devices - October 12, 2023 | <urn:uuid:fb6ea5fe-fac8-4a48-876d-2c72d223f3d3> | CC-MAIN-2023-50 | https://teeprecision.com/what-percent-of-golfers-break-100/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.958781 | 1,977 | 2.59375 | 3 |
The Advantages of a Detoxification Program for Medicine Dependency
Drug addiction is a complex as well as difficult condition that influences millions of people worldwide. Breaking free from drug abuse can be unbelievably difficult, both physically as well as mentally. One crucial action in the recovery process is detoxing, typically known as detoxification. A detox program can be an important primary step in the direction of getting rid of drug dependency as well as achieving long-term soberness.
What is a Detoxification Program?
A detox program is a structured and monitored procedure that enables people to safely withdraw from drugs while handling the linked signs as well as difficulties. It entails removing dangerous substances from the body and aiding people in managing the physical as well as mental obstacles of withdrawal.
The Advantages of a Detoxification Program:
1. Security: Detoxing from drugs can lead to possibly severe physical and psychological withdrawal signs. In a detoxification program, individuals are closely monitored by physician that can offer suitable medical treatment if needed. This makes sure security and minimizes the danger of serious problems.
2. Medical Support: Detox programs often have a group of healthcare professionals who focus on dependency medication. They can provide medicines as well as therapies to relieve withdrawal signs and symptoms, make the procedure much more comfortable, and raise the possibilities of successful cleansing.
3. Psychological Support: Medicine detoxification can elicit extreme emotions and mental distress. In a detoxification program, people have access to therapy as well as counseling solutions that aid resolve these emotional challenges. Behavior modifications can assist in determining triggers, creating coping devices, as well as preparing for recurring dependency treatment.
4. Change to Treatment: Detox is the first step in the recovery journey. When individuals successfully complete detox, they can shift seamlessly into addiction therapy programs, such as inpatient or outpatient recovery. These programs focus on long-term healing methods and address the underlying root causes of addiction.
A detoxification program plays a vital function in aiding individuals gotten rid of medication dependency. It provides a safe as well as encouraging setting for individuals to begin their healing journey. Detoxification programs assist in managing the physical as well as psychological signs of withdrawal and also work as a bridge to additional addiction therapy. If you or someone you recognize is battling with medication dependency, seeking specialist assistance and thinking about a detoxification program can set you on a path to lasting recuperation. | <urn:uuid:b89031fe-61cc-4567-9e4d-3da789e40dda> | CC-MAIN-2023-50 | https://tennou.info/incredible-lessons-ive-learned-about-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.959847 | 489 | 2.609375 | 3 |
Cathedral of St. John the Baptist
Cathedral of St. John the Baptist
Interior of Cathedral of St. John the Baptist
Reverend William McNulty (1829-1922)
Patrick Charles Keely (1816-1896)
Backstory and Context
In 1820, the Diocese of New York—which at that time comprised all of New York state and northern New Jersey—assigned Father Richard Bulger, one of only eight priests in the entire diocese, to Paterson, New Jersey to serve its Catholic community. The following year, on land donated by the Society for Useful Manufactures (S.U.M.), Bulger constructed the first St. John the Baptist Church, a small wooden structure at the corner of Market and Mill Streets. In the mid-1830s, one of Bulger’s successors, Father Patrick Duffy, built the second St. John the Baptist Church, a stone house of worship on Oliver Street, on land donated by prominent businessman Roswell Colt.
In 1863, in the middle of the Civil War, Reverend William McNulty came to Paterson from Madison, New Jersey to become the thirteenth pastor of St. John the Baptist Church. Upon his arrival, the Irish-born priest concluded that the church was far too small for the city’s growing population and Catholic community. McNulty then embarked on an ambitious building project. He purchased land from the S.U.M. and hired Patrick Charles Keely—a prolific Irish-born church architect whose body of work included cathedrals in Boston and Chicago—to design the new house of worship. In September 1865, Bishop James R. Bayley laid the cornerstone of the new church. Constructed of brownstone quarried in nearby Little Falls and built by the hands of its parishioners, the third St. John the Baptist Church was officially dedicated at the end of July 1870.
While the church began holding services soon after its dedication, much work remained to be done. Over the next two decades, various interior and exterior projects were completed. In 1872, the rectory, the residence of the parish priest, was built. Six years later, the temporary altar was replaced by a massive wooden altar. In the 1880s, a new organ was installed and work wrapped up on the front minarets and the tower spire. Finally, in June 1890, Bishop Winand Wigger consecrated the church.
Once completed, the Gothic Revival church measured 180 feet long and eighty feet wide. Its front minarets reached 120 feet into the sky. The spire atop its tower, however, dwarfed them, rising 225 feet above the city. Inside the house of worship, sixty-foot tall stone columns supported the slate roof.
Decades after its completion, St. John the Baptist Church received a designation fitting its impressive physical stature. In December 1937, Pope Pius XI founded the Diocese of Paterson from territory formerly belonging to the Diocese of Newark. He then named St. John the Baptist Church, formerly only a parish church, as its cathedral, the seat of the new diocese.
Unfortunately, Reverend McNulty was not around to experience the moment. He died in 1922 at the age of ninety-three after having served St. John the Baptist Church as its parish priest for nearly sixty years. Today, his remains lay buried beneath a monument in front of the cathedral. The monument, a bronze likeness of himself, stands to commemorate his service to the Catholic community of Paterson and the fundamental role he played in the cathedral’s creation.
Cappio, Alfred. "Dean William McNulty." Passaic County Historical Society. 1971. Web. 1 October 2020 <https://lambertcastle.org/dean-william-mcnulty/>.
"Cathedral History." Cathedral of St. John the Baptist. Web. 1 October 2020 <https://rcdopcathedral.org/cathedral-history>.
"History." Diocese of Paterson. Web. 1 October 2020 <https://rcdop.org/history>.
Regan, Brian. Gothic Pride: The Story of Building a Great Cathedral in Newark. New Brunswick, NJ: Rutgers University Press, 2012. | <urn:uuid:a5f3b477-ed40-4b7b-9cf6-873ee9262666> | CC-MAIN-2023-50 | https://theclio.com/entry/14576 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.95686 | 874 | 3.109375 | 3 |
Its origin lies in the Shetland Islands, which lie north of Scotland and to which it also owes its name. The breed standard for the Shetland sheepdog is very precise in terms of size and stipulates an ideal height of 37 cm for males, while the bitches should be 35.5 cm tall if possible.
Sheltie’s Character, Upbringing, and Attitude
The physical resemblance of the Sheltie to a Rough Collie is striking. A smaller image of the larger relative? no The Shetland Sheepdog, as the breed with the standard number 88 is officially called, is unique in character and charming expression.
The supposed miniature version cuts a good figure in the barren and rough homeland of the ancestors. The Shetland Islands in the North Atlantic off Scotland, originally belonging to Norway, require and shape a frugal and powerful type of working dog.
Like the Shetland pony and the island’s sheep, it is of comparatively small size. The shelties measure between 33 and 39 centimeters at the shoulder. The four-legged friends, who weigh a good five to nine kilograms, need food that corresponds to their growth and keeps feed costs low.
Border collies and immigrant Greenland dogs from whalers form the core of the Sheltie ancestors. Crossbreeds, among others, from King Charles Spaniel, the Spitz, and the Rough Coated Collie are attributed to the breed. The fast and agile herding dogs keep flocks of sheep together and prevent them from tackling the crops. They work on pony and cattle herds. The tough working dogs are also welcome as court guards.
The Kennel Club formally recognizes the Shetland Sheepdog breed in 1914. Well before the start of demand in Germany, in the middle of the 20th century, pedigree dogs have valued pets in England and America.
When, in the 16th century, fishing boats and whalers regularly traded in the Shetland Islands, they brought with them black and tan King Charles spaniels, “yaki” dogs from Greenland or Iceland, and also spitz herding dogs from the Scandinavian countries. Since all dogs were allowed to move freely on the islands during the short port stay, encounters and crossbreeding with the native dogs of the islanders naturally took place.
The Shetland Sheepdog is related to the other Collies either directly or through common ancestors. The descendants of these “seafarers” with the native island dogs proved to be extremely willing to work and lively, so they were initially called “Toonie” – dogs.
The word ‘toon’ means ‘town’ and ‘tun’ was the Norwegian term for a farm, suggesting that these dogs proved to be excellent working dogs both in town and on the farm. The Shetland Islands are quite barren and full of rocks. The climate there is harsh, rainy, and cool and there wasn’t very much suitable land for farming and animal husbandry. So the islanders raised animals that didn’t need very much food to survive.
Breeding goals such as intelligence and docility always rank before appearance – except for a size that is adapted to the task and the possibilities of the owner. And yet it is its appearance that makes the Sheltie stand out at first glance.
Their small horses, sheep, and cattle are now world-famous and were looked after by the also quite small shepherd dogs. In addition, the Shetland sheepdog had to guard the house and yard, protect fields and gardens from voracious sheep and keep rats and mice short.
The lush coat shows a pronounced mane and long hair on the neck. It defies the weather and is as easy to care for as it is attractive. The long and abundant topcoat hardly picks up dirt. The predominant coat colors are brown-grey, tricolor, or blue-marbled, but also black-and-white and black with tan markings. Keeping the long coat as attractive as possible requires a regular grooming schedule that includes weekly and very thorough brushing.
Irregular combing and brushing are sufficient to care measures, apart from changing the coat twice a year when the undercoat falls off. The undercoat is soft, very dense, and adequately protects against the cold. The sheltie’s armpits, dog’s ears, and pants deserve some attention. Particularly thorough combing prevents the fur from matting in these areas.
The attentive guard reports unmistakably events that he considers potential dangers. So that the bred warning does not become a permanent warning bark and the norm, the dog owner has to show the intelligent animal that less is more.
The Sheltie learns quickly and with great willingness to do so. It adapts to people’s living environment without hesitation. Regardless of its age or lifestyle, the dog seeks contact. Cleverly and happily he accepts the given tasks. They are mandatory, the bundle of energy in the house only stays satisfied and relaxed when it is busy and challenged.
The Sheltie wants to be useful, romp and run. However, today flocks of sheep to tend will remain the exception. Modern everyday life creates an adequate balance by being used as a therapy and rescue dog. The little companion can prove itself in dog sports. Here he waits for orders and wants to show what he’s made of.
Whether agility, obedience, dog dancing, or flyball, he shows his agility with spirit. Joggers, cyclists, and riders who are accompanied by their four-legged friends appreciate the low hunting instinct and the endurance of the breed. Children don’t want to be without their patient, unforgiving and persistent playmates. | <urn:uuid:e86d2030-1535-4cd6-981e-79948e7833b6> | CC-MAIN-2023-50 | https://thedogman.net/sheltie-beings-information-about-the-dog-breed/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.956305 | 1,193 | 3.15625 | 3 |
Why does the ambient temperature rise so slowly when used in an oven at high temperature? Follow
The ambient sensor is embedded near the top of the ceramic handle of the probe. There are two reasons that could cause the ambient temperature rises slowly:
1. It takes a longer time for the heat to go through the ceramic handle to reach the ambient sensor.
2. The probe is inserted into the meat which normally is at low temperature. So the cold tip end of the probe will convey cold temperature to the ambient sensor through the stainless steel probe which will drag down the ambient sensors reading.
However, when you do low-and-slow cooking, this issue won’t bother you as the ambient sensor will give an accurate reading when the cooking time gets longer. | <urn:uuid:d905caa5-b3ec-4f43-ba65-a4b2868f7322> | CC-MAIN-2023-50 | https://thermopro.zendesk.com/hc/en-us/articles/6556297053597-Why-does-the-ambient-temperature-rise-so-slowly-when-used-in-an-oven-at-high-temperature- | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.916735 | 155 | 2.65625 | 3 |
One common question that often arises among bass fishermen is, ‘Do bass have teeth?’ Understanding the anatomy of bass is essential for fishermen, especially when it comes to safely handling these fish. In this article, we will explore the different types of bass with teeth, their potential dangers, and provide tips for safely holding and handling bass.
The quick answer to your question “Do bass have teeth?” is yes, bass do have teeth. Now let’s dive deeper into the safe handling of bass.
Do bass have teeth? The Anatomy of Bass
Bass fish, including largemouth bass and smallmouth bass, do have teeth.
While they may not have teeth like sharks or other predatory fish, their teeth are still capable of causing injury.
These teeth are relatively small but can be sharp enough to puncture the skin if not handled properly. It is essential to be cautious while handling bass to avoid any accidents or injuries.
What are the types of bass with teeth?
There are several species of bass that have teeth, including largemouth bass, smallmouth bass, striped bass, rock bass, peacock bass, spotted bass, and sea bass.
Each of these species has its unique characteristics, including variations in tooth structure and behaviour.
Are bass teeth dangerous?
While bass teeth may not be as dangerous as those of some other predatory fish, they can still cause harm.
Their teeth are designed for grabbing and swallowing prey, and if mishandled, a bass can bite and cause injury to fishermen.
It is important to take precautions when handling bass to prevent any accidents. Lets discuss the safe handling of bass in the next section.
How to hold a bass the right way
Holding a bass the right way is crucial for proper catch and release and also for your safety.
What is the best way to hold a bass?
When holding a bass, there are a few key tips to keep in mind. The best way to hold a bass is to support its weight with one hand underneath its belly and the other hand grasping its lower jaw.
This technique allows for a secure hold while minimizing the risk of getting bitten by its teeth.
How to hold a largemouth bass?
You can use a similar technique as described above to hold Largemouth bass.
Place one hand underneath its belly, keeping a firm grip to support its weight. Use the other hand to hold the fish’s lower jaw, being cautious of its teeth.
What about smallmouth bass?
Similar to largemouth bass, the same holding technique can be used for smallmouth bass.
Place one hand underneath its belly while supporting its weight, and use the other hand to hold its lower jaw, taking care to avoid its teeth.
Tips for safe handling of bass
What precautions should be taken while holding a bass?
When handling bass, it is essential to take the necessary precautions to ensure your safety.
Avoid putting your fingers or thumb inside the mouth of the fish, as this increases the risk of getting bitten by their teeth.
Always handle bass with a firm grip and avoid any sudden movements that may startle the fish.
How to safely handle a bass with teeth?
To safely handle a bass with teeth, it is advisable to wear protective gloves.
These gloves provide an added layer of protection against any accidental bites.
Additionally, always be mindful of the fish’s toothy mouth and maintain a firm grip to prevent any incidents.
What to do if you get bitten by a bass?
If you do get bitten by a bass, it is important to remain calm. Wash the wound thoroughly with soap and clean water and apply an antiseptic to prevent any infections.
If the bite is severe or causes excessive bleeding, seek medical attention immediately.
Different species of bass and their teeth
Exploring the teeth of striped bass
Striped bass, also known as striper, have sharp teeth that are designed for catching and holding their prey.
These teeth are razor-like, and caution should be exercised while handling striped bass to avoid getting injured.
What to know about the teeth of rock bass?
Rock bass have small teeth that are specifically meant for grasping rather than tearing.
They utilize these minuscule teeth to capture freshwater shrimp, tiny crayfish, and fish such as minnows and shiners.
These teeth may not be as sharp as those of other bass species, but it is still important to handle them with care to prevent any accidental injuries.
Do peacock bass have teeth?
Peacock bass, commonly found in South America, have small but sharp teeth. These teeth allow them to prey on smaller fish.
Care should be taken while handling peacock bass to avoid any accidental bites.
Tips for correctly handling a bass
How to hold a bass without injuring it?
The proper technique for holding a bass without injuring it is to support its weight by placing one hand underneath its belly.
Use the other hand to hold its lower jaw firmly but avoid putting your fingers inside the fish’s mouth.
What to do if you don’t want to touch the teeth of a bass?
If you prefer not to touch the teeth of bass, you can lip the fish instead.
Liping a bass involves grabbing its lower lip while supporting its weight with your other hand. This technique allows for a secure hold without having to touch the teeth directly.
However, according to some fishermen, vertical lip holds are suitable for smaller fish, but larger bass weighing over 3 pounds are at a higher risk of internal damage in this position, so it’s best to avoid it.
Is there a specific angle at which to hold a bass?
While there is no specific angle at which to hold a bass, some anglers prefer a horizontal hold, while others prefer a vertical hold.
The angled hold is another popular technique where the fish is held at an angle. Choose the holding position that feels most secure and comfortable for you.
Your Commonly Asked Questions About Bass Handling
Q: Do Bass Have Teeth?
A: Yes, bass does have teeth.
Q: How do I safely handle a bass?
A: When handling a bass, it is best to use a horizontal hold or a vertical hold. This prevents any harm to the fish and reduces the risk of getting injured.
Q: Do largemouth bass have teeth?
A: Yes, largemouth bass have teeth. They have a row of sharp, tiny teeth that can cause injuries if not handled properly.
Q: Do smallmouth bass have teeth?
A: Yes, smallmouth bass have teeth as well. They have small, fine teeth that may not be as sharp as largemouth bass, but can still inflict injuries.
Q: How can I avoid bass thumb?
A: To avoid getting bass thumb, which is a sore or cut on your thumb caused by the bass’s teeth, it is important to hold the fish properly. Never place your thumb inside the mouth of a bass as it can bite down and cause injury. Instead, lip the bass by placing your thumb along the bottom lip and gripping the lower jaw gently.
Q: What is the best way to hold and handle a bass?
A: The best way to hold and handle a bass is by using a horizontal hold or a vertical hold. These methods ensure that the fish is supported and reduces the risk of injury to both the fish and the angler.
Q: Can bass cause any harm?
A: If not handled properly, bass can cause harm. Their teeth, although small, can result in cuts or puncture wounds if mishandled.
Q: How can I tell if a bass has teeth?
A: Bass have small, sharp teeth that are located on their lips and inside their mouths. If you observe closely, you can see a row of teeth when you open their mouth.
Q: Are there any other bass species that have teeth?
A: Yes, there are other bass species that have teeth, such as the striped bass, rock bass, and peacock bass. It is important to handle all bass species with care.
Q: How should I hold a larger bass?
A: When holding a larger bass, it is advisable to support it properly. Use a horizontal hold with one hand supporting the belly and the other hand holding the lower jaw gently. This ensures the safety of the fish and prevents any strain on your arms.
In conclusion, the answer to the question “Do Bass Have Teeth?” is yes bass do have teeth.
While bass teeth are not typically dangerous to humans, it’s important to handle them safely to avoid getting bitten.
By following the tips outlined in this article, such as placing your thumb firmly in the bass’ mouth and avoiding the lip grip technique, you can safely handle the bass and release it back into the water unharmed.
Remember to clean any wounds thoroughly and apply an antiseptic if you do get bitten. With these tips in mind, you can enjoy a successful and safe fishing experience.
At this point, you might be having the question of whether it is safe to eat bass. In this blog post, we discuss the safety and health benefits of consuming bass. Make sure you check it out. | <urn:uuid:0a3ca30f-27db-41a7-a03a-5de30b958a99> | CC-MAIN-2023-50 | https://thesharkguide.com/do-bass-have-teeth/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.945592 | 1,923 | 3.265625 | 3 |
A Musician’s Dilemma
In 2004, the New York Times published an article titled “The Juilliard Effect: Ten Years Later” that traced 44 musicians who graduated from the Juilliard School and compared their careers ten years after graduation. Needless to say, the results were a bit disheartening. Out of the 44 musicians, only 36 were traced, indicating that the 8 untraced musicians probably have little connection to their instruments anymore. Out of the 36, only 11 of them had stable jobs in orchestras, and 12 of them had stopped being a professional musician altogether and had gotten jobs in other fields. However, even though this article was published over ten years ago, the difficulties of being a classical musician still hold true for today. Top music conservatories such as Juilliard churn out thousands of aspiring musicians every year, but the opportunities upon graduation are so limited that most are forced to let go of their instruments forever. Classical music has never had a huge impact in the United States, unlike other genres such as pop music and jazz, and for this reason, becoming a classical musician is an inherent dilemma. Aspiring musicians have great passion for music, but at what cost does this passion come? Ultimately, low demand for classical musicians and lack of preparation from the part of music conservatories leaves the majority of top conservatory graduates drowning in debt, with no choice but to quit their instrument and find a well-paying, sustainable job.
While it’s true that classical musicians have always faced this sort of dilemma in the United States, it is perhaps of greater concern today. Every year, more and more competitive musicians graduate from the country’s best music conservatories, competing for a small selection of sustainable jobs. However, every instrument is different in terms of job selection. For example, a pianist will go on a much different path than a bassoonist. Pianists usually aspire to become soloists, but to do so not only requires extraordinary talent but also extraordinary dedication, and only a few pianists actually manage to make a living out of performing. However, because the piano is such a common instrument for young kids to learn, it is easy for the remaining non-performing pianists to become teachers instead. On the other hand, the bassoonist is more likely to quit playing the bassoon. An instrument like the bassoon is really only needed in an orchestra, and bassoonists can only attempt to audition and get a permanent spot in a major orchestra. Combine that with the decline in funding for major orchestras in the United States and what you get is perhaps one of the most tenuous professions. With the sheer number of competitors and the lack of demand, it is not easy to become a successful bassoonist; in the end, it is much easier for the bassoonist to seek another profession.
Music conservatories also do not adequately prepare students for the real world. Students are young, and upon going to a top conservatory like Juilliard or Curtis, they think that they have an automatic pass to a successful music career. Oh you naive music students, you thought that your career was established when you got into Juilliard? Just wait until you get into the real world. Juilliard doesn’t prepare these aspiring musicians for the real world at all; it teaches them how to play an instrument well. In the real world, talent isn’t even a deciding factor among musicians anymore. What’s more important is their connections, uniqueness, and perseverance. Becoming a professional musician is like creating your own business, and this is something that not enough musicians discover soon enough. Recently, music conservatories are realizing this problem and many schools have been trying to tackle this issue through many ways, whether through giving students exposure to other fields, teaching them what it means to become a musician, or providing them with possibilities in the future. However, many of these young musicians view this as a hinderance. Their goal, especially for violinists and pianists, is to become the next sensational soloist, and anything they do that doesn’t contribute to that goal is time wasted. Then, when they graduate a few years later, drowning in a pile of student debt, their dreams are shattered. Except for the selected few, most of them will not end up with a flourishing career and will have to give up instead.
This is what it’s like to live as a classical musician in a society that seems to be increasingly shunning classical music. So many talented musicians, yet so little opportunities. Given such a risky path to go down, why is it that so many people still do it? Passion. Upon deciding that one wants to become a concert pianist or a violinist in a prestigious orchestra, one has to first know the risks. However, one should not underestimate the power of unwavering passion for music. If a student immerses himself in studying music for four years at a prestigious conservatory, he has learned something that he wouldn’t have learned otherwise. All those hours spent in practice rooms show dedication and self discipline. All the intense music theory learned definitely improved his analytical skills. All the other passionate individuals who share similar interests with him that he met on his journey will also remain a large part of his life. What’s more, he has learned failure. Sure, he didn’t manage to become a concert pianist in the end. But the impact that music has on his life will definitely leave an indelible mark on him, regardless of where he ends up in the future. | <urn:uuid:75c09095-7c68-48d1-94cf-c04c7a9c7414> | CC-MAIN-2023-50 | https://thetempusmagazine.com/a-musicians-dilemma/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.977887 | 1,145 | 2.71875 | 3 |
Welcome every one present here. Today I would like to discuss with all of you about some major steps of presenting yourselves with confidence.
To present ourselves with confidence we should claim our space. We all have the right to be heard and the right to speak as well. People ask us to speak our mind because they’re interested in getting to know us and our thoughts, thus trying to know us better.
We should walk forward with the clear view of our purpose or we can say that we should move with purpose. No fiddling with your clothes or fussing with your hair is allowed while you are trying to present yourself in a good way. When we move or walk ahead, we should make sure that our physical gestures, body language and expressions support and illustrate our thoughts and message, not distract them.
We should try our best to connect ourselves with our listeners. Before you speak you have to find out about them or get an idea about: their interests, needs, concerns etc. The more you can gather knowledge about your audience the better space you will get are to gear your remarks to them and make your approach and ideas more believable for them.
You have to be able to articulate properly. No matter how smart you are, how powerful your messages and thoughts can be, and how interesting your story is, if anyone cannot understand you, then you can as well send a memo. You have to warm up your vocal representation in the washroom or an empty place before delivering your actual speech.
You should make sure your message touches the heart of your audiences and calls them to act according to those messages. No matter what your subject is, leave your listeners in a series of thoughts about what they’re going or trying to do next. Inspire them to do as your speech tells them to, thus mesmerizing them with your confident words.
Tell stories and anecdotes to make them interesting. Include examples. Use vivid language, including metaphors and similes.
You should structure your speech and content according to the given situation to make it more realistic and acceptable for the listeners.
You have to speak only by looking at your audience. Have your opening and closing remarks memorized with great confidence. If you need to refer to your notes, pause, look at them, then look up at your audience and speak, don’t speak while looking at your notes. They want you to do well in your speech.
You have to try hard to breathe from your boots. At the time of your nervousness, the tendency is to breathe from your chest of the upper part, thus causing you to be unbalanced. We should stand with our feet placed squarely under our hips to give us a strong base from which we have to speak.
Before speaking, one should visualize the presentation as per their desire. To make the picture real you have to hear your own voice – strong and confident.
Thus make yourself highly presentable and acceptable before your listeners.
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“Business, marketing, and blogging – these three words describe me the best. I am the founder of Burban Branding and Media, and a self-taught marketer with 10 years of experience. My passion lies in helping startups enhance their business through marketing, HR, leadership, and finance. I am on a mission to assist businesses in achieving their goals.” | <urn:uuid:76ab9930-a337-4034-b10d-865b5db44919> | CC-MAIN-2023-50 | https://thewordyboy.com/present-yourself-with-confidence/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.947457 | 773 | 2.53125 | 3 |
You may be wondering what the hell are FODMAPs?
Well, FODMAP is an acronym for
If you’ve just thought “wtf does all that mean?” – don’t fret. To put it simply, FODMAPs are a group of carbohydrates found within certain foods and drinks that can trigger bloating, stomach cramps, constipation, diarrhoea and gas. If you suffer from irritable bowel syndrome (IBS) or common digestive disorders, consuming a low-FODMAP diet might provide you with some relief.
Studies show that FODMAPs are resistant to digestion, they produce hydrogen within the body leading to gas, bloating, stomach pain, constipation etc. When FODMAP specific food reaches the colon, it becomes fermented and is used as fuel by your gut bacteria. This can cause your body to draw water into the intestine, resulting in diarrhoea. Not fun...
By following a low-FODMAP diet, you may find numerous benefits and relief from IBS like symptoms. Studies have shown, individuals have noticed relief within a week by following a low-FODMAP diet as well as many psychological benefits, such as decreased stress and anxiety.
Decreased gas, bloating, diarrhoea, constipation, stomach cramps.
If you are unsure of which foods you can and can’t eat, don’t worry. We have taken the guess work out for you, here are some examples of foods that are high and low in FODMAPs.
Foods High in FODMAPs
Fruits:Apples, apricots, blackberries, cherries, canned fruits, figs, dates, pears, peaches and watermelon.
Sweeteners: Fructose, honey, corn syrup
Dairy Products: Milk, ice creams, some yoghurts, sour cream, soft cheeses and whey protein.
Vegetables: Artichokes, asparagus, cauliflower, broccoli, beetroot, onion, mushrooms, fennel.
Legumes: Beans, chickpeas, lentils, red kidney beans, baked beans and soybeans
Wheat: Bread, pasta, tortillas, pancakes, waffles and some breakfast cereals.
Other: Barley and Rye
However, don’t let that list scare you and think, sh*t what can I eat then?Below is a list of foods that are Low-FODMAP friendly.
Foods Low in FODMAPs
- Red and white meat, seafood, eggs
- Fats and oils
- Herbs and spices
- Nuts and seeds (excluding pistachios)
Fruits: Bananas, blueberries, grapes, kiwifruit, lemons, limes, oranges, passionfruit, strawberries, melons (excluding watermelon)
Sweeteners: Stevia, maple syrup, molasses
Dairy: Lactose-free, hard cheeses and aged cheeses (Brie & Camembert)
Grains: Oats, corn, rice, quinoa, tapioca
Vegetables: Capsicum, cucumbers, eggplant, bokchoy, green beans, carrots, celery, olives, potatoes, sweet potatoes, parsnip, squash, zucchini, lettuce, kale and spinach.
Other: Tea and coffee.
That last one is our favourite, Beforeyouspeak coffee is FODMAP friendly! 😉
So, if you suffer from IBS or IBS-like symptoms, we suggest eliminating all FODMAP foods from your diet and, over time, reintroduce three to four at a time. This way you will be able to identify which foods are triggering your symptoms and hopefully provide you with some relief! | <urn:uuid:75726efd-8bf0-48b9-9d54-8032c99ab7ff> | CC-MAIN-2023-50 | https://thinkfoodie.co.nz/blogs/news/what-even-are-fodmaps | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.888866 | 800 | 2.53125 | 3 |
The two last stanzas of the hymn Pange lingua, for the holiest sacrament, which was written by Thomas of Aquin in the 13th century on the occasion of the introduction of the Corpus Christi feast, have become independent as a church song and are a popular song, especially with the Luxemburg melody from the 18th century. Tantum ergo has its liturgic place in the Eucharistic blessing – i.e. in the festive vesper – or at Corpus Christi.
The choir movement lives off extensive Romantic harmonies and off the continuous eighth notes in the style of a Bach choral, that serve as a motor. A festive polyphonic Amen closes the song after the second stanza. | <urn:uuid:7a99232e-0430-4636-a5f0-7aa3994e0610> | CC-MAIN-2023-50 | https://thomasmjschaefer.de/tantum-ergo_en.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.952388 | 152 | 2.546875 | 3 |
This is Scientific American 60-Second Earth. I'm David Biello. Your minute begins now.
You know what's becoming more common than fish in the sea?
Researchers at the Monterey Bay Aquarium Research Institute surveyed underwater video footage.
They saw that plastic bags have become ubiquitous on the seafloor off the U.S.West Coast, even as far away as Hawaii.
The institute's robot subs collected the videos over the last 22 years, mostly in and around Monterey Bay but also further afield.
Technicians noted whenever it showed objects or animals.
The footage spanned shallow seafloors of 25 meters or so and areas nearly 4,000 meters deep.
And in all too much of Monterey Bay, they found trash.
A full third of the trash was various types of plastic.
The second most common object: metal cans.
The rest of the trash was a mix of lost fishing equipment and rope, glass bottles, paper, cloth, even tires.
The trash preferentially accumulates on steep, rocky slopes, perhaps because ocean currents drop it there.
And all that garbage is going to stick around.
The microbes that could otherwise break down plastic bags or metal cans do not thrive in these deep, cold, dark waters.
So remember, we may throw things away, but that doesn't mean that they go away.
Your minute is up, for Scientific American 60-Second Earth. I'm David Biello. | <urn:uuid:b0665f3e-7410-480d-ae50-98ffd4e22b56> | CC-MAIN-2023-50 | https://toefl.kmf.com/detail/sss/e14zcj.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.941149 | 304 | 3.34375 | 3 |
Isoprenaline in shock
Isoproterenol/isoprenaline is a β1 and β2adrenergic agonist that is also used in the treatment of shock.
This agent acts to increase the heart rate and contractility in order to improve cardiac output, while also causing an increase in peripheral vascular resistance.
This drug is often an agent of last resort in situations when patients have poor tissue perfusion despite other drug therapy. Isoproterenol's β2 adrenergic activity in the lungs suggests that it might be beneficial for oxygenation, but this effect is in fact clinically negligible.
Which of the following statements about isoprenaline is FALSE?
Extra info: Isoprenaline should not be used in patients with shock due to myocardial infarction, because it increases the oxygen demand of the heart, which can worsen the ischaemia. | <urn:uuid:1f70dd60-dbdf-49b0-a477-ca419823e60b> | CC-MAIN-2023-50 | https://trc-p.nl/178/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.888552 | 182 | 2.65625 | 3 |
One possible mechanism for the pathophysiology of Alzheimer's disease is the glutamate excitotoxicity hypothesis. In this situation the NMDA receptors are overstimulated by glutamate thereby leading to apoptosis. A NMDA receptor antagonist such as memantine, blocks this action by moderately binding to the NMDA receptors (whereas PCP has high affinity and blocks both physiologic and pathologic NMDA activity). Memantine was studied as monotherapy in patients with moderate to severe Alzheimer's (MMSE between 3 and 14), however, it may be effective in combination with the AChE inhibitors.
Memantine is given in 5 mg doses every morning for a week before increasing the dose to 5 mg twice daily for week two. During week three, the doses are increased to 10 mg every morning and 5 mg every evening. After four weeks, the patient can be maintained on 10mg twice daily thereafter.
If the patient has an estimated creatinine clearance of less than 50 ml/min, then the maximum daily dose should not exceed 10 mg per day. For information on how to estimate a creatinine clearance see: excretion in elderly.
Excessive stimulation of glutamate receptors (particularly the NMDA receptor) seems involved in the death of cortical cholinergic neurons.
Use of memantine with other NMDA antagonists such as amantadine, or dextromethorphan would be expected to lead to:
Extra info: Since the drug PCP causes a complete blockade of the NMDA receptor, it would follow that a combination of drugs competing for this receptor would react similarly. Thus, this drug interaction could be expected to cause psychosis. | <urn:uuid:857d5de0-7536-4e0d-b9a5-7e12523d3078> | CC-MAIN-2023-50 | https://trc-p.nl/259/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.935982 | 335 | 2.5625 | 3 |
Health insurance is a type of coverage that pays for medical and surgical expenses incurred by the insured. It can also provide coverage for other types of health-related expenses
2. Types of Health Insurance:
Public Health Insurance: Provided by the government, such as Medicare in the United States or the National Health Service (NHS) in the United Kingdom.
Private Health Insurance:Purchased from private insurance companies. It can be obtained individually or through employers.
typically covers a range of medical services, including hospital stays, doctor visits, prescription medications, preventive care, and sometimes dental and vision care.
4. Premiums, Deductibles, and Copayments:
Premiums: The amount you pay for your health insurance every month.
Deductibles: The amount you pay for covered health care services before your insurance plan starts to pay.
Copayments (or Copays): A fixed amount you pay for a covered health care service, usually paid when you receive the service.
5. Enrollment Periods:
Many countries have specific periods during which you can enroll in health insurance plans. In some places, there are open enrollment periods each year, and there may be special enrollment periods for certain life events.
6. Benefits of Health Insurance:
Access to a network of healthcare providers.
Financial protection against high medical costs.
Regular preventive care and screenings.
Different plans may have different levels of coverage and costs.
Consider your healthcare needs when choosing a plan.
8. Local Regulations:
Be aware of local regulations
regarding health insurance, as they can vary.
It’s important to note that this is a general overview, and specific details will depend on the health insurance system in your country or region. If you have more specific questions or if you’re looking for information about health insurance in a particular location, please let me know! | <urn:uuid:347df3b4-da6b-4777-8514-5c804da1ec3e> | CC-MAIN-2023-50 | https://trendingnews1.xyz/?g=5&cid=6&pnum=838 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.942437 | 388 | 3.09375 | 3 |
North America is the northern part of America. About 450 million people live in North America. If you mean the continent, the border of North America to South America is between Panama and Colombia. Colombia already belongs to South America.
There are 23 countries on the continent of North America. Most of them are smaller countries like Panama or islands in the Caribbean. But many people think of North America mainly as the USA and sometimes Canada. This is because English is the main language spoken in these two countries, while Spanish is spoken in Mexico and almost everywhere else.
The first humans arrived on the continent during the last ice age via Alaska in the north. They were the ancestors of today's Indians. Among the great advanced civilizations of North America were the Maya, who lived in what is now Mexico. The first Europeans in North America were Vikings. | <urn:uuid:68a8fdfc-0935-489e-b936-a456de4e083f> | CC-MAIN-2023-50 | https://umaxvision.com/wiki/en/north%20america | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.968222 | 168 | 3.53125 | 4 |
DEV 7.2 – Aim for maximum consistency
Why is this important?
Consistency is one of the most important principles behind good interactive design and accessible content.
Cross-page consistency helps users efficiently navigate, read and interact with digital content. Being forced to learn the structure of every new page or section can be annoying for everyone but it can make life particularly difficult for some users.
Users with visual impairments may be unable to determine when something has changed position. Consistency in design and behaviour is key to helping users predict where page elements can be found and in helping them navigate.
Users with cognitive impairments may be unable to recognise items if they are not consistent in appearance or if the text of a label changes from page to page.
Use standard, system and browser default user interface controls where possible
Use built-in elements – drop down lists, buttons, checkboxes and radio buttons – to ensure a good base level of accessibility. Custom controls often take a lot more development and design work to implement accessibly. Using standard elements means you know that assistive technology will be able to communicate to users how to interact with them.
Most elements can be styled to improve visual accessibility, by providing good colour contrast, appropriate font sizes, and so on.
Be as consistent as possible throughout the website
Much of the layout and structuring of the site will be done by the design team, however it is your responsibility to code the pages in a way that supports consistency. If areas of the site cannot be coded in an appropriate way you will need to liaise with the design team to come up with a solution together.
- Ensure webpages are structured in a consistent way. This will allow users to find sections of content easily;
- Ensure global navigation looks and behaves the same way on every page;
- Ensure link styles are consistent;
- Ensure headings and lists are consistent in appearance;
- Always use the same layout for data tables, so users can easily work out how to interpret their content;
- Be consistent in your style and tone of voice;
- Ensure form elements are consistent in appearance and behaviour across the entire site.
Carefully design document and content management system templates
To ensure that your content creators are able to maintain a good level of consistency, provide templates for them to use, allowing them to work within a defined format to produce their content. This alone should ensure that most aspects of their content are consistent.
- Review the content produced to ensure that the approach meets content creators’ needs and is easy to follow;
- Develop an accessible template for your website;
- Make sure users understand the purpose of each field in your content management system; accessibility can easily be compromised if content management systems are not used as intended;
- ‘Styles’ in Word and ‘Layouts’ in PowerPoint are excellent ways to achieve consistency in Office documents. They are very easy to set up and apply.
Follow generally recognised conventions
If you have to change the format for certain pages or sections, ensure you follow generally recognised conventions for all elements – such as headings, tables, lists – to help users identify them with ease.
Examples of inconsistency
Inconsistency in button styles
The style of the previous and next buttons has been swapped on page 6 and is inconsistent with pages 4 and 5. This will confuse users who have become familiar on earlier pages with the colour-filled button being the one they click to proceed.
Inconsistency in navigation display
The presentation of the navigation is inconsistent across the pages. Users will have become used to seeing each navigation item on earlier pages and so may believe that other navigation options are not available on this page - not all users will understand what the “hamburger” icon represents.
Inconsistency in navigation menu position
Poor – each page on the site is structured differently. Users are not able to predict where to find the same things on different pages.
Good – the layout is consistent across all pages of the site.
Examples of good practice
Examples of bad practice
EN 301 549 v 2.1.2
- 184.108.40.206 Consistent Navigation
- 220.127.116.11 Consistent Identification | <urn:uuid:42a46209-3322-486c-9767-cdef8a8dcca4> | CC-MAIN-2023-50 | https://universaldesign.ie/technology-ict/web-accessibility-techniques1/developer-s-introduction-and-index/dev-7-%E2%80%93-code-according-to-best-practices/dev-7-2-%E2%80%93-aim-for-maximum-consistency/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.898472 | 873 | 3.484375 | 3 |
Search Evasion Techniques
Names, Techniques, Definitions, Keywords
17 item(s) found so far for this keyword.
Adversaries may employ various system checks to detect and avoid virtualization and analysis environments. This may include changing behaviors based on the results of checks for the presence of artifacts indicative of a virtual machine environment (VME) or sandbox. If the adversary detects a VME, they may alter their malware to disengage from the victim or conceal the core functions …
The VMCPUID instruction is a sophisticated mechanism often employed by malware to ascertain if it is operating within a virtual environment.
This instruction is part of the x86 architecture's virtual machine extensions (VMX) and is designed to provide information about the capabilities and status of the virtual machine.
By using VMCPUID, malware can adapt its behavior based on the context …
Many user machines have hard drives that are larger than 80GB. A malware program can detect whether it is running in a virtual environment by checking the size of the hard drive. If the size is less than 80GB, it is likely that the program is running in a sandbox or virtual environment.
Adversaries may employ various user activity checks to detect and avoid virtualization and analysis environments. This may include changing behaviors based on the results of checks for the presence of artifacts indicative of a virtual machine environment (VME) or sandbox. If the adversary detects a VME, they may alter their malware to disengage from the victim or conceal the core …
Cuckoo is a malware analysis system that uses a named pipe, called \.\pipe\cuckoo, for communication between the host system (where the malware is being analyzed) and the guest system (where the malware is running).
A malware that is running on the guest system can detect the presence of a virtual environment by attempting to access the \.\pipe\cuckoo named pipe. If …
Adversaries may employ various time-based methods to detect and avoid virtualization and analysis environments. This may include enumerating time-based properties, such as uptime or the system clock, as well as the use of timers or other triggers to avoid a virtual machine environment (VME) or sandbox, specifically those that are automated or only operate for a limited amount of time. …
The temperature sensor is used to know the current temperature of a machine. In a non-virtualized environment, the function returns valid support and output like: "25.05 C: 77.09 F: 298.2K". But for a fully virtualized environment, the return is "MSAcpi_ThermalZoneTemperature not supported" because this feature is not supported on virtualized processors.
Interestingly, this method is not valid. Not all Windows …
Process related to Virtualbox can be detected by malware by query the process list.
The VMware Tools use processes like VMwareServices.exe or VMwareTray.exe, to perform actions on the virtual environment. A malware can list the process and searches for the VMware string. Process: VMwareService.exe, VMwareTray.exe, TPAutoConnSvc.exe, VMtoolsd.exe, VMwareuser.exe.
Alienyze is a software packer designed to compress executable files, allowing them to reduce the file size of their software as much as possible.
Anti-Debugger techniques that detect and fool present debuggers
Anti-VM techniques that detect sandbox & virtualized environments
Protection from disassemblers and software analysis tools
Hardware ID locking for making applications machine dependant
Integrity checks that detect code …
Specific directories, such as "C:\Cuckoo", can serve as indicators of a sandboxed or virtualized environment when present on a guest system. Consequently, a savvy piece of malware could potentially use the detection of this particular directory as a means of evading analysis. This would allow the malicious software to alter its behavior or even halt its execution altogether when it … | <urn:uuid:26310bd5-a12e-4074-b020-7d3275af297c> | CC-MAIN-2023-50 | https://unprotect.it/search/?keyword=%20virtual%20environment | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.898563 | 819 | 2.84375 | 3 |
As the previous chapter has shown, the tobacco industry uses a wide array of methods to exert influence. One of its key strategies is to directly engage with government officials and agencies where possible. A key step in countering this is to therefore limit such interactions to only when strictly necessary. Additionally, ensuring transparency of these interactions is important: this avoids any perceptions of partnership or collaboration between the government and tobacco industry. Such an approach can provide consistency and effectiveness across government agencies, offices, in dealing with the tobacco industry and avert attempt to play one agency against another. Therefore, policies for interactions are needed so that the state, its agencies, and personnel, are clear on how it should act vis-à-vis the tobacco industry.
Chapter 2: Limiting Interactions with the Tobacco Industry
This chapter covers measures and policies to limit interactions between government officials and the tobacco industry. | <urn:uuid:91e0a921-f151-4bde-aeed-e8d70b05bfa4> | CC-MAIN-2023-50 | https://untobaccocontrol.org/elearning/article53/courses/chapter2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.916473 | 174 | 2.625 | 3 |
People who eat or drink more foods with antioxidant flavonols, which are found in fruits and vegetables as well as tea and wine, may have a slower rate of memory decline, according to a study published in the American Academy of Neurology’s journal, Neurology.
“Something as simple as eating more fruits and vegetables and drinking more tea is an easy way for people to take an active role in maintaining their brain health,” study author Thomas M. Holland, MD, MS of Chicago’s Rush University Medical Center, said in a statement.
The study involved 961 people with an average age of 81 without dementia who were observed for seven years, on average. They filled out a questionnaire each year on how often they ate certain foods and underwent annual cognitive and memory tests, including recalling lists of words, remembering numbers, and putting them in the correct order.
They were also asked about other factors, such as their level of education, how much time they spent doing physical activities, and how much time they spent doing mentally engaging activities such as reading and playing games.
The study participants were divided into five equal groups based on the amount of flavonols they had in their diet. While the average amount of flavonol intake in US adults is approximately 16 to 20 milligrams per day, the study population had an average dietary intake of flavonols of approximately 10 mg per day. The lowest group had an intake of about 5 mg per day and the highest group consumed an average of 15 mg per day; which is equivalent to about one cup of dark leafy greens.
To determine rates of cognitive decline, researchers used an overall global cognition score summarizing 19 cognitive tests. The average score ranged from 0.5 for people with no thinking problems to 0.2 for people with mild cognitive impairment to -0.5 for people with Alzheimer’s disease.
After adjusting for other factors that could affect the rate of memory decline, such as age, sex, and smoking, researchers found that the cognitive score of people who had the highest intake of flavonols declined at a rate of 0.4 units per decade more slowly than people who had the lowest intake.
Holland noted this is probably due to the inherent antioxidant and anti-inflammatory properties of flavonols. “It’s exciting that our study shows making specific diet choices may lead to a slower rate of cognitive decline,” Holland said.
Kale is good for your brain
The study also broke the flavonol class down into the four constituents: kaempferol, quercetin, myricetin, and isorhamnetin. The top food contributors for each category were: kale, beans, tea, spinach, and broccoli for kaempferol; tomatoes, kale, apples, and tea for quercetin; tea, wine, kale, oranges, and tomatoes for myricetin; and pears, olive oil, wine, and tomato sauce for isorhamnetin.
People who had the highest intake of kaempferol had a 0.4 units per decade slower rate of cognitive decline compared to those in the lowest group. Those with the highest intake of quercetin had a 0.2 units per decade slower rate of cognitive decline compared to those in the lowest group. And people with the highest intake of myricetin had a 0.3 units per decade slower rate of cognitive decline compared to those in the lowest group. Dietary isorhamnetin was not tied to global cognition.
Holland noted that the study shows an association between higher amounts of dietary flavonols and slower cognitive decline but does not prove that flavonols directly cause a slower rate of cognitive decline.
Health benefits of plant-based food
This study adds to a growing body of research that plant-based foods are good for your health—especially for brain health. Research from the Rush Institute for Healthy Aging published last year indicated that eating a healthy plant-based diet may slow the rate of cognitive decline in older Black adults in the US by nearly 30 percent.
The study also found that those who ate the healthiest plant-based diet (high in fruits, vegetables, nuts, whole grains, legumes, vegetable oils, tea, and coffee) experienced a 49.3-percent slower decline in perceptual speed and a 44.2-percent slower decline in episodic memory than participants who ate a diet with more animal foods.
In 2018, another study published by the American Academy of Neurology found that men who eat more fruit and vegetables may lower their risk of memory loss and thinking ability as they age. This study’s researchers discovered that those who consumed more plant-based foods—specifically leafy greens, red and orange vegetables, berries, and orange juice—were 34 percent less likely to experience a reduction in memory function.
“Our studies provide further evidence [that] dietary choices can be important to maintain your brain health,” lead author Dr. Changzheng Yuan said. | <urn:uuid:4feda850-6266-4869-853e-1ea4a5647d73> | CC-MAIN-2023-50 | https://vegnews.com/vegan-news/antioxidants-fruit-vegetables-slow-memory-decline-study | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.962473 | 1,035 | 3.125 | 3 |
by Terry Scambray
A review of:
Alfred Russel Wallace’s Theory of Intelligent Evolution: How Wallace’s Theory of Life Challenged Darwinism by Michael A. Flannery (Erasmus Press, 2008. 216 pp.) Includes an abridged version of Wallace’s The World of Life, with an Introduction by Flannery and a Forward by William A. Dembski.
Alfred Russel Wallace; A Rediscovered Life by Michael A. Flannery. (Discovery Institute Press, 2011. 152 pp.)
In April 1869, as Charles Darwin finished reading an article by Alfred Wallace, he scratched an emphatic “No!!!” in the margin. Wallace, as the co-discoverer of evolution along with Darwin, had written that natural selection could not produce something as complex as the human mind; some other cause, namely an “Overruling Intelligence” must have played a role.
So why was Darwin upset that Wallace saw limits to the power of natural selection?
This is the question that Michael Flannery answers in his two deceptively slim but revealing and learned studies, Alfred Russel Wallace’s Theory of Intelligent Evolution: How Wallace’s Theory of Life Challenged Darwinism and Alfred Russel Wallace : A Rediscovered Life.
For Dr. Flannery, a professor at the University of Alabama, Wallace’s challenge to Darwin is not a mere historical footnote. It is a challenge that goes to the heart of the origins debate. And beyond that, Flannery makes a persuasive case that Wallace’s wide experiences and definitive scientific observations made him an early and convincing advocate of what is now called intelligent design.
Flannery’s complementary goal is to undermine the belief that Darwin’s mind was a blank slate when he began his career in science and even as late as when he set sail on his consequential voyage around South America on HMS Beagle.
Make no mistake, there is a lot riding on this picture of Darwin as the dispassionate scientist. For one thing, his career is relentlessly hailed as a personification of the Enlightenment version of mankind’s development : man first made sense of the world through myth & superstition (religion); then he ascended upward to reason (the ancient Greeks); finally he reached the highest plateau, science, the crowning glory of modernity. As one can see, this is the progressive reading of history most of us have imbibed.
But Flannery discredits this idealized version of Darwin by showing that he began with a materialistic assumption and stuck with it even when the facts contradicted it.
In support of this, Flannery marshals persuasive evidence that the seeds for Darwin’s materialistic world view were planted and nourished in a family atmosphere that was skeptical of the Bible and Christianity. His grandfather, Erasmus, an incipient evolutionist, was described by the oxymoronic phrase, ‘free thinker’, as if anything as demanding as ‘thinking’ ever comes ‘free’.
Apparently though, Erasmus’ free thinking led him to believe, among other things, that a cat’s habit of cleaning itself and the migratory patterns of birds were self taught attributes, learned over vast periods of time using the trial and error method of natural selection!
Also Charles’ father, Robert, was a deist. Charles as a failed teenage medical student at the University of Edinburgh attended meetings of the Plinian Society, itself a group of free thinkers.
On Darwin’s development as a scientist, Dr. Flannery quotes the late Stanley Jaki, historian, physics professor and Benedictine priest who wrote :
The publication in full of Darwin’s Early Notebooks [individual notebooks were published with the complete compilation issued by the British Museum and Cambridge University Press in 1987] forces one to conclude that Darwin consciously lied when he claimed that he slowly, unconsciously slipped into agnosticism. He tried to protect his own family as well as the Victorian public from the shock of discovering that his Notebooks resounded with militant materialism. The chief target of the Notebooks is man’s mind, the ‘citadel’, in Darwin’s words, which was to be conquered by his evolutionary theory if its materialism were to be triumphant.
This is compelling evidence and Flannery brings in other sources to further erode one of modern science’s iconic depictions: Darwin as the unflinching observer of nature who is grudgingly forced to detestable, materialistic conclusions.
Wallace, on the contrary, found that a materialist account of evolution could not explain the great discontinuities in nature, like the unbridgeable gap separating dead matter from life and the profound differences between plants and animals and the impassable chasm separating man from the rest of the animal kingdom, including man’s unique pursuit of love, beauty and truth.
In The World of Life, Wallace explained why he thought this about man:
Some of man’s physical characters and many of his mental and moral faculties could not have been produced and developed to their actual perfection by the law of natural selection alone,because they are not of survival value in the struggle for existence. [his italics]
Wallace sounds modern in his understanding that “the problem of the origin of life was essentially a problem of the cell” as Flannery puts it. And Wallace had this insight during the late 19th century when the cell was thought to be merely “an accretion of protoplasm”.
Then like now, many individuals also thought that they had resolved the problem of life’s origins by insisting that organisms could self-organize because “life has a built in organizing power” or “the world is just that way.” Wallace rightly saw these as “verbal suggestions” and “useless tautologies” in that such assertions merely repeat what they are purporting to explain.
The traditional argument against design and teleology has always been: If the world is designed, why is it imperfect and weighed down with pain and suffering?
Darwin was firmly in that tradition as are modern Darwinists. And, tragically, both Darwin and Wallace suffered through the agony of seeing children of theirs die. But each responded to pain differently. As Flannery summarizes: “Darwin simply found suffering a by-product of the vicissitudes of materialistic chance; for Wallace, used to privation and inured to struggle, pain was a necessary and sometimes instructive thread woven into a complex fabric of life.”
Picking up the story of Darwin and Wallace in the 19th century, Flannery guides the reader down the similar paths that both men took and explains how each arrived at similar yet radically different final destinations. Both men shared the adventuring spirit as well as the penetrating interest in nature of the Victorians. Yet a cultural divide existed between Darwin who was born in 1809 into an upper class, influential Victorian family, and Wallace who was born in 1823 into a “struggling and declining middle class” family. These circumstances of birth both helped and hindered them in their careers.
Darwin was a reluctant student but his father, seeing his son’s abiding interest in nature, grudgingly financed Charles’ legendary five-year voyage on HMS Beagle, an excruciating rite of passage.
Wallace, for his part, lived for years among the natives in South America and Malaysia where he collected specimens and wrote articles and books all of which he sold for a living. And a relentless collector he was. For during his eight years in Malaysia, Wallace had amassed a veritable Noah’s Ark-sized collection of 125,660 specimens, including 8,050 birds, 13,100 butterflies, 97,000 insects, the vast majority of which were killed and mounted.
Wallace’s experience in the wilds gave him a keen understanding of the relationship of organisms to their environment and for this he is often called “the father of biogeography”.
Darwin, on the other hand, after his difficult and even treacherous voyage onHMS Beagle, spent the rest of his life south of London in Kent where he observed nature in more sedate surroundings. During this time, he was deeply impressed by the changes that animal breeders could invite within populations of dogs and pigeons, changes which Darwin thought could accumulate over time to form more complex organisms.
But Wallace knew that domestic breeding was a dead end, literally; for breeding animals to bring out certain traits often made them unfit for actual survival in the wild. Besides, the “artificial selection” of animal breeders was, in effect, “unnatural selection,” more comparable to intelligent design, the opposite of the totally naturalistic evolution that Darwin thought was being demonstrated.
However, the downside of Wallace’s prolonged and intense field experience was that he had little time to ruminate about his experiences. As it was, only bad weather or bad health gave him the opportunity to consider the wider implications of his work. Thus during the rainy season in the Malaysian peninsula in 1855, he had the opportunity to write an article which included his so-called Sarawak Law: “Every species has come into existence coincident both in space and time with a pre-existing closely allied species.” He had hit upon the idea of the common ancestry of all life, an idea that had crystallized in Darwin’s mind much earlier in 1838.
When Charles Lyell, known as the founder of modern geology, read the article in 1856, he was rattled both because he himself was a skeptic of evolution and also because he wanted his friend, Darwin, to gain rightful credit for discovering the theory. Nonetheless, despite Lyell’s urgency, Darwin remained unperturbed.
Again in February of 1858, when Wallace was down with malarial fever, he thought of Thomas Malthus’ Essay on the Principle of Population, a book that also profoundly influenced Darwin. Through the prism of Malthus, Wallace saw the principle of struggle and death played out before his eyes. This epiphany caused him to ask, “Why do some live while others die?” Then Wallace hit upon the idea of “survival of the fittest,” a phrase that he took from his friend Herbert Spencer and later suggested to Darwin which Darwin then used in the fifth edition of his hot selling book, On The Origin of Species.
This time when news of Wallace’s idea reached Darwin, he knew that he must announce his idea or risk losing credit for his discovery. A hasty meeting of the Linnean Society of London was called. At this July 1, 1858 meeting, the papers of both Darwin and Wallace were read. Afterwards Darwin was given the credit due him as the first to offer a theory as to how species divided into different creatures over long periods of time.
Though Darwin had more influence in London than the sojourning and lower class Wallace, Flannery sees no conspiracy in Darwin gaining credit for what, after all, was his original idea.
Nonetheless, what is of enduring interest is Wallace’s idea of “intelligent evolution” as opposed to Darwin’s idea that life was self-generated by unintelligent, purposeless forces.
In the environment of Victorian materialism, as Flannery rightly indicates, anyone who thought that there was design in nature was marginalized. And to an extent this was understandable. Scientific reductionism, the application of physics and chemistry to agriculture, transportation, and disease control was producing monumental successes. But Wallace early on saw that reductionist, materialist explanations would be unproductive when it came to explaining life.
For Wallace, evolution was a fairly obvious chain. But he was “convinced that there was a definite act of creation, that from that moment guidance has been exercised. The more deeply men reflect upon what they are able to observe, the more they will be brought to see that Materialism is a most gigantic foolishness.” And guidance and purpose can only come from a “Mind” as Wallace put it, not accretions of mud as the materialist evolutionists think.
Talking with the same conviction that he had as a younger man, Wallace said when he was 87 years old:
Is it more consonant with reason to say that the blood does its work by itself and without meaning to do it, or that it is intelligently controlled to its purpose by a conscious direction? Which is the saner theory? My contribution is made as a man of science. And the conclusion that I reach is that everywhere, not here and there, but everywhere, and in the very smallest operations of nature to which human observation has penetrated, there is Purpose and a continual Guidance and Control.”
A version of this review first appeared in the May/ June, 2012, issue of Touchstone: A Journal of Mere Christianity (www.touchstonemag.com)
©2012 Terry Scambray | <urn:uuid:d38305a4-369c-4308-be03-370a151ecf83> | CC-MAIN-2023-50 | https://victorhanson.com/wordpress/silenced-partner-two-books-on-alfred-wallace/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.973401 | 2,730 | 2.796875 | 3 |
Lowes has everything you need to make gardening easy. With a Lowes Money Saving Coupon from We Are Coupons gardening costs less too. Growing easy plants for kids is one of the easiest ways to encourage kids to enjoy the great outdoors. It's a great way to stimulate their creative skills while educating them about the environment. Plus, it's fun to watch them grow and watch them enjoy what they've created!
If you're looking to create a kid-friendly garden, here are seven plants that are sure to be a hit. All of these plants are incredibly easy to grow and are perfect for little hands to enjoy.
One of the easiest vegetables for kids to grow is lettuce. Kids can sow the seeds in pots or trays, and then water them in. They can harvest the fresh leaves in a couple weeks. You can also plant them directly in the ground if you'd like.
Another cool-weather plant is the radish. The seeds are easy to sow and will sprout quickly. Children love to pick them. They're a great source of Vitamin C.
Borage is an easy-to-grow plant that attracts bees to your garden. You can get them to eat the juicy cucumber-flavored leaves. They can also be used in salads.
Borage does not like to be transplanted. Instead, it prefers well-drained soil and a spot with full or partial sun. Water the plants three to four times a week, and watch them bloom for weeks.
Another easy-to-grow plant is the nasturtium. Nasturtiums are available in a variety of colours, and their peppery leaves and velvety flowers are perfect for kids.
Some other easy-to-grow plants for kids include carrots, cherries, and spinach. Carrots are a favorite vegetable for kids. They're easy to grow, so they can be planted in almost any climate. In addition to being delicious, they're a great plant for teaching children about nutrition.
Cherry tomatoes are another popular choice for kids' gardens. They're easy to grow, and you can even have your own cherry tomato plant in a grow bag or in a large pot.
Normally, chives are grown for their flavorful leaves. They add a mild garlic or onion taste to dishes. However, you can also use the plants as decorations or to make pesto.
Borage is another plant that grows in a hurry. Their star-shaped pale blue blooms are very pretty, and they can be harvested to eat. Borage will not tolerate transplanting, but you can easily grow them in a container.
Catnip is a member of the mint family. Catnip is very fragrant and attractive to children. Kiddos love to pinch the velvety tubular flowers.
Foxgloves are an attractive flower with an interesting growth habit. They can be planted as a perennial, but they should be planted in the spring or after the danger of frost has passed. Foxgloves are toxic to wild animals, so be careful where you plant them.
Another easy-to-grow flower for kids is the coneflower. This biennial or annual has ray-like petals. A beautiful plant for kids, it attracts hummingbirds and butterflies.
Seed sowing is a fun activity for families to do together. It's a great way to teach children about the food chain, and it's a good time to explore other plants. | <urn:uuid:53afe244-9c81-4e0f-8c69-e885d88bba8b> | CC-MAIN-2023-50 | https://wearecoupons.com/easy-plants-for-kids-to-grow | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.963857 | 713 | 2.8125 | 3 |
I’d always assumed (and was told) that it was not possible to cure tooth decay, that cavities could not heal, and the only way to fix oral health problems was through modern dentistry. As I read and researched more, this made less and less sense and when I ran across information from Dr. Weston A. Price in Nutrition and Physical Degeneration and Ramiel Nagel in Cure Tooth Decay I was ecstatic!
Can Tooth Decay be Cured?
Ramiel Nagel researched the information that later became the book Cure Tooth Decay when his daughter suffered from severe tooth decay at less than 2 years old. Much of the information he found was from the works of Dr. Price who studied the oral health of many people around the world.
Nagel found and tested the idea that tooth decay could be reversed and later shared this information in his book. It details a system of specific supplementation and nutrition focused on providing the body with a high concentration of minerals and nutrients that allow it to heal teeth.
As a mom, this book was especially helpful as Nagel addresses the specific protocol that is helpful for children and talks about how oral health for a child begins in the womb and the various steps an expectant mother can take to give her child’s oral health a boost in utero.
He details a specific dietary protocol (much like the one I recommend here) with limited or no grains, sugars, beans, and limited nuts while the teeth are healing. He recommends foods like coconut oil (check), grassfed meats and pastured dairy (check), and lots of vegetables (check).
I like that Cure Tooth Decay details why fat soluble vitamins are so necessary for healthy teeth (which makes sense as many of us do not consume enough fat soluble vitamins) and how food choices directly impact oral health.
Cure Tooth Decay even touches on the role of health gums on healing teeth and how modern dentistry can sometimes do more harm than good. The book explains how orthodontics and TMJ can affect oral health and how factors like mouth breathing can impact tooth health.
The suggestions in Cure Tooth Decay focus mainly on a high nutrient diet and some important supporting supplements.
The Nutrition Protocol
As Dr. Price recommends and as I’ve talked about before, the protocol to cure tooth decay as outlined in the book focuses on:
- Limiting foods that are high in phytic acid, especially in the initial stages of tooth remineralization. The foods highest in phytic acid include grains, beans, nuts, seeds, etc.
- Consuming high amounts of fat soluble vitamins and healthy fats from sources like coconut oil, fermented cod liver oil, grassfed organic dairy (especially butter), grassfed meats, seafood, and bone broths.
- Eating organic cooked vegetables daily, especially in soups made with homemade bone broth.
- Keeping blood sugar balanced as as unbalanced sugar levels in the blood can lessen calcium and phosphorus in the body and both are needed for oral health.
- Organ and gland meats to balance hormones and boost the endocrine sustem. Meats like liver are also great sources of fat soluble vitamins.
- Taking a specific protocol of supplements to support the tooth remineralization process.
- Fermented Cod Liver Oil is the holy grail of tooth supporting supplements. It is extremely high in fat soluble vitamins A, D, and K which are all vital for tooth remineralization and which I recommend in my own Tooth Remineralizing Protocol.
- Magnesium can also make a difference in tooth health as many people are deficient and the body needs enough magnesium to be able to effectively use calcium and phosphorus.
- Gelatin– As many people don’t make the time to make bone broth each day, gelatin can provide an alternative (though bone broth is still better). It is great for the gums and digestion and can help the body absorb nutrients more readily.
From my own experience, the suggestions in Cure Tooth Decay are solid and do in fact, help improve oral health. The book has many reviews on Amazon filled with testimonials of people who have healed even advanced tooth decay that was through the enamel (it is possible!). I’ve seen it in my own life and get several emails a week from readers who have seen a difference in their own teeth or reversed cavities.
I’d also suggest switching an all-natural toothpaste (like my Wellnesse brand!). You can also try a remineralizing toothpaste or tooth powder and/or and product like OraWellness Brushing Blend which helped Susan Revak heal her advanced gum disease.
Things like getting enough sleep, reducing exposure to EMFs and lowering stress can also have a big impact or oral health as they help balance hormones, especially stress hormones, which can reduce calcium and other nutrient levels in the body.
Have you ever read Cure Tooth Decay? Had success improving your oral health? Still struggle with oral health problems? I’d love to hear your take below! | <urn:uuid:f09aad12-6277-44da-b86f-c0bfe45a3ca1> | CC-MAIN-2023-50 | https://wellnessmama.com/reviews/cure-tooth-decay-book-review/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.950692 | 1,037 | 2.875 | 3 |
Lietal is an experimental synthetic language.
Lietal is a modular language building on 27 core words, it is written from left to right with implicit neutrality, singularity and at the present tense.
For the most part, its 6 vowels and 9 consonants are voiced similarly to their English equivalents. The Lietal "e" is very short, a barely audible junction between two consonants.
|I /i/||leaves||Y /ɨ/||journey||E /e/||never|
|A /ə/||hexagram||O /ɔ/||automobile||U /u/||new|
|K [k]||kiss||T [t]||title||D [d]||device|
|R [ʁ]||return||S [s]||symphony||L [l]||ligature|
|J [ʐ]||menagerie||V [v]||video||F [f]||festival|
Building words from Lietal's phonemes, or dictionary forms is called Childspeak. It makes for rhythmical and syllabic words, its main usage is in loan words or for emphasis. This documentation uses the phonetically denser form casual adultspeak where patterns of duplicated consonants and vowels are condensed.
A sequence of consonants, like "tato", is condensed into ato, a sequence of vowels, like "tava", becomes atev, in which an additional short "e" is replacing the duplicated vowel. The same rule also applies to assemble longer words, for example, "losorari" will be condensed into olesari.
Lietal words are built from the combination of the 9 Elementary Particles, and each one contains a consonant & a vowel.
|Objective||Ky traverse-type||Ty state-type||Dy scale-type|
|Observative||Ry direction-type||Sy relation-type||Ly counter-type|
|Subjective||Jy modality-type||Vy alignment-type||Fy action-type|
Words are not created, but found among the permutations of the nine elementary particles, making for a total of 27 Elementary Constructs. These elementary constructs can be combined with each other, to create more complex ideas.
|Objective||Ky traverse||Ty state||Dy scale|
|• Ki parent||• Ti psychological||• Di complex|
|• Ka location||• Ta physiognomical||• Da organic|
|• Ko child||• To physical||• Do synthetic|
|Observative||Ry direction||Sy relation||Ly counter|
|• Ri outward||• Si unit||• Li multiple|
|• Ra position||• Sa together||• La single|
|• Ro inward||• So separate||• Lo none|
|Subjective||Jy modality||Vy alignment||Fy action|
|• Ji definitive||• Vi positive||• Fi to do|
|• Ja possible||• Va unknown||• Fa to see|
|• Jo impossible||• Vo negative||• Fo to be|
For example, we can assemble the verb "to show", with the combination of the elementary particles Fa(to see), and Ri(outward). The leading syllable determines a word's type, for example, afir(to show) inherits the action-type from fa(to see), therefore it can be assumed to be an action word relating to sight or communication.
The order of words follows the table of Elementary Particles. In a typical sentence, traverse-type("k") words will be found at the beginning, and action-type("f") words, at the end. The following sequence of letters is the normal flow of a sentence, when a sentence must break the word order, commas are used. Notice the word order in the following sentence, and specifically how a comma is used to join two sentences that would normaly break the word order.
Before we begin, we'll need some vocabulary.
|kodiri||okider||child(future)||A part of the future.|
|kafo||akof||location(to be)||The place where one live.|
|fori||ofir||be(outward)||The action of going.|
|dofa||odaf||syntetic(sight)||The syntesis of conversation, a record, a book.|
|kadofa||akodaf||location(book)||The place of records, books.|
|riko||irok||outward(child)||Away, from, out of something.|
|fora||ofar||be(location)||The action of staying.|
Here's a few example sentences, notice how The Library is using childspeak to denote that the library is called Kadofa.
|Kadofa oj ofar.||I can't stay at the library.|
|Okider, akof ofir.||Soon, I am going home.|
|Kadofa irok, akof aj ofir.||I might go home, from the library.|
Traverse-type words are meant to navigate a hierarchy, and are often used at the beginning of a sentence. Something made of smaller parts will begin with ik, something whole or a location will begin with ak, and a part of something will begin with ok. For example, adik(parent), adek(person) and adok(child).
State-type words are meant to define the state of existence of something. Where it will speak of the idea, or concept of a thing, at will speak of the shape of a thing, and ot will speak of the thing itself. The difference can be better explained when used in an action, or with the examples: ifet(to imagine), ifeta(to design) and ifeto(to build).
Scale-type words are used to define things that are made od(machines, products), from life-itself ad(fauna, flora) and from things that makes life id(time, space).
Direction-type words are used to change the attributes of a concept, to transition toward something other or to create a conceptual arrow.
Relation-type words will most often be used as particles to create the equivalence of English particles "and"and "with", or to create enumerations.
Counter-type words are often used to create subject pronouns, or parts of larger concepts like months in a year, or an item in a series. A sentence, by default, is expected to be at the 1st person, if a pronoun has not already been declared, pronouns are often omitted when possible. The basic Lietal singular pronouns are aleri(you), äler(he she), alero(i). The basic plural pronouns are iler(yous), ilera(they), ilero(we).
Modality-type words are usually used to create words like "couldn't", "could", "must", or ojefy, ajefy, ijefy.
Alignment-type words are used to express a standing on a specific topic, for example, to express that something is wanted or not. Many of the daily expressions of greetings are also created from iv, for example, ivero(welcome) is made from iv(positive) & or(inward). This pattern can be expanded to mean things like ivef(well done), or even iveda(health).
Action-type words are usually used at the end of a sentence and are generally built from the fy family. The sentence "I take the book home" is translated to ok otodeta aki ifero, following the
K T F structure. Or another example, "I give you the book", could be translated to ok otodeta aleri ifer, following the
K T L F structure.
To speak, or act, or think originally is to erase the boundary of the self. It is to leave behind the territorial personality.James P. Carse
incoming ehrivevnv studies telekinetic neauismetica kanikule neau merveilles portable identity | <urn:uuid:8a2548cc-69eb-4d89-a034-8fff6e49c71d> | CC-MAIN-2023-50 | https://wiki.xxiivv.com/site/lietal.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.832917 | 1,758 | 2.984375 | 3 |
Otters are keen swimmers – and many otter species live and feed in the ocean. Two such species (the Sea Otter and the Marine Otter) made it their full time home.
How Do Otters Live In The Ocean?
Most Otters (and there are 13 species around the world) can be found along the coast – swimming in marine environments. Only 3 of these rarely ever go in the ocean – but all the others can be seen swimming out to sea in a variety of different habitats.
From rocky coasts to sandy shores – as long as there is freshwater close by for grooming – they can stay on the beach as long as they need to.
The ocean isn’t an easy place to live though so otters need to be able to cope with the salty conditions as well as the tides. And they need to stay warm. Unlike other marine mammals – otters don’t have a layer of blubber to keep them warm – they can only use their thick coats. With some of the densest coats of any mammal – otters trap air in their fur and stay warm that way. It calls for a lot of grooming indeed to maintain this protective layer.
Sea Otters are often seen overgrooming their coats. They can often be seen scratching at their coat – which helps to trap air in the thick layers. They are also seen rubbing their coats flat with their dextrous front paws – a process that removes water from the fur very effectively.
They have very stretchy skin too and a flexible skeleton to help with all-over grooming. Seeing as they spend almost all their lives in water – they have to be able to stay warm and dry on the move.
Are All Ocean-Living Otters Called Sea Otters?
There are only one true species called a Sea Otter by name (Enhydra lutris) – all the other otters seen in the ocean might be called a ‘sea otter’ but are in fact other species such as the Marine Otter (Lontra felina), Eurasian Otter (Lutra lutra) or the Smooth-coated Otter (Lutrogale perspicillata).
Sea Otters are the only otter species that can live 100% salt-water – in the ocean. They hardly ever need to come on land and certainly don’t venture into freshwater environments – a mainstay for all but one of the other otters (the Marine Otter favors the ocean – but isn’t exclusively marine). They are also the heaviest otter species – reaching over 90lbs in the largest individuals.
So, unless you are along the North Pacific coastline in the U.S, Japan, or Russia – it isn’t a true Sea Otter.
What Do Sea Otters Eat?
Unlike most river-dwelling otters – Sea Otters don’t really eat fish. They tend to focus on echinoderms (urchins), crustaceans, and mollusks – collecting snails, clams, crabs, and mussels from the seabed and cracking them open on their tummies back at the surface.
Sea Otters are totally buoyant, and float on their backs in the water when feeding – using the useful front feet for handling the food and their back feet and tail for stability.
Otters are also one of only a few mammals in the world that use tools to crack open their food. Using stones collected from the seafloor, they will hammer at their prey on their tummies to crack open shells. They also use similar tools to dislodge mollusks from their rocky homes – bashing abalone shells for example over and over until they are dislodged.
Sea Otters are also called a ‘keystone species’ because their habits and diet can change the very environment they live in. By eating sea urchins, they keep the kelp beds that sustain all the other animals in that rich habitat as well as protect the coastline from flooding and storm surges. Remove the otters (as had happened in many over-developed areas) and the urchins destroy all the kelp and degrade the coast itself – as well as destroying its valuable underwater environment.
Put the otters back – and it gradually returns.
Are Sea Otters Dangerous?
They can be. They are large carnivores – and so you would be foolish to underestimate them and intrude on their habitat. They won’t necessarily attack every human that enters the water, but they have been known to attack people on land and in the water – usually in captivity though.
Adult Sea Otters can be over 1.5 meters long, are very agile, and have a hugely powerful bite. Something you don’t want to get too close to – especially when they have pups – or when they have been spooked.
Keep your distance. | <urn:uuid:fa5110cf-ae53-4389-aa50-a762ba3eb31f> | CC-MAIN-2023-50 | https://wildlifefaq.com/do-otters-live-in-the-ocean/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.965155 | 1,022 | 3.46875 | 3 |
Genealogy, also known as family history, is the study of families and the tracing of their lineages and history. Genealogists use oral traditions, historical records, genetic analysis, and other records to obtain information about a family and to demostrate kinship and pedigrees of its members. The results are often displayed in charts or written as narratives.
The pursuit of family history tends to be shaped by several motivations, including the desire to carve out a place for one's family in the larger historical picture, a sense of responsibility to perserve the past for future generations, and a sense of self-satisfaction in accurate storytelling.
Research Wise County History for towns and communities that are gone but not forgotten. If you have a family, town, or community that you would like the Historical Society to research, you may send the request to Wise County Historical Society, Inc., 1602 S. Trinity St. Decatur, Texas 76234 or our email address: [email protected].
We provide professional genealogical research at $25 per hour. However, please feel free to contact us for any request, such as obituaries, marriages, deaths, school information, etc. at no cost if we can provide it via email.
You may also purchase an entire family file on a thumb drive for $25 plus $5 postage. Contact us now to find out if your family name is included in our family file list! | <urn:uuid:cb103e97-0e40-4f6d-a6ef-e87b4457a5e5> | CC-MAIN-2023-50 | https://wisehistory.com/related-links/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.955866 | 293 | 2.5625 | 3 |
The phrase “ground water crisis” refers to the global issue of groundwater depletion, contamination and overexploitation. Groundwater is a vital resource for both agriculture and drinking water, but its unsustainable use and pollution is causing a crisis in many parts of the world. This crisis demands immediate attention and action to address the issue of groundwater depletion and safeguard future generations.
The Reality of Groundwater Depletion
Groundwater depletion is a severe problem that is affecting many countries around the world. It is caused by a combination of factors, including over-pumping, climate change, and pollution. The depletion of groundwater is a significant issue because it is the primary source of drinking water for many regions. In some cases, the depletion of groundwater has led to the complete drying up of wells and aquifers.
Over-pumping is one of the leading causes of groundwater depletion. This occurs when more water is pumped out of an aquifer than can be replenished by rainfall or other sources. In some cases, this can result in the complete drying up of wells and aquifers.
Climate change is also contributing to the groundwater crisis. As temperatures rise, more water is evaporated from the ground, leading to a decrease in available groundwater. Additionally, changes in precipitation patterns are affecting the recharge of aquifers, further exacerbating the problem.
Pollution is another factor that is contributing to the depletion of groundwater. Contamination of groundwater sources can make them unusable for drinking or irrigation purposes. In some cases, pollution can also lead to the complete loss of an aquifer.
The Consequences of Groundwater Depletion
The consequences of groundwater depletion are severe and far-reaching. They include:
One of the most significant consequences of groundwater depletion is water scarcity. As aquifers dry up, there is less water available for drinking, irrigation, and other uses. This can lead to conflicts over water resources and can have a severe impact on local economies.
Groundwater depletion can also lead to land subsidence, which is the sinking of the ground surface. This occurs when the soil collapses as water is pumped out from underneath it. Land subsidence can cause damage to buildings and infrastructure, and it can also lead to flooding in some areas.
Another consequence of groundwater depletion is saltwater intrusion. As freshwater is pumped out of an aquifer, saltwater can seep in from the surrounding ocean or other sources. This can contaminate the remaining freshwater and make it unusable for drinking or irrigation purposes.
Solutions to the Groundwater Crisis
The groundwater crisis is a complex problem that requires a multi-faceted solution. There are several strategies that can be used to address the problem, including:
One of the most effective ways to address the groundwater crisis is through conservation. This involves reducing water usage in homes, businesses, and agriculture. Conservation can be achieved through a variety of methods, including the use of low-flow toilets and showerheads, water-efficient irrigation systems, and drought-resistant crops.
Another solution to the groundwater crisis is to recharge aquifers. This involves capturing and storing water during times of high rainfall and then releasing it into the ground when needed. This can be achieved through the use of recharge basins, infiltration ponds, and other methods.
Regulation is another strategy that can be used to address the groundwater crisis. This involves regulating the amount of water that can be pumped from an aquifer to ensure that it is not over-pumped. Regulation can be achieved through the use of permits, fees, and other methods.
Groundwater depletion can also have a severe impact on ecosystems. Many plants and animals rely on groundwater for their survival, and the depletion of groundwater can lead to a loss of habitat and biodiversity. Additionally, the loss of groundwater can also lead to changes in the flow of rivers and streams, which can have a severe impact on aquatic ecosystems.
Pollution control is another critical strategy for addressing the groundwater crisis. This involves preventing contamination of groundwater sources through the use of regulations, monitoring, and enforcement. Industries can also implement best management practices to reduce the amount of pollution that is released into the environment. Additionally, governments can provide funding for the cleanup of contaminated sites to prevent further contamination of groundwater sources.
FAQs for the topic: What is groundwater crisis?
What is groundwater?
Groundwater is the water that is present beneath the earth’s surface in soil pore spaces and fractures. It is the world’s most significant source of freshwater, providing drinking water to billions of people around the world. Unlike surface water, which evaporates or flows away, groundwater is replenishable, underground, and can benefit ecosystems.
What is groundwater crisis?
Groundwater crisis refers to the scarcity of an adequate amount of groundwater in a region to fulfill the demands of its citizens. The crisis happens when the rate of groundwater being pumped out surpasses the rate of replenishment, resulting in a reduction in available water resources. Overutilization of groundwater in agriculture, industry, and urbanization are the primary causes of the crisis.
How does groundwater depletion occur?
Groundwater depletion happens when people pump out more water than the aquifer can replace. It occurs when there are more demands for water for agriculture, households, and industry than the amount of water nature can supply. The result is a lowering of the water table, which, over time, will impact water quality and the groundwater system’s ability to recharge.
Why is groundwater important?
Groundwater is essential because it provides a reliable source of freshwater for human and animal consumption, agriculture, and industry. Additionally, groundwater-dependent ecosystems offer a habitat for a diverse range of plants and animals, filtering pollutants, and ultimately discharging to surface waters.
What are the effects of groundwater crisis?
The effects of groundwater crises are widespread and significant. The reduction of water available for human consumption, agriculture, and industries that depend on water can lead to food scarcity, food insecurity, and economic losses. The reduction in water availability underground can result in the drying of natural ecosystems and damage to the physical and chemical features of our soil. Furthermore, it affects the quality of water supply available for domestic and industrial purposes.
How can we prevent groundwater crisis?
To prevent groundwater crises, there needs to be a sustainable groundwater management plan in place. This plan would entail identifying how much water is being used in a region and a plan for replenishing the aquifer. Additionally, promoting water conservation practices in households, industries, and agriculture is essential. Using sustainable methods such as rainwater harvesting, crop rotation, minimizing irrigation, and crop diversification can help conserve water and maintain sustainable aquifers. Lastly, implementing policies such as incentives for water-efficient technologies and regulatory guidelines can serve to conserve groundwater resources and prevent groundwater crises. | <urn:uuid:8383f4aa-6bb3-4049-8502-f594e3352a91> | CC-MAIN-2023-50 | https://worldwaterforum7.org/understanding-the-groundwater-crisis/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.932538 | 1,391 | 3.828125 | 4 |
Exploring HTTPS and Cryptography in Python Free Tutorial Download
Have you ever wondered why it’s okay for you to send your credit card information over the Internet? You may have noticed the
https:// on URLs in your browser, but what is it, and how does it keep your information safe? Or perhaps you want to create a Python HTTPS application, but you’re not exactly sure what that means.
In this course, you’ll get a working knowledge of the various factors that combine to keep communications over the Internet safe. You’ll see concrete examples of how a Python HTTPS application keeps information secure.
In this course, you’ll learn how to:
- Monitor and analyze network traffic
- Apply cryptography to keep data safe
- Describe the core concepts of Public Key Infrastructure (PKI)
- Create your own Certificate Authority
- Build a Python HTTPS application
- Identify common Python HTTPS warnings and errors
Download Exploring HTTPS and Cryptography in Python Free | <urn:uuid:649ef553-9277-4aea-9852-72e925eb1b5b> | CC-MAIN-2023-50 | https://www.9tutorials.org/exploring-https-and-cryptography-in-python-download/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.799427 | 207 | 3.15625 | 3 |
4 Reasons Why 5G is a Game Changer For the Education Sector
As the world announces to go 5G bound, every industry in the world is busy paving the way for it to be used in the segment. 5G, or fifth-generation wireless, is a new iteration in cellular technology that is said to bring great speed and responsiveness into wireless networks. This means the world is ready to go wireless in the truest sense, and virtual reality will take over.
With so many things being said and stipulated around technology, we also have some speculations about technology usage in the education industry.
How is 5G different from 4G?
To start with, 5G will take the internet experience to the next level. It is on a new level, even though both 4G and 5G are wireless technologies. Latency, i.e., the delay between sending and receiving the information, is very low in 5G technology. Hence, faster delivery and seamless experience using gadgets, software, digital tools, etc.
With an extremely low latency rate, 5G technology would allow faster educational delivery and make the user experience more immersive while using a variety of educational technologies. In comparison, a 5G cell tower can hold and support about 10 times more devices than a 4G cell tower. This will completely change the education landscape with greater bandwidth that supports superior communication over larger distances.
How is 5G going to transform the education industry?
Generally speaking, 5G can improve the quality of video conferencing, add haptic response capabilities, improve the immersive learning experience and allow educators to use VR and AR in the classrooms. Along with it, it would support a higher degree of personalization. Here are 4 ways in which 5G will be a game changer in the education industry.
- Improved interaction between teachers and students.
If you are using any conferencing application such as Zoom or Google Meet, you are likely to experience lags and breaks in the connectivity. This negatively impacts education delivery in an online or hybrid learning environment. But with 5G, there is very little chance you would face such a problem.
During online classes, you would not be required to wait for the program to load and reconnect, and hence would make connectivity between teachers and learners even easier. It would improve the knowledge retention of a student better in an online learning setup, would keep them engaged with the curriculum, and is likely to increase their participation.
Similarly, students could download videos and learn material faster, and cool technology such as holograms, VR, AR, etc., can be effectively incorporated into the classrooms.
- It Brings in an immersive learning experience
Although online learning in the devastating times of COVID-19 indeed became a saviour, it still had some limitations. Skill transfer, lab work, hands-on experience, and related activities were outside the scope of online learning tools. For this, extra tactile stimulation is required to offer the equivalent learning experience online as in real-life.
With 5G, technologies such as AR and VR can provide an immersive classroom experience and allow students to explore complex concepts through zooming, pinching, and touching. Tools that can stimulate haptic responses (feeling of touch, motion, or interaction with physical objects) to introduce a variety of learning tools into the classroom other than traditional video conferencing that can increase student experience and engagement.
- Personalized learning experience
The one-size-fits-all concept is ceasing in the education industry. Education authorities worldwide are realizing the power of technology and its capacity to provide highly personalized experiences to students. With 5G just around the corner, it is likely to improve personalization by creating intelligent systems. These systems would constantly analyze the student’s behavior and give near-accurate reports about his unique abilities, learning styles, preferences, and other attributes.
Another trend that has been brought to reality with 5G technology is virtual teaching assistants. Which can assist a student in learning and provide a personalized experience as per their performance analysis and preferences.
- Access to knowledge and education
5G will likely democratize education. With technology, education would become more accessible and become more inclusive, and affordable. Hence, making education more equitable and accessible to the socially and economically weaker sections of society.
Although the true potential of the technology can only be realized once it becomes accessible to the world, these are the 4 things that are surely going to change in the education industry with 5G technology. For more interesting information such as this, stay tuned and subscribe to our newsletter. | <urn:uuid:a6f25c23-4dc4-4093-9f0b-212d4c93ce25> | CC-MAIN-2023-50 | https://www.academiaerp.com/blog/4-reasons-why-5g-will-be-the-game-changer-for-the-education-sector/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.955724 | 932 | 2.625 | 3 |
People in and around Denver may choose to walk instead of driving a car for a variety of reasons. Some people may rely on their own two feet and public transportation to get around the city, and others may choose to walk for the exercise and fresh air. Either way, pedestrians on Denver streets should be able to feel that they can do so without risking their lives.
Unfortunately, incidents of pedestrian accidents are all too common in the Mile High City and its surrounding suburbs. When a pedestrian accident happens, the results are often traumatic or even deadly. The human body is no match against a vehicle weighing thousands of pounds and traveling at a higher rate of speed. And even though car technology and safety features have improved over the last few years, pedestrian accidents seem to be increasing.
Vision Zero Project
To address the number of people being killed on Denver streets by motor vehicles, the city of Denver launched a Vision Zero initiative in 2017. The goal of this program is to eliminate all traffic-related deaths and injuries in Denver by 2030. Denver's Vision Zero program was modeled after a pilot program that started in Sweden in the late 1990s.
Last year, Denver's Vision Zero released data on the number of non-vehicle passengers who have died on Denver streets since 2013. There have been 367 deaths of either pedestrians, bicyclists, and scooter riders. Data pulled from Vision Zero also identified some of the most dangerous streets in Denver for pedestrians.
Dangerous Denver Streets
It may not be surprising that Federal Boulevard is the worst street in Denver for pedestrian deaths (16 deaths since 2013). Federal Boulevard is the main route to the Mile High Stadium, home to the Denver Broncos and site of other events such as concerts. Thousands of people park in lots off Federal Boulevard and walk to the stadium every year.
Also known as the longest main street in America, Colfax Avenue may not be the friendliest to pedestrians either, with five pedestrians dying from being hit by a car since 2013. Likewise, Alameda (five deaths), Colorado Boulevard (six deaths), and Sheridan Boulevard (one death) have also seen their share of pedestrian tragedies.
Efforts to Improve Pedestrian Safety
The data collected from Vision Zero has led to city officials to brainstorm ideas on how to improve pedestrian safety. Along Federal Boulevard, the city has lengthened traffic signals to allow for pedestrians to get a head start on crossing the street through intersections. There are also new sidewalks with access to light rail stations and bus stops, and some of the crosswalks have been brightly painted to make them more visible to drivers.
Denver Pedestrian Accident Attorney
If you or someone you know has been involved in a Denver pedestrian accident, you most likely faced a serious medical emergency, including major medical bills and lots of pain and suffering. The team at accidentdenver.com understands what a pedestrian has to deal with after being hit by a vehicle. With them by your side, fighting to get you the compensation you deserve, you can focus solely on recovering from your injuries and reclaiming your life. Contact them today. | <urn:uuid:9575a950-f686-49fa-b534-450356f244a2> | CC-MAIN-2023-50 | https://www.accidentdenver.com/deadliest-streets-in-denver-for-pedestrians | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.967303 | 625 | 2.84375 | 3 |
Denis C. Feeney
- Princeton University
The Romans exploded from being a substantial city of central Italy in 320 BCE to controlling the Mediterranean world 150 years later. In the process they equipped themselves with a literature in the vernacular and with a web of connections to the dominant Hellenic civilization through the links of mythology and historiography. Scholars tend to regard the process as inevitable, yet everything about this transformation was unpredictable and unprecedented. The very act of translation which kick-started Roman literature is far stranger than normally allowed, since translation of texts as opposed to interpreting of spoken language was vanishingly rare in the ancient Mediterranean. The Romans’ aim was to become equal partners in what was accepted then as world civilization. | <urn:uuid:3656ec1e-8475-4b02-890d-91a4de49c31a> | CC-MAIN-2023-50 | https://www.acls.org/fellow-grantees/denis-c-feeney/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.955614 | 147 | 3.171875 | 3 |
Hazard Related Topics
This topic includes vibroflotation, dynamic compaction, lime and cement stabilisation, dewatering/band drains, preloading, jet grouting and permeation grouting (to improve bearing capacity).
Some Principal Hazards
- Crushing or trapping caused by manoeuvring and slewing of heavy plant and equipment.
- Possible plant instability caused by inadequate ground bearing capacity, gradient, fill stability etc.
- Hazards of buried underground and overhead services during drilling, driving, impact, vibration or settlement.
- Health hazards caused by the working environment such as noise, vibration and fumes.
Possible Control Measures
- Segregate plant and workers as much as possible.
- Ensure location of underground and overhead services is known and marked before work commences.
- Ensure adequate personal protective clothing and equipment is provided and used by all site personnel. | <urn:uuid:264585b0-fccc-4ec8-8c99-f4c8cd7e582b> | CC-MAIN-2023-50 | https://www.aisolutions.co.uk/community/Knowledge/Topic/75/1004/Ground-Stabilisation | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.916885 | 181 | 2.734375 | 3 |
Commentary - Journal of Gastroenterology and Digestive Diseases (2023) Volume 8, Issue 2
Gastrointestinal disorders and nutrition: A comprehensive guide.Chehade Sultan*
Faculty of Psychology, University of Helsinki, Helsinki, Finland
- *Corresponding Author:
- Chehade Sultan
Faculty of Psychology
University of Helsinki, Helsinki, Finland
Received: 04-Mar-2023, Manuscript No. JGDD-23-94047; Editor assigned: 06-Mar-2023, Pre QC No. JGDD-23-94047 (PQ); Reviewed: 20-Mar-2023, QC No. JGDD-23-94047; Revised: 23-Mar-2023, Manuscript No. JGDD-23-94047 (R); Published: 30-Mar-2023, DOI: 10.35841/aajmha-7.2.139
Citation: Sultan C. Gastrointestinal disorders and nutrition: A comprehensive guide. J Gastroenterology Dig Dis. 2023;8(2):139
Gastrointestinal (GI) disorders refer to a wide range of conditions that affect the digestive system, including the esophagus, stomach, small and large intestines, liver, gallbladder, and pancreas. These disorders can cause various symptoms such as abdominal pain, bloating, diarrhea, constipation, nausea, and vomiting, among others. Proper nutrition is essential for managing GI disorders, as diet can play a significant role in alleviating symptoms and promoting healing Gastroesophageal reflux disease (GERD): GERD is a condition in which stomach acid backs up into the esophagus, causing heartburn, regurgitation, and other symptoms. To manage GERD, it is recommended to.
Parenteral nutrition, Lifestyle.
A diet rich in fiber, fruits, vegetables, and whole grains can help maintain a healthy digestive system. Exercise Regularly: Exercise can help improve digestion and reduce inflammation in the digestive tract. It is recommended to engage in moderate physical activity for at least 30 minutes per day. Manage Medications: Certain medications, such as Non-Steroidal Anti-Inflammatory Drugs (NSAIDs), can increase the risk of digestive bleeding. It is important to consult with a healthcare provider before taking any medication and to follow the recommended dosage. Treat Underlying Conditions: Treating underlying conditions, such as ulcers or inflammatory bowel disease, can help prevent digestive bleeding. It is important to follow a healthcare provider's recommended treatment plan. Get Screened for Colon Cancer: Regular screenings for colon cancer can help detect and prevent digestive bleeding caused by colon cancer .
Digestive bleeding can be a serious and sometimes lifethreatening condition. Fortunately, there are several lifestyle changes and prevention strategies that can help prevent digestive bleeding. Here are some tips. Maintain a healthy diet: Eating a healthy and balanced diet can help prevent digestive bleeding. This includes consuming plenty of fruits, vegetables, whole grains, and lean proteins. Avoiding highfat foods and processed foods can also help. Drinking plenty of water can help keep your digestive system healthy and prevent digestive bleeding. It's recommended to drink at least eight glasses of water per day. Alcohol and tobacco use can increase the risk of digestive bleeding. Quitting smoking and limiting alcohol consumption can help reduce your risk. Chronic stress can increase the risk of digestive bleeding. Managing stress through relaxation techniques, exercise, and other stress-reducing activities can help. Regular exercise can help keep your digestive system healthy and prevent digestive bleeding. Aim for at least 30 minutes of moderate exercise most days of the week. Use medications wisely: Certain medications, such as nonsteroidal anti-inflammatory drugs .
Digestive bleeding can be a serious condition that requires immediate medical attention. However, there are lifestyle changes and prevention strategies that can help reduce the risk of developing digestive bleeding. Here are some tips.
Quit smoking: Smoking is a major risk factor for digestive bleeding. The chemicals in cigarettes can damage the lining of the stomach and intestines, leading to ulcers and bleeding. Quitting smoking can help reduce the risk of developing digestive bleeding .
Limit alcohol intake: Heavy drinking can also increase the risk of digestive bleeding by damaging the lining of the stomach and intestines. Limiting alcohol intake to moderate levels or avoiding it altogether can help reduce the risk.
Maintain a healthy weight: Being overweight or obese can increase the risk of developing digestive bleeding, as well as other health problems. Maintaining a healthy weight through a balanced diet and regular exercise can help reduce the risk. Avoid Nonsteroidal Anti-Inflammatory Drugs (NSAIDs), NSAIDs, such as aspirin and ibuprofen, can increase the risk of developing digestive bleeding. If you need to take these medications for pain relief, be sure to take them with food and follow the recommended dosage.
Manage stress: Chronic stress can contribute to digestive problems, including bleeding. Finding healthy ways to manage stress, such as meditation or exercise, can help reduce the risk .
Eat a healthy diet: Eating a diet rich in fruits, vegetables, and whole grains can help reduce the risk of digestive bleeding by providing essential nutrients and fiber. Regular check-ups with your doctor can help identify and treat any digestive problems early, before they develop into more serious conditions .
In conclusion, lifestyle changes, such as avoiding alcohol and tobacco, managing stress, eating a healthy diet, exercising regularly, managing medications, treating underlying conditions, and getting screened for colon cancer, can help prevent digestive bleeding. If you experience symptoms of digestive bleeding, such as abdominal pain, blood in the stool, or vomiting blood, it is important to seek medical attention immediately.
- Drossman DA. The functional gastrointestinal disorders and the Rome III process. gastro. 2006;130(5):1377-90.
- Drossman DA, Thompson WG, Talley NJ, et al. Identification of sub groups of functional gastrointestinal disorders. J. Gastroenterol. 1990;3(4):159-72.
- Drossman DA, Creed FH, Olden KW, et al. Psychosocial aspects of the functional gastrointestinal disorders. Gut. 1999;45:25-30.
- Rothenberg ME. Eosinophilic gastrointestinal disorders (EGID). J Allergy Clin Immunol. 2004;113(1):11-28.
- Talley NJ. Functional gastrointestinal disorders as a public health problem. Neurogastroenterology & Motility. 2008;20:121-9. | <urn:uuid:675d79b3-0305-41f0-afa9-238e9351f7e2> | CC-MAIN-2023-50 | https://www.alliedacademies.org/articles/gastrointestinal-disorders-and-nutrition-a-comprehensive-guide-24348.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.881066 | 1,369 | 2.625 | 3 |
Ailments are inevitable to animals and humans. No matter how hard we try to prevent it, we can only reduce how often it occurs.
But with cats, the first sign of illness often comes with some form of anorexia.
Anorexia is simply a total loss of appetite. The loss of appetite is not the problem itself. It’s the after-effects of not eating for a few days that’s bothersome.
And, if your cat won’t eat, his health condition will likely get worse. Besides, he needs to eat for his medications to work effectively.
So, if it becomes necessary, you may need to force-feed your feline. Don’t wait until he begins to eat on his own.
How then will you force-feed your feline pal? Find out here.
How to force-feed a cat?
You can feed your feline pal with human baby food or blended gruel. Draw it into a syringe. Aim the tip of the syringe inside the cat’s mouth, slightly pointed towards the side and not in the middle as it can cause aspiration. Squirt a little food inside his mouth and give him some time to swallow it. You need to cover him with a towel as he could spit it out or drool on it. Also, instead of giving him a large quantity of food at once, it is better to spread his meal to about three or four times a day. That way, he’ll eat small quantities each time.
To force-feed a cat, you need the following supplies:
- Blended gruel or human baby food
- Large syringe – 60cc for adult cats and 20cc for kittens and small cats
Step-by-step guide in force-feeding your feline
Using your cat’s weight as a guide, you can compute how much food you’ll need to feed him.
Technically, the rule is force-feeding your feline pal with 20 mL of food for every pound of his weight. Take a look at this sample computation to have a better idea of how to compute your cat’s meal intake.
- A cat that weighs 1 pound will get a total quantity of 20 mL. You can spread it into 5 mL per feeding to be given four times a day.
- A cat that weighs 2 pounds will be fed with a total quantity of 40 mL, which can be fed as 10-mL servings four times a day.
- A cat that weighs 3 pounds should be fed with a total of 60 mL, with approximately 15 mL per serving.
But, remember to go slowly. Don’t squirt the entire amount of food you’ve prepared as it poses aspiration risks. Forcing the entire amount can even traumatic your feline further, making him lose his appetite more.
However, what if your cat’s weight is not a whole number? Don’t you worry. You can round it up to the nearest whole number and apply the feeding formula explained above.
Now that you’ve computed how much to feed your cat for the entire day, here’s how you go about with the process of force-feeding him.
Step 1: Before you feed your cat, wrap him up with a towel or place it on his chest.
Step 2: Gently draw the warm baby food or blended gruel into the syringe.
Step 3: Aim the tip of the syringe slightly into the corner of his mouth and not in the middle. This is to avoid aspiration (food going into the lungs instead of the esophagus, or the food tube).
Step 4: Gently push the food out into your cat’s mouth. Allow him to swallow the food. Sometimes, he may spit it out. At other times, he may fight you and keep his mouth sealed. Just be patient. Give him some time and try feeding him again.
Step 5: When you’re through with the feeding, clean up the mess, if there is any. Keep him seated for a while to let the food digest. This upright positioning will help to prevent vomiting.
How to stimulate your cat’s appetite
Unfortunately, your cat’s appetite may not be restored soon. But, you can definitely stimulate it so he can get back to eating his food with gusto again.
To do this, get some of his favorite foods or snacks, especially the ones with a strong aroma. Lace his lips with some of the food.
The idea is that their smell will gradually reawaken your cat’s appetite. It takes time for this method to work. So, you may have to try it a couple of times before you begin to get results.
Remember, your cat will only perceive the smell of the food as an aroma if he’s still in the process of regaining his appetite.
So, if your cat can’t tolerate the smell of a particular food yet, don’t force him to put up with it. Just reintroduce it later when your feline’s feeling much better.
Exceptions to force-feeding
Some medical conditions can make a cat ineligible for force-feeding.
Technically, you should not force feed any cat suffering from a terminal illness. If your cat is suffering from end-stage renal disease, FIP, anemia, or others, you can’t force-feed him.
In fact, it may be a good idea to get a go-ahead from your vet first before you attempt to force-feed your cat. He may be able to give you other options that are a lot safer and gentler but still be able to provide the nutritional needs of your feline.
When to stop force-feeding your cat
There are some situations that should make you stop force-feeding your cat. Here are some of them.
Cat runs away from you
If your cat begins to run away from you whether you’re holding a syringe or not, please stop force-feeding him. Don’t let feeding break the bond between both of you.
Once you continue force-feeding your feline even if he doesn’t want to, he might develop trauma to it and overall refuse your efforts to feed him.
So, each time he sees you, he feels it’s time for another force-feeding session. At this point, you should quit force-feeding him.
The solution to a problem cannot be worse than the problem itself.
Cat vomits frequently
When your cat vomits after being force-fed, it could be that the quantity he ingested is too much for his stomach. The solution is to reduce the quantity you give him.
If after reducing the quantity he still vomits, it means the idea isn’t working for him. Maybe you should look for another way to feed him and ask for your vet’s help for instructions.
Feline clenches his teeth
If your cat starts clenching his teeth together whenever you’re trying to feed him, you should stop feeding him.
Although clenching his teeth is a mild way of revolting at the feeding method, that’s not why we’re suggesting that you stop.
We want you to stop because you could damage his teeth or gum while forcing the syringe into his mouth while his teeth are clenched together.
After all, force-feeding is meant to help your cat ingest food, not to cause another problem instead.
If your cat becomes anorexic, you need to try and force-feed him with either human baby food or blended gruel.
However, always remember that it does not work for every cat.
That’s why you should always seek your veterinarian’s help for proper advice on how to go about feeding your feline pal who has lost his appetite. | <urn:uuid:1a738399-7492-4c81-9811-78816cc909bb> | CC-MAIN-2023-50 | https://www.animalfoodplanet.com/how-to-force-feed-a-cat/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.959119 | 1,651 | 2.84375 | 3 |
Written by Jillian MacKinnon, Senior Honors student at Western Carolina University
The following is an abstract of a longer research paper written for Robert Ferguson’s History class. If you would like more information please email him at firstname.lastname@example.org.
Two of the most important aspects of defining a community is how and what it eats over time. Throughout history, Southern Appalachia has been viewed by many as a largely isolated and culturally distinct region of the United States. While this may be true in some regards, the food and foodways of Southern Appalachia show that the region became increasingly integrated in the larger nation during the mid-twentieth century. Additionally, the Appalachian women who crafted and followed these foodways were largely responsible for this positive cultural integration overtime. By utilizing Jackson County, North Carolina as a case study, it is possible to see how southern Appalachian foodways mirrored those of the nation and aided in integrating the region with the United States. From the 1930s to the 1970s, the citizens of Jackson County, Southern Appalachia, and the entire United States all experienced many of the same culinary trends and foodways. Poverty caused by the Great Depression, federally mandated rationing in World War II, and an increase in processed, name-brand convenience foods effected women across all these regions in very similar ways, providing evidence that southern Appalachia was not always as isolated as previously thought. | <urn:uuid:3499db8d-ac1a-4ef0-aa43-4b99a55836cc> | CC-MAIN-2023-50 | https://www.appwomen.org/southern-appalachian-foodways/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.967166 | 291 | 3.625 | 4 |
Canada's Strategy for Satellite Earth Observation
Message from the Ministers
In , the Government of Canada proudly announced Exploration, Innovation, Imagination: A New Space Strategy for Canada. In that document, our Government committed to ensuring Canada's leadership in leveraging satellite data to support scientific excellence, innovation and economic development. With the impacts of climate change becoming more evident every day, innovations in space technologies provide Canadians with reliable and timely information to support science-based decision making, while supporting countless services across the country and driving our economy.
Canada has a long history as a global leader in satellite Earth observation technology, beginning in when Canada became only the third country to operate a satellite in orbit. We are now laying the groundwork for the continuation of that excellence. As the Minister of Innovation, Science and Industry, in collaboration with the Honourable Steven Guilbeault, Minister of Environment and Climate Change and the Honourable Jonathan Wilkinson, Minister of Natural Resources, we are following up on the commitments made in the Space Strategy by presenting our vision for the future: Resourceful, Resilient, Ready: Canada's Strategy for Satellite Earth Observation. Developed in consultation with industry and academia, our new strategy outlines the path to equipping Canada with as many tools as possible to confront climate change and to support Canadians in the 21st century.
Satellites are an integral part of our lives. Many of our everyday decisions, from bringing an umbrella on a walk to deciding if roads are safe to drive, are informed by data provided by satellites passing over our country. National safety and security are also dependent on the unique vantage point of space as increasingly detailed satellite data supports decision making in our communities related to wildfires, floods, and other natural hazards. Satellites help keep Canadians healthy by monitoring air quality in our cities, modelling the movement of disease-spreading species, and forecasting harmful algal blooms in our water. For Canadian industry, the growing demand for environmental and industrial intelligence is bolstering high-tech development. Start-ups and Earth observation firms are using artificial intelligence and advanced data analytics to provide science-based services, from daily crop maps that help agricultural producers feed Canadians to advanced forest growth models that help resource companies provide the products we need for a growing and vibrant population.
In this new strategy, we outline the path forward to capitalize on satellite technology for day-to-day evidence-based decision making and planning. Recent and future investments in new satellite data streams and ground infrastructure will not only help ensure core services continue to deliver for Canadians, but will also see them expand their application into areas such as public health and infrastructure. The strategy highlights our plans to bring together Canada's best scientists to work in data-rich, high-powered analytics environments where better solutions for challenges like climate change and disaster management can be developed and implemented faster. It also recognizes the potential, and the power, of bringing our observations from space down to local communities, especially in Canada's North where the use of satellite information is becoming more important as we work to build resilience to climate change. Finally, the efforts outlined in the strategy provide the foundation to directly support Canada's world-class aerospace and high-tech sectors, fuelling innovation, strengthening the economy and making our industries more competitive.
Our Government remains focused on unlocking the full potential of space technology. Recognizing social, economic, and environmental priorities here on Earth, we remain committed to equipping Canadians to excel in the jobs of the future, to support scientific excellence, to monitor and adapt to climate change, and to advance technology development for the benefit of all humankind.
The Honourable François-Philippe Champagne, Minister of Innovation, Science and Industry
The Honourable Steven Guilbeault, Minister of Environment and Climate Change
The Honourable Jonathan Wilkinson, Minister of Natural Resources Canada
- Date modified: | <urn:uuid:f0268450-5333-4c93-8c10-f45e9f94b23f> | CC-MAIN-2023-50 | https://www.asc-csa.gc.ca/eng/publications/canada-strategy-for-satellite-earth-observation/03-message-from-ministers.asp | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.927425 | 777 | 2.875 | 3 |
Create a process map of the chosen operations process. It may be necessary to map the surrounding processes to get an appreciation for where this process fits within the wider operation.
Operations Management and Service Excellence
You are required to prepare a report that investigates the operations processes used in a small business organisation of your choice. You should not use large organisations or franchises nor an industry sector. You need to choose an operation to which you can obtain ready access or observe, and which will allow you to carry out each component of the analysis. In general, this requirement means that you will choose a business operation that is relatively accessible and where information on the operation is available from observation or is in the public domain. Ask yourself: Can I draw a sufficiently detailed process map of the operation? Can I capture enough data to critically appraise the operation and make recommendations for improvement? The operation can be anywhere in the world. You can choose to investigate a part of an organisation (for example, front of house in a restaurant), but you should make your assumptions clear in the introduction. Some ideas of small business operations may include:
Bakery A snack bar A street food vendor Bar / pub Small supermarket Corner shop / convenience shop Catering service Cobbler (shoe repairer) Dry cleaners / laundry Restaurant Gym Patisserie Post office or post room Small print-shop Small sports venue Taxi company Walking Tours of a city
Report Structure 1. Introduction and Overview (Total 15 marks) Provide an overview of the organisation and its operations including such information as: The location Layout Products and services offered Competitors
You must include a map showing the location of the main business operation, and a diagram communicating the layout of the operations. Ensure that you present and critically discuss operational issues related to the four bullet points above. For example, you should discuss, as it relates to bullet point “Layout”, the various types of process layouts as observed in the chosen operation, and how this affects the operations of the business e.g. in terms of customer service or product throughput.
2. The Operations Process (Total 25 marks) Using appropriate tools, identify and analyse ONE key operations process within the business and why it is important to the business. In doing so, identify and provide an evaluation of the challenges and issues faced by the operation, clearly explaining which of these need to be addressed and why? Support your arguments through evidences gathered from the organisation and through literature.
Create a process map of the chosen operations process. It may be necessary to map the surrounding processes to get an appreciation for where this process fits within the wider operation. You do not need to use process mapping software. Presentation software such as PowerPoint or Keynote is perfectly adequate. Your process map must be contained within a single side of A4, landscape formatted. Use the process mapping concepts taught in the course.
3. Operations Analysis (Total 25 marks) The core of the assignment is to analyse the operation and chosen operations process using ONE or TWO tools, concepts or techniques provided on this module. This is where you focus on the operations challenge and/or problems briefly discussed previously. This should consist of a brief overview of your methodology followed by the main analysis.
100% Plagiarism Free & Custom Written,
Tailored to your instructions | <urn:uuid:0eefc501-5eab-4772-bed3-bf694cea26a2> | CC-MAIN-2023-50 | https://www.assignmentexperts.co.uk/short-question/create-a-process-map-of-the-chosen-operations-process-it-may-be-necessary-to-map-the-surrounding-processes-to-get-an-appreciation-for-where-this-process-fits-within-the-wider-operation-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.915996 | 668 | 3.015625 | 3 |
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Create a Solution for a Better World
Imagine yourself on the sunny Gulf of Mexico, taking a marine biology course at the Dauphin Island Sea Lab. Or performing research with a doctoral-level AUM professor—research work that, at most universities, is reserved only for graduate students. Or, after graduation, imagine going to work for a nonprofit organization or governmental agency that improves the soil quality so farmers can produce a larger, healthier crop.
With your Bachelor of Science degree in Environmental Science with a concentration in Environmental Chemistry, your helping career is limited only by your imagination. Environmental chemistry is the study of the presence and movement of chemicals in the air, soil, and water. Environmental chemists study how these chemicals, usually contaminants, affect the health of people, wildlife, and ecosystems.
In general, environmental scientists are problem solvers. They research environmental and health problems to determine their causes and come up with solutions. They also use what they learn to make recommendations and develop strategies for managing environmental problems. From wading through swamps studying the impact of encroaching human populations on endangered species, to monitoring pollution levels in lakes and rivers, graduates of AUM’s Environmental Science program get the training needed for a fascinating and rewarding career.
The Environmental Chemistry concentration in the Environmental Science bachelor’s degree program helps students prepare for a graduate degree program from another university or for careers working as a:
This degree is perfectly aligned with a Chemistry degree and students can easily earn a dual degree in Environmental Science and Chemistry for the same number of hours. If you like the idea of helping humanity by becoming an environmental scientist, you could also choose from one of these concentrations: Environmental Biology, Environmental Geographic Information Systems or Environmental Health and Toxicology.
The Know How
What you will know with a Environmental Chemistry degree from AUM
Know how to get things done for the public good by teaming with other professionals, policy administrators, and the local community.
Know how to put your skills and knowledge to work for the good of humanity, helping to keep the environment clean.
Know why the ethical questions surrounding the use (and abuse) of land, air and water are crucial to making environmental improvements, both large and small.
Know why environmental sustainability is a career for now and the future.
Points of Pride
Customize Your Degree
Rewarding Occupations and Job Growth
In general, environmental scientists use their knowledge and specific training of earth’s systems (in either chemistry, biology, GIS or health/toxicology) to protect the environment and human health.
It depends on your job title and function, but many environmental scientists work outdoors much of the time, studying environmental issues concerning the earth, air, and/or water of a specific ecosystem.
No, but a lot of graduates do seek more advanced degrees, which expands their career options. Others go directly into the job market in manufacturing, nonprofit, business and government sectors.
Is a Degree in Environmental Chemistry right for me?
With this bachelor’s degree as your educational foundation, you have many career possibilities.
|Career/Job Title||Entry-level Education Requirements||Job Growth 2020-2030||Annual Median Salary|
|Conservation Scientist and Forester||Bachelor's degree||7% (As fast as average)||$64,010|
|Natural Sciences Manager||Bachelor's degree (Master’s preferred)||6% (As fast as average)||$137,940|
|Environmental Scientist/Specialist||Bachelor's degree||8% (As fast as average)||$73,230|
|Environmental Engineer||Bachelor's degree||4% (Slower than average)||$92,120.00|
|Hydrologist||Bachelor's degree||6% (As fast as average)||$84,040|
Note: Salaries vary depending on several factors including your level of experience, education, training, demographics, and industry. Here is a sampling of the future job growth and salaries according to the U.S. Bureau of Labor Statistics.
College of Sciences
At AUM’s College of Sciences, you will have hands-on learning experiences, working side by side with scholars and researchers using state-of-the-art laboratories and equipment.
Our academic departments include Biology and Environmental Science, Chemistry, Computer Science, Mathematics, and Psychology. To help you pay for college, you might qualify for one of our scholarships.
Official Name of this Environmental Science Degree Concentration
Bachelor of Science in Environmental Science with a concentration in Environmental Chemistry
This degree requires students to meet on campus. Students in these courses enroll in a program to connect in a campus setting and to collaborate using a variety of technological and educational tools. Professors play an inspirational role in building relationships among teams and individuals in this setting. The criteria for many programs can only be met with In-Class coursework. Be sure to check with your advisor to understand the best route to take.
You will need to complete courses in the university core, biology, related science areas, and electives. Contact the Biology and Environmental Sciences Department for a current listing of courses required to complete the Biology Health Sciences concentration.
The course listings below are only a few of the classes this concentration requires. For a full review of this program in detail, please see our official online catalog AND consult with an academic advisor.
|Course #||Course Name||Course Description|
|ENSC 1000||Introduction to Environmental Science||Kick off your knowledge of environmental science, the scientific method, ecology, energy, environmental policy and an examination of current environmental issues.|
|CHEM 3500||Environmental Chemistry||An introduction to environmental chemistry in the atmosphere, hydrosphere, and lithosphere.|
|ENSC 2952||Seminar in Environmental Science||Students meet weekly to discuss assigned readings, which will vary from term to term.| | <urn:uuid:956f54ed-606a-45d6-9d18-103b58065f0b> | CC-MAIN-2023-50 | https://www.aum.edu/degree/environmental-chemistry/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.914201 | 1,228 | 2.71875 | 3 |
What are Vitamins and coenzymes?
A class of organic compounds needed in the human body for normal activities is known as vitamins. They are characterized into two parts depending upon their solubility in water. They can act as coenzymes, cofactors, or prosthetic groups for enzymes.
"Vita" in vitamins signifies the fact that these substances are essential for life (vita). The first vitamin discovered was thiamine, which is an amine. The vitamin necessities of the body are generally provided by the Recommended Dietary Allowances (RDA). Coenzymes also fall under the category of organic molecules which functions to impel the reaction by binding themselves with a particular enzyme.
Enzymes or biological catalysts are proteins possessing one or more amino acid chains in their structure. Some enzymes also contain a nonprotein entity, which is generally termed as a cofactor. Cofactors are the low molecular mass components that are essential for protein functioning.
They can be of two types, namely inorganic ions and coenzymes, which are organic compounds. These are mostly derived from vitamins. Examples of coenzymes are nicotinamide adenine dinucleotide, coenzyme A, adenosine triphosphate (ATP).
Why are cofactors and coenzymes required?
Most enzymes are proteins or nucleic acids, but catalysis is not easy with only amino acid or nucleotide functional groups. For these reactions, cofactors or coenzymes are required. So, our diet should contain vitamins to provide coenzymes that further help in catalyzing biochemical processes.
Enzymes and their functions
Enzymes are highly specific, meaning only a specific substrate with a specific structure can bind with a particular enzyme. Coenzyme A is used only in oxidative and biosynthetic reactions. The specificity of the enzyme is due to its shape. Each enzyme has a specific shape, possessing functional groups to bind with enzymes. They help in catalyzing a particular reaction.
The action of the enzymes can be explained using the lock-and-key mechanism. It is explained in the following two steps:
Step 1: Formation of the enzyme-substrate activated complex.
The substrate or reactant fits like a key into the cavities of the enzymes to form the enzyme-substrate complex. The complex-formation step is reversible and fast and thus does not contribute to the rate law.
It is represented as follows:
Where, E is enzyme and S is substrate.
Step 2: Disintegration of the complex to release product molecules
The enzyme-substrate complex then decomposes to give the product. Thereafter, the enzyme is regenerated, and it becomes available for further reaction.
The reaction is represented as follows:
where, ES is enzyme-substrate complex, EP is enzyme-product complex and P is product.
These steps can be summarized in the below diagram.
Coenzymes and their action
Coenzymes are loosely bound with enzymes and help them by providing suitable functional groups or changing their structural configuration. In this way, the substrate-binding of the enzyme becomes easy, and the formation of the products is faster.
Coenzymes cannot catalyze a reaction without an enzyme. Most of the coenzymes are carrier molecules and transfer things from one enzyme to another.
Apoenzyme and Holoenzyme
It represents the inactive stage of an enzyme before its binding with an organic or inorganic cofactor.
It represents the active form of an enzyme when it binds to the cofactors or prosthetic groups.
Difference between enzymes and coenzymes
|Point of difference||Enzyme||Coenzyme|
|Molecular type||All enzymes are proteins made up of amino acids.||All coenzymes are nonproteins.|
|Alteration during chemical reactions||They are not altered due to chemical reactions.||They can alter due to chemical reactions.|
|Specificity||Enzymes are highly specific.||Coenzymes are not specific in nature.|
|Size||They are larger molecules.||They are smaller molecules.|
|Examples||Kinase and amylase||Coenzyme A and FAD|
An example of a coenzyme is coenzyme A that contains pantothenic acid as its major component and operates to manufacture energy, activates the enzyme, and speeds up reactions working in the body. Flavin adenine dinucleotide (FAD) is also an example of a "redox-active coenzymes".
Water-soluble and Fat-soluble vitamins
Water-soluble vitamins tend to dissolve in water, whereas fat-soluble vitamins are similar to oils, and therefore are insoluble in water. There are different classes of vitamin B with their respective chemical names. They are as follows: thiamin (B1), riboflavin (B2), niacin (B3), pantothenic acid (B5), pyridoxal (B6), biotin (B7), and cobalamin (B12).
The various water-soluble and fat-soluble vitamins are listed below.
|Thiamin (B1)||Vitamin A|
|Riboflavin (B2)||Vitamin D|
|Niacin (B3)||Vitamin E|
|Pantothenic acid (B5)||Vitamin K|
|Folic acid and ascorbic acid, vitamin C|
Importance of Vitamin B12
Vitamin B12 or cobalamin is an organometallic compound existing naturally in its pure form. It is the only vitamin that contains metal in its structure.
- It absorbs iron, calcium, and vitamin A from food.
- It helps in the formation of red blood cells.
- It protects against stress and dementia.
- Its deficiency can cause anemia, nervousness, muscle tremors, etc.
Functions of water soluble vitamins
Mostly, water-soluble vitamins perform as coenzymes or help in the synthesis of coenzymes. Vitamins named thiamin (B1), riboflavin (B2), niacin (B3), pyridoxal (B6), biotin (B7), cobalamin (B12), and folic acid have their respective coenzyme whereas vitamin C, also called ascorbic acid has no coenzyme.
A table consisting of water-soluble vitamins, coenzymes, coenzyme functions, and deficiency diseases is shown below.
|Vitamin||Coenzyme||Coenzyme Function||Deficiency disease|
|Thiamin (Vitamin B1)||Thiamine pyrophosphate||Deficiency Disease||Beri-beri|
|Riboflavin (Vitamin B2)||Flavin mononucleotide or flavin adenine dinucleotide|
Redox reactions involving two H-atoms
|Niacin (Vitamin B3)||Nicotinamide adenine dinucleotide||Oxidation-reduction reactions involving the H- ion||Pellagra|
|Pyridoxal (Vitamin B6)||Pyridoxal phosphate||Reactions including transfer of amino acids||_____|
|Cobalamin (Vitamin B12)||Methylcobalamin or deoxyadenoylcobalamine||Intramolecular rearrangement reactions||Pernicious anemia|
|Biotin (Vitamin B7)||biotin||Carboxylation reactions||_____|
Carrier of one carbon unit
|Ascorbic acid (Vitamin C)||None||Antioxidant, protein in bones||Scorbutus or Scurvy|
Characteristics of cofactors and Vitamins
Cofactor is the non-protein entity of an enzyme. The characteristics of cofactors and the general properties of vitamins are discussed below.
- All vitamins are not cofactors.
- All water-soluble vitamins can be converted to cofactors except vitamin C.
- Among fat-soluble vitamins, only vitamin K can be converted to a cofactor.
- Cofactors function as carriers of specified functional groups, e.g., acyl groups and methyl groups.
Classes of Coenzymes
As per Chemistry LibreTexts, there are four classes of coenzymes.
- Co-substrates: They get altered during the reaction and further regenerated by another enzyme.
- Prosthetic groups: They remain covalently or tightly bound with the enzyme throughout the reaction.
- Vitamin-derived coenzymes: These are the derivatives of vitamins that are not synthesized by mammals. They are obtained as nutrients.
- Metabolite coenzymes: They are manufactured from common metabolites.
Students may confuse coenzymes and cofactors. Cofactors are non-protein entities that increase the activity of enzymes. They are classified into coenzymes (organic) and inorganic ions.
- Apoenzyme is an inactive enzyme, while holoenzyme is an active enzyme-containing cofactor.
- Only water-soluble vitamins constitute coenzymes, except for vitamin C.
- Coenzymes are nonspecific.
Context and Applications
This topic is applicable in the professional exams for both undergraduate and graduate courses, especially for:
Bachelors in Chemistry
Bachelors in Biology
Masters in Chemistry
Masters in Biochemistry
Fats and lipids
Q1: Which of the following vitamins can act as a coenzyme?
(a) Vitamin B
(b) Vitamin K
(c) Vitamin A
(d) Vitamin D
Correct option: (a)
Q2: Which of the following is suitable for X?
Holoenzyme=Apoenzyme + X
Correct option: (b)
Q3: Identify the vitamin-forming coenzymes that activate specific enzymes.
(a) Vitamin K
(b) Vitamin B
(c) Vitamin E
(d) Vitamin C
Correct option: (b)
Q4: Identify another name for vitamin B12.
(b) Ascorbic acid
(c) Folic acid
Correct option: (a)
Q5: Inadequacy of vitamin B3 in the body can lead to:
(b) Night blindness
Correct option: (d)
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Vitamins and Coenzymes Homework Questions from Fellow Students
Browse our recently answered Vitamins and Coenzymes homework questions. | <urn:uuid:9472e0b7-6df6-41cc-8e33-dc9a2d432123> | CC-MAIN-2023-50 | https://www.bartleby.com/subject/science/chemistry/concepts/vitamins-and-coenzymes | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.88821 | 2,279 | 3.84375 | 4 |
Performance Indexes and Use Precautions of Ultrasonic Transducer
Ⅰ. Performance Index of Ultrasonic Transducer
1. Operating frequency.
The working frequency is the resonant frequency of the piezoelectric wafer. When the voltage frequency at both ends is equal to the resonance frequency of the chip, its output frequency is also equal to the maximum resonance frequency.
2. Operating temperature.
Since the Curie point of piezoelectric materials is generally high and the ultrasonic transducer will generate heat when used, we must give the ultrasonic transducer good cooling conditions, generally normal temperature air cooling; If necessary, cold air cooling can also be used.
It mainly depends on the manufacturing wafer itself. If the electromechanical coupling coefficient is large, the sensitivity is high; On the contrary, the sensitivity is low.
Ⅱ. Notes of Ultrasonic Transducer
1. Do not use the ultrasonic transducer outdoors or in places higher than the rated temperature.
2. Materials such as fine powder and cotton yarn cannot be detected in absorbing sound (reflective transducer).
3. The jet from the jet nozzle has multiple frequencies, so it will affect the ultrasonic transducer and should not be used near the ultrasonic transducer .
4. The water droplets on the surface of the ultrasonic transducer shorten the detection distance.
5. Because the ultrasonic transducer uses air as the transmission medium, when the local temperature is different, the reflection and refraction at the boundary may lead to misoperation, and the detection distance will also change when the wind blows. Therefore, ultrasonic transducers should not be used next to equipment such as forced draft fans.
6. Do not use ultrasonic transducers in areas with steam; The atmosphere in this area is uneven. A temperature gradient will be generated, resulting in measurement errors.
7. Ultrasonic transducers shall not be used in vacuum or explosion-proof areas. | <urn:uuid:24b5677d-1480-4372-9cf6-4c88c7a719a7> | CC-MAIN-2023-50 | https://www.bbt-medical.com/performance-indexes-and-use-precautions-of-ultrasonic-transducer.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.877204 | 419 | 2.828125 | 3 |
Big data and evaluation: Use and implications
Big data is emerging as a new world currency. This form of digital data, generated almost automatically by the online interactions of people and products and services, creates a wealth of constantly updating information that can be used to support decision-making and aid monitoring and evaluation.
This week we take a look at some of the ways that Big Data is being used in evaluation, and raise some questions about the implications of this emerging form of information.
What is big data?
Big data refers to data that are so large and complex that traditional methods of collection and analysis are not possible. The amount and variety of big data has increased exponentially over the past decade. It can come from sources such as mobile phone services or internet banking, web content such as news, social media interactions, and search history. It can also be produced by physical sensors such as satellite images and traffic information (See UNDP 2013).
You can watch a video by Global Pulse on the power of big data, in which Andreas Weigend, former Chief Data Scientist for Amazon.com and Peter Hirshberg, former head of Enterprise Marketing for Apple, Inc., offer a range of examples and visualisations of how real-time, or big data, can augment and improve decision making in the 21st century:
How is big data being used in monitoring and evaluation?
In the field of evaluation, big data has the potential to complement traditional data sources, such as survey data or official statistics by adding unique and up-to-date data that can be used to form a complete and present picture of a situation.
For example, a project monitoring traffic incidents in an area of Victoria (Australia) might turn to VicRoads open data sets to extract information about the whereabouts of traffic incidents. In another example, the Sustainable Water, Energy and Environmental Technology Laboratory (the SWEETLAB) develops and implements technologies to improve data collection in development areas. Their use of remotely reporting electronic sensors for assessing use of water filters and cookstoves in Rwanda, for example, can collect objective electronic data on the use of these devices to help monitor the sustainability of this interventions.
Other projects track real-time events based on the analysis of online content. This is valuable in providing baselines of current situations, and updating this with snapshots over time to see how situations change, which can be used in the design and evaluation of programmes and interventions. One example of this, the Global Database of Events, Language and Tone (GDELT), monitors the world's news media in print, broadcast, and web format to report on how the world is "feeling" and what "events" (300 categories of physical activities such as riots, protests, and diplomacy actions)are happening.
The UN Global Pulse runs a number of projects that utilise social media data to monitor social and environmental issues. For example, one project analyses social media conversations to understand public perceptions of sanitation, providing a baseline of how public discourse of sanitation changed over time so as to allow monitoring of the effectiveness and reach future health campaigns. Similarly, other Global Pulse projects use Twitter to measure global engagement on climate change and to evaluate the impact of the Every Women Every Child movement since its 2010 launch, by monitoring changes in related public health dialogue in Twitter conversations.
Emerging issues in the management and regulation of big data
As the use of big data is growing, in both M&E and other areas, new ways of looking at the patterns and rules of digital content are emerging. For example, the open data movement (e.g. Creative Commons, Linked Open Data projects, Government Linked Open Data, Open Science, Free Access to Law), among other trends take large data sets of underused data (government data sets, for example) and open them up to the public for reuse. These have great potential to be picked up by individuals or organisations who can use this data to effect change, supported by the underlying idea that the use of big data leads to better decision making. But there is also the lingering question of the regulation of big data, particularly as technologies advance to the point that the collection, structuring and analysis of data occurs almost automatically.
Global Pulse’s White Paper, Big Data for Development: Opportunities and Challenges (2012), brings up the issue of privacy when dealing with big data, noting that “in many cases, the primary producers— i.e. the users of services and devices generating data—are unaware that they are doing so, and/or what it can be used for” (p.24). For example, while users of social media sites might have 'consented' to their data being used in a myriad of ways, they may not be fully aware of what this entails.
This article by the Guardian voices some of the concerns that the use of big data can raise for the data producers, particularly when this data is used by corporations, but also in cases of misplaced good intentions, such as the Samaritans Twitter app that monitored user tweets for signs of depression before being discontinued after public backlash. What these concerns point to is a rising awareness that the current protocols around the use of big data are likely to undergo a process of examination. In terms of using big data for development and evaluation purposes, it's important for initiatives that draw on big data to be aware of the issues of privacy and careful handling of data, and to make this part of an ongoing discussion about how best to manage data rights.
In the broader context, these discussions about regulations take on a new level of concern when you consider the combined amount of individual-level information that social media companies, Google, and mobile and internet companies have (Global Pulse, 2012). The question of how to regulate a world that is informational, rather than local or global, is one that Pompeu Casanovas (Director of Advanced Research and founder of the Institute of Law and Technology, Universitad Autónoma de Barcelona) will ask in his upcoming seminar series, A New Rule of Law, as he discusses the idea that democracy on the web is emerging as a new important world issue akin to the Rule of Law of last century. As Global Pulse notes, "Because privacy is a pillar of democracy, we must remain alert to the possibility that it might be compromised by the rise of new technologies, and put in place all necessary safeguards" (2012, p.24).
It’s clear that big data is proving to be a useful tool for social good in the monitoring and evaluation. However, the ongoing debate and discussion about how to devise the best protocols and principles for dealing with big data will be an interesting and important one to watch and engage in.
You can also find out more about UN Global Pulse and its projects here.
UNDP (2013) Discussion Paper: Innovations in Monitoring and Evaluation. Retrieved from http://www.outcomemapping.ca/download/UNDP%20Discussion%20Paper%20Innovations%20in%20Monitoring%20and%20Evaluation.pdf
UN Global Pulse (2012). Big Data for Development: Challenges & Opportunities [White Paper]. Retrieved from http://www.unglobalpulse.org/sites/default/files/BigDataforDevelopment-UNGlobalPulseJune2012.pdf
'Big data and evaluation: Use and implications' is referenced in: | <urn:uuid:9e0641c6-af3a-49d9-80b6-6073c1423531> | CC-MAIN-2023-50 | https://www.betterevaluation.org/blog/big-data-evaluation-use-implications | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.912734 | 1,509 | 3 | 3 |
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In a momentous decision an unprotected wildlife site, home to a globally endangered spider, has been saved from destruction. The failure of the state to adequately protect endangered wildlife meant this was a close call, but resolute action by Buglife, Plymouth City Council and thousands of concerned individuals resulted in the Planning Inspector rejecting a proposal to turn the habitat into houses. The case demonstrates the moral responsibility that people feel towards preserving life on earth, however small and insignificant.
A former quarry reclaimed by nature, Radford Quarry is a designated as a County Wildlife Site – Devon Biodiversity Records Centre describes the site as ‘a good example of succession towards species-rich calcareous grassland, artificial habitats, disused quarries with good examples of succession from bare ground to wildlife rich grassland’.
Radford Quarry supports a number of threatened and UK Biodiversity Action Plan listed butterflies, including the Small Blue, Brown Argus, Small Heath and Dingy Skipper – an impressive list for a small urban site. The site also supports the Red Data Book listed spider the Tree H-weaver (Episinus maculipes) and the nationally scarce White-striped centipede (Henia vesuviana). The site also features a Lesser horseshoe bat roost, and is a key part of Plymouth’s Biodiversity Network.
Radford Quarry, Plymouth © R. Goddard
Whilst clearly being of county importance Radford Quarry is also home to the Horrid ground-weaver spider (Nothophantes horridus). A globally critically endangered species, the Horrid ground-weaver has only ever been recorded at three sites on Earth – all of which are in the Plymouth area. One of these sites was developed into an industrial park in the late 1990s, leaving just Radford Quarry and one other site left. The significance of the site for one of the world’s rarest spiders means that protecting Radford Quarry is of global importance for biodiversity.
In 2014 Buglife, Devon Wildlife Trust, the RSPB and local community groups objected to a development application to build 57 houses all over Radford Quarry. Buglife’s original objection was for three reasons: a development at Radford Quarry would destroy a County Wildlife Site, the applicant had not carried out an invertebrate survey, and the home of the Horrid ground-weaver spider is of global importance.
Plymouth City Council, the planning authority, refused the planning application on the grounds that it would cause damage to biodiversity, and for other matters such as transport. The developer appealed the Plymouth City Council’s decision, who to their credit decided to defend their decision.
Buglife mobilised considerable support, we set up an online petition that in a week gathered almost 10,000 signatures. Petitioners were asked why they had signed up and the answers they gave stemmed from deep moral conviction. Here are some examples:-
“Not a panda but just as important”
“The species is highly endemic, i.e. once it is gone from this site it may be gone for good. Besides, anything with a name like that (‘Horrid Ground Weaver’) deserves our protection!”
“The loss of even one species brings all species closer to extinction”
“Who knows how long this little spider has been on the planet and evolved. Leave it be”
“Because the spider is innocent, it has done nothing apart from just trying to live its life”
“Since when did human housing become more important than an entire species???”
“Can’t believe this is in my home town. Spiders are great. Please City Council stick to your guns.”
“How can we expect other nations to safeguard [the tiger, orang-utan et al] when we destroy our own?”
The result of the appeal was announced last week – the planning inspector upheld Plymouth City Council’s decision, giving biodiversity as the primary reason. Horrid ground-weaver (Nothophantes horridus) © Fergus McBurney
It can be surprisingly difficult for a planning authority to turn down a planning application on biodiversity grounds when there is no clear arguments based on it being a Site of Special Scientific Interest (SSSI) or home to a Wildlife and Countryside Act protected species. It is also rare that the planning authority is prepared to defend such a decision – the process requires substantial financial and manpower resources. It is of course part of the inherent imbalance in the planning process that developers can keep applying and appealing until the local authority runs out of resources to fight, while woefully the environment has no right of appeal.
There has been an important public debate about the issue, one which the endangered species won hands down. Andrew Whitehouse, our South West Manager was interviewed on Radio 4’s World Tonight on 11 June 2015 alongside Mark Littlewood, Director General of the Institute of Economic Affairs.
In a vibrant discussion about the relative priority of saving endangered species versus houses, Andrew set the scene saying that “It is morally wrong to knowingly cause the extinction of a species no matter how small it is.” Mark Littlewood played down the significance of the quarry supporting 50% of the known global population claiming that “even by building this it wouldn’t wipe out this particular species” and asking “how quickly could this spider be rescued and we allow this development to go ahead”. Andrew pointed out that there were already 7,000 houses being built in the Plymouth area. Eventually Mark Littlewood partially conceded that “This is very peculiar issue, this is an incredibly rare spider so I am not aware of any other planning applications that have been held up because there is a concerns that a very small, rarely heard of spider is going to be rendered extinct”.
The Pope has had a lot to say on the moral case for protecting endangered species, however apparently insignificant, in his encyclical this week. He points out that:-
“It is not enough, however, to think of different species merely as potential “resources” to be exploited, while overlooking the fact that they have value in themselves. Each year sees the disappearance of thousands of plant and animal species which we will never know, which our children will never see, because they have been lost for ever. The great majority become extinct for reasons related to human activity. Because of us, thousands of species will no longer give glory to God by their very existence, nor convey their message to us. We have no such right.”
“It may well disturb us to learn of the extinction of mammals or birds, since they are more visible. But the good functioning of ecosystems also requires fungi, algae, worms, insects, reptiles and an innumerable variety of microorganisms. Some less numerous species, although generally unseen, nonetheless play a critical role in maintaining the equilibrium of a particular place.”
“In assessing the environmental impact of any project, concern is usually shown for its effects on soil, water and air, yet few careful studies are made of its impact on biodiversity, as if the loss of species or animals and plant groups were of little importance.”
Plymouth City Council deserves much kudos for taking the morally right decision and sticking by it. So thank you, to Plymouth City Council and the British public for showing such a strong moral commitment to preventing an extinction. We also thank our members and supporters for providing us with funds to stand up on behalf of this little spider and better understand its ecology and habitat.
There is still more work to do, it is now time that the British Government did more to protect our endangered species. We have asked the Joint Nature Conservation Committee (JNCC) to recommend that the Horrid ground-weaver should be added to the Wildlife and Countryside Act for habitat protection, and we also believe that both the remaining homes of the spider, one of our few species listed by the International Union for Nature Conservation as being Globally Critically Endangered, should become SSSIs.
The Horrid ground-weaver is by no means our only endangered species threatened with extinction from development and we are optimistic that the JNCC will take steps to ensure that more species are properly protected in the near future.
Please do consider Become a Member as we continue to ensure that even little animals have space to survive.
This blog was written with Andrew Whitehouse. | <urn:uuid:600f1e83-36f6-415b-a99d-435644600e38> | CC-MAIN-2023-50 | https://www.buglife.org.uk/blog/horrid-ground-weaver-saved-thanks-mainly-to-buglife-plymouth-city-council-and-you/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.952035 | 1,759 | 2.828125 | 3 |
Communication is more than just conveying information; it's about forging meaningful connections, and that can significantly impact our mental health. But most of the time, we are not aware of how communication impacts our well-being. In this post, we'll explore how we can use communication for better mental health.
The Power of Meaningful Conversations:
Think about the last time you had a deep, heartfelt conversation with someone. Didn't it leave you feeling lighter, more connected, and understood? That's the magic of meaningful conversations. When we engage in genuine, open dialogues, we not only exchange words but also emotions and experiences. These connections can reduce stress and anxiety, improving our overall mental health.
It's easy to underestimate the impact that meaningful connections can have on our mental health. Connections serve as a lifeline to emotional well-being. When we feel genuinely connected to others, we experience a sense of belonging and support that acts as a buffer against the stressors of daily life. These connections provide us with a safe space to express our thoughts and feelings. A lack of meaningful connections, isolation, and disconnection from our community can cause feelings of loneliness and have been linked to increased levels of stress, anxiety, and even depression. Fostering these connections is a necessity for our mental and emotional well-being.
Unlock Your Empathy:
One of the keys to meaningful communication is active listening paired with empathy. Listening attentively is essential to understanding the perspectives of others. Empathy allows us to step into someone else's shoes, fostering trust and deeper connections. To become a better communicator, practice active listening and cultivate empathy in your interactions.
Encouraging self-care and self-compassion in these conversations is also a game-changer. It's like giving people the green light to take care of themselves. So, whether it's sharing your own stories, attending workshops on mental health, or simply reaching out to a friend who seems down, these small steps can make a big difference.
There's still a significant stigma surrounding mental health in some parts of our community. However, communication can play a pivotal role in breaking down these barriers. By encouraging open dialogues about mental health issues and sharing our own experiences, we can reduce stigma and create a more supportive environment for everyone.
So, let's strive for open, honest, and empathetic communication in our daily interactions to promote mental well-being for all.
To connect with others and continue exploring the power of meaningful communication, we invite you to join our free monthly virtual community events with Candidly Speaking: Conversations Across Cultures. Together, we can create a more inclusive and connected world.
Don't miss out on this opportunity to connect and be part of our vibrant community! | <urn:uuid:ca5583a4-00f3-41bf-9f58-518ff7c0a983> | CC-MAIN-2023-50 | https://www.candidlyspeakingworldwide.org/blog/the-impact-of-communication-and-meaningful-connections-on-our-mental-health | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.940222 | 569 | 3.296875 | 3 |
It was on this day in 1903 that Mrs Emmeline Pankhurst formed the Women’s Social and Political Union to fight for women’s emancipation in Britain – if I could I’d send her a card, for all the Mighty Girls and Mighty Women who have had the courage to speak out for those who have no voices.
The following article was found on http://womenshistory.about.com/od/suffrageengland/p/pankhurst.htm
Born as Emmeline Goulden, she married Richard Pankhurst, a lawyer. He was a friend of John Stuart Mill (author of The Subjection of Women). Richard Pankhurst was the author of the first British woman suffrage bill and of the Married Women’s Property Acts of 1870 and 1882.
Richard died in 1898.
With her daughters Christabel and Sylvia, Emmeline Pankhurst became active in the National Union of Women’s Suffrage Societies (NUWSS).
In 1889, Emmeline Pankhurst with her daughters founded the Women’s Franchise League. This organization won the vote for women in elections for local offices in 1894. Emmeline Pankhurst held several local offices. After taking a major role in founding the Women’s Social and Political Union (WSPU) in 1903, again with daughters Christabel and Sylvia, Emmeline Pankhurst devoted more of her time to its suffrage cause.
Emmeline Pankhurst ran the WSPU from its London office beginning in 1906.
Emmeline Pankhurst published her autobiography, My Own Story, in 1914.
During World War I, Pankhurst and the WPU ceased their militant compaign, and in exchange the British government released suffragettes from jail.
Though keeping the suffrage issue in the background at home, Emmeline Pankhurst spoke on woman suffrage on a speaking tour of the United States during the war.
In 1917, Christabel and Emmeline Pankhurst founded the Women’s Party, supporting the war and endorsing a whole platform of equal rights for women, including equal pay for equal work, equal parental rights, and public maternity benefits.
Emmeline Pankhurst stood for Parliament in 1926 but withdrew before the election for health reasons.
Woman suffrage was finally passed in 1928, giving women the same voting rights as men in Britain, and Emmeline Pankhurst died just a few weeks later. | <urn:uuid:ebcffaed-a386-4808-8b07-648106e0fed5> | CC-MAIN-2023-50 | https://www.cardsandgiftwrap.co.uk/category/emmeline-pankhurst | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.960033 | 523 | 3.53125 | 4 |
A fan died of heat at a Taylor Swift concert. It's a rising risk with climate change
Springtime is underway in the southern Hemisphere, but across much of South America it has felt like the depths of summer for months already. A string of heat waves have settled in over the region, pushing temperatures into record-breaking territory month after month.
Last week, temperatures soared in southern Brazil. In Rio de Janeiro, a city of nearly12 million people, intense heat and humidity pushed a 23-year-old Brazilian university student into cardiac arrest at a Taylor Swift concert. Fans had stood in line for the Eras Tour at the Nilton Santos Olympic stadium in brutally hot, humid, windless conditions for hours before the Friday night show. It was just as hot and steamy inside the venue, concertgoers reported.
The woman who died, Ana Clara Benevides Machado, got medical attention from paramedics at the concert venue, but died later at a nearby hospital.
Rio's temperatures last week topped 100 F. But theheat index–a measure that takes into account both air temperature and humidity–made itfeel like it was nearly 140 degrees Fahrenheit. People can only handle heat like that for a few hours before they start to get sick–or even die.
Brazil's Ministry of Culture noted the extreme, dangerous heat in a statement expressing condolences for Machado's death. This is a clear signal that climate change, the ministry said, has to be considered a major risk for events like big concerts or other cultural events now. Swift postponed a concert planned for Saturday night, another day that was supposed to be dangerously hot.
The heat wave was the eighth major one of the year in Brazil, says Lincoln Alves, a climate scientist at Brazil's National Institute for Space Research. And it was almost certainly intensified by climate change, says Alves. He and colleagues analyzed a similar September heat wave, which was at least 100 times as likely because of climate change.
The past six months have each sequentially broken regional heat records, says Raul Cordero, a climate scientist at Chile's University of Santiago. "October, it was the warmest October on record. September, it was the warmest September on record. And so on, since last May." He pauses, and repeats it. "Six months we have seen [record-breaking heat], in a row!"
It's extra hot across South America in part because the region is in the throes of El Niño, which pushes temperatures up a few degrees both regionally and globally. But that warming sits on top of long-term climate warming, driven primarily by the burning of fossil fuels.
"This is not a coincidence what is happening, not only in Rio de Janeiro and in São Paulo in southern Brazil but also in Bolivia and Paraguay, and in Gran Chaco. All over. And a little further north in Brazil, not only are there high temperatures but very severe drought," says Cordero. "It's a huge problem that's affecting not only southern Brazil but the whole subcontinent."
Average temperatures in São Paulo have gone up by more than 3 degrees Fahrenheit since the 1960s.
A few extra degrees of warming may not sound like much, says Alves, but the increase in the number of extreme heat days has skyrocketed. In the 1960s, there were about seven days of serious heat in the region–about one major heat wave a year. Now, annually there are more than 50 days of extremely hot weather, or about 9 major heat events. That number is forecast to increase further in the future.
How heat kills
Air temperatures in Rio de Janeiro were sweltering last week as concertgoers waited to get into the Nilton Santos stadium for Swift's Eras Tour Friday night. People waited for hours in the sun to get into the venue, and many didn't have water to drink.
High humidity was the other problem. People cool down by sweating: when water evaporates, it pulls away the heat that has built up in the body. But when the air is intensely humid–in other words, when it's holding nearly all the water vapor it can–that sweat doesn't evaporate. It stays beaded up on the skin, useless.
"When we're thinking about the real big dangers to the human body, humid heat stress is one of the biggest," says Daniel Vecellio, a climate scientist and heat expert at George Mason University. "When it starts to get really humid, we can sweat as much as we want to, but if that sweat can't evaporate...that basically shuts off our main physiological mechanism to be able to cool ourselves down."
The air in Rio last week was still and stagnant making it nearly impossible for sweat to evaporate. The air was heavy with humidity.
The body can also cool down by shunting blood toward the tinier vessels near the skin, where it can–hopefully–come into contact with cooler air. That puts stress on the heart, which needs to pump harder to move blood around. That's why heart problems, like the one that killed Machado, go up during heat waves, says Veliccio.
It's not like people in Brazil are unaccustomed to heat, says Alves. "But these times, in September, October, right now, the temperature puts too much pressure. Even these people who are, I would say, more familiar with these kinds of climates, face stress based on these extreme events."
Making heat less dangerous
Heat as all-encompassing and extreme as last week's in Rio will always be dangerous, says Marisol Yglesias-González, a climate expert at the Centro LatinoAmericano de Excelencia en Cambio Climático y Salud in Costa Rica. But warning people in advance of extreme heat, for example, can help reduce the dangers. Designing emergency heat plans at venues like the Nilton Santos stadium and other public venues is another way to lower risks brought on by hot temperatures.
Some of the work to reduce heat risks can come from governments. Cities, where vast amounts of concrete absorb heat and push temperatures up, can develop green spaces or cooling centers. National meteorological systems can send out early warnings to help people plan for the worst times, though it's crucial to design effective warnings that reach everyone they need to, stresses Yglesias-González. Brazil's meteorological agency sent out heat warnings last week.
Efforts need to happen in the private sector, as well. The Brazilian Ministry of Culture stressed in its statement that the new risks of climate change entail coordinated efforts from event hosts. Emergency heat protocols are critical, says Yglesias-González. For example, the Nilton Santos stadium prohibited concertgoers from bringing water bottles inside. That led to dehydration for many fans.Brazil's justice minister said on X, formerly Twitter, that water bottles would be allowed into venues in the future.
"They were not allowing people to bring their bottles of water into the venue? Like really, this is not the 70s, we don't have the weather of the 70s! We're facing an existential crisis with climate change," says Yglesias-González.
"If we're going to do these types of events, we have to acknowledge that climate change is a risk. And be prepared for that, to protect the people that we are bringing to see this type of show."
That means everyone, from private companies and city governments to nonprofits, needs climate plans, she says.
Because of the ongoing heat, Swift postponed a show planned for Saturday. Billboard, which has begun tracking concerts affected by climate-influenced extreme weather, has counted 30 shows postponed or canceled so far in 2023 due to heat, floods, and other weather problems.
Adapting to the heat problems that exist, and will continue to worsen as climate change marches onward, is one half of the challenge, says Cordero, the Chilean climate scientist. The other half is tackling the root cause of human-driven climate change: drastically reducing planet warming pollution.
Swift, like other members of the richest 1% of Earth's inhabitants, has a disproportionately high impact on climate change. That group alone is responsible for about 20% of global emissions, according to a new report from Oxfam released this week.
Copyright 2023 NPR. To see more, visit https://www.npr.org. | <urn:uuid:0a9f94df-71aa-4fc1-a927-6d57a33f7270> | CC-MAIN-2023-50 | https://www.classicalwmht.org/2023-11-21/a-fan-died-of-heat-at-a-taylor-swift-concert-its-a-rising-risk-with-climate-change | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.96113 | 1,745 | 2.75 | 3 |
The Copenhagen accord was a voluntary agreement between the United States, China, Japan, Canada, Mexico, Russia and hundreds more, making up over 80% of the global population and over 85% of global emissions.
This agreement is similar to the Kyoto Protocol, except that each country’s acceptance and participation are not mandatory.
Also, each country will commit to reporting its changes.
The agreement is on a goodwill basis and assumes that each country will live up to their part in saving the climate by reducing greenhouse gases.
On December 18, 2009, it was signed into agreement with more than 180 countries pledging their support.
If all of the countries that have signed the contract to date were to live up to their end of the bargain, the greenhouse gas levels would be significantly reduced.
Consequently, a reduction in greenhouse gases, which are responsible for the greenhouse effect, would slow down global warming, contributing to several catastrophic disasters, including heat waves, droughts, hurricanes, and desertification.
Since this contract is not legally binding, it is expected that many countries who were not part of the Kyoto Protocol will sign the agreement as they are now without the worry of legal ramifications if they do not reach their targets.
Clearly, reducing greenhouse gas levels is a global responsibility that will take the participation of everyone to resolve.
The Copenhagen Accord recognizes the fact that without working together, climate change will have a large impact on every nation worldwide.
In order to reduce greenhouse gas levels enough to successfully reduce the global temperature by the 2 degrees Celsius recommended by the great majority of scientists, it will require a great effort from all countries.
Moreover, parties who previously signed the Kyoto Protocol are strongly urged to continue and further their efforts towards reducing their greenhouse gas emissions.
In sum, the Copenhagen Accord not only endorses the continuation of the Kyoto Accord but also emphasizes that climate change is one of the greatest challenges of our time and that we need "strong political will to urgently combat climate change in accordance with the principle of common but differentiated responsibilities and respective capabilities."
Furthermore, a new addition to the Copenhagen Accord that was not covered in the Kyoto Protocol is that industrialized countries are to help fund developing countries so that they may do their part in reducing greenhouse gas levels and thus mitigate global warming.
The recommended amount of funding required to support projects in developing countries is 30 billion dollars between the years of 2010 and 2012, with an increased amount of 100 billion dollars a year being contributed to the cause by the year 2020.
This money will be equally divided amongst all developing countries that are part of the agreement.
The following are reduction targets set for 2020:
Compared to 1990 levels:
Compared to 2000 levels:
Compared to 2005 levels:
Compared to business as usual (their projected emissions by 2020):
Carbon intensity compared to 2005:
In addition, China has promised to increase by 2020 the share of non-fossil fuels in primary energy consumption by around 15%.
China has also promised to increase forest coverage by 40 million hectares and forest stock volume by 1.3 billion cubic meters by 2020 from the 2005 levels.
The Copenhagen Agreement is currently in place and was assessed in the year 2015 in order to see how successful the program was.
Since then, there was the 2011 United Nations Climate Change Conference in Durban to further discuss climate change.
The Paris Climate Agreement of 2015 was the next major climate treaty.
The Copenhagen Accord is a conference that included the 15th session of the Conference of Parties and is thus named COP 15. COP 26 took place in 2021 and was located in Glasgow, Scotland, United Kingdom.
It's important to mention that the Conference of Parties have caused controversy as many environmentalists believe they are not strict enough. We need to do our part to pressure our own governments, from local to federal, to take action on climate change. We cannot just rely on these international agreements to solve the problem. Collectively, we can do a lot to spread awareness and we can make a huge difference.
Greta Thunberg has often spoken out against these conferences as being just talk and no action. In any event, we need to do a lot more as a society to combat the existential threat of climate change.
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Jul 22, 23 09:45 PM | <urn:uuid:01366cbf-9489-4086-ae24-8486095991e8> | CC-MAIN-2023-50 | https://www.climate-change-guide.com/copenhagen-accord.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.967705 | 899 | 3.8125 | 4 |
Sir Arthur Conan Doyle – Sherlock Holmes is Just the Beginning!
Sir Arthur Conan Doyle was born in Scotland on May 22, 1859. He died on July 7, 1930. What he did between those two dates was truly amazing. He was the author of the Sherlock Holmes stories. He also wrote other works of fiction, like The Lost World and The White Company.
Learn about the Life of Sir Arthur Conan Doyle
Featured Item – Arthur Conan Doyle Biography
Conan Doyle was born in Scotland on May 22, 1859. He passed away on July 7, 1930. Between those two days, he led quite a life!
This online biography covers both the professional and private life of Sir Arthur Conan Doyle.
Sir Arthur Conan Doyle created the character of Sherlock Holmes. Check out our impressive list of articles about Sherlock Holmes. Learn about the inspiration for the character of Holmes, a discussion on Moriarty, read about The Hound of the Baskervilles and more.
Featured Item – 221B Baker Street
Sherlock Holmes lived in London at 221B Baker Street from approximately 1881 to 1903.
During this time, the later part of the Victorian period, the British Empire was at its zenith. London was the center of all things.
The East End of London contained the neighborhoods where the poor and working class lived. The more affluent people lived in the West End. Neighborhoods in the West End included Mayfair, Kensington and Regent’s Park. Baker Street was also located in the West End.
Learn more about 221B Baker Street, one of the most famous addresses in all of literature.
Conan Doyle’s Other Work
Sir Arthur Conan Doyle wrote more than the Sherlock Holmes stories. Much More! He was a prolific writer whose other works include science fiction, non-fiction and historical novels.
Featured Item – The Lost World
The Lost World, by Arthur Conan Doyle, chronicles the adventures of four men who travel to the jungles of South America. There they discover a plateau inhabited by dinosaurs and ape-men.
Professors from Conan Doyle’s days at the University of Edinburgh inspired the two professors in the novel.
Edward Malone and Lord John Roxton were based on Edmund Dene Morel and Roger Casement. Morel and Casement were the founders of the Congo Reform Association. They helped bring the plight of the people of the Belgian Congo to Conan Doyle’s attention.
Quotations by Sir Arthur Conan Doyle
Visit the quotations pages to find one of the largest collections of Conan Doyle quotations anywhere. You can view quotes by topic, title or browse the entire collection library.
Featured Item – Inspirational Quotes
“Our highest assurance of the goodness of Providence seems to me to rest in the flowers. All other things, our powers our desires, our food, are all really necessary for our existence in the first instance. But this rose is an extra. Its smell and its color are an embellishment of life, not a condition of it. It is only goodness which gives extras, and so I say again that we have much to hope from the flowers.” ~ The Naval Treaty by Arthur Conan Doyle | <urn:uuid:3107c07b-6955-469c-9517-1172f035d5ae> | CC-MAIN-2023-50 | https://www.conandoyleinfo.com | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.959872 | 654 | 2.8125 | 3 |
|The Portland Vase, British Museum.|
What is less well known is that the style was developed over several years by Wedgewood in an attempt to copy a particular ancient glass object, now called the Portland Vase. This piece was and still is regarded by many as the pinnacle of ancient glass art. The vase was made around the time of the birth of Christ and shortly after the invention of glassblowing. A dark, cobalt blue vase was blown and then coated in a second thin layer of white glass. The piece was then carefully sculpted, probably by a gem carver, by grinding the white over-coat glass into various mythological scenes. The figures stand on dark blue ground that was revealed by completely grinding away areas of white, leaving only the under-layer.
|Wedgwood's Sydney Cove Medallion|
What is especially revered by aficionados, and gave Wedgewood the most trouble in replicating, is the delicate carving of the white glass. The figures depicted around the vase in various scenes are not monochromatic, but expertly shadowed just like a fine painting. This was achieved by grinding the white glass so thin that the dark blue under-layer starts to show through, making gradations of lighter and darker features. A face or a hand was shaded by making the white glass slightly thinner on shadowed areas. Wedgewood's solution was to subtlety tint the white clay he used, which was then applied to a blue clay vessel and fired in a kiln. One of his early successes, owned by Darwin, can be viewed at the Victoria and Albert Museum in London.
Today the original Portland Vase can be viewed at the British Museum where it has taken a place of pride almost since the museum’s inception. A series of unfortunate accidents and one act of intentional destruction have broken the vase several times, but it has been painstakingly pieced back together and restored so that cracks are minimized. One of these events occurred during the Roman Empire, when the bottom of the vase was replace by a circular medallion of the same style cameo glass. In modern times, the vase was the subject of a nineteenth century contest, with a prize of 1000 pounds, to make an accurate reproduction in glass. The winners of that contest were glass blower Philip Pargeter and engraver John Northwood. Their piece is on display in the Corning Museum of Glass in New York.
The vase was uncovered in the late sixteenth century during an excavation, when the hunt for ancient tombs around Rome was in full swing. It was presumably used as a funerary urn in what, at the time was thought be the tomb of Emperor Alexander Severus. It's first owner after discovery was none other than Cardinal Francesco Maria del Monte, patron of the arts, alchemist, glass collector and Medici family confidant, of whom I have written here before. The cardinal was a lifelong advisor to Don Antonio de' Medici, who was in turn, the patron of glassmaker Antonio Neri. There is every chance that Neri and Del Monte knew each other, although no such record has yet been found. Del Monte is known to have visited the Casino di San Marco in Florence at the time that Neri was making glass there and Neri is conjectured to have visited Rome a couple of years earlier.
If Neri the priest was ever granted audience with the cardinal in Rome at his main residence, the Palazzo Madama (now occupied by the Italian Senate), it is easy to imagine a tour of the cardinal’s extensive glass collection, which he displayed in a special room dedicated to the purpose. Such a tour would not be complete without an examination of what would become the most famous piece of glass in history, the Portland Vase, by the man who would become the most famous glassmaker in history, Antonio Neri. "Go ahead, take it – hold it up to the light." | <urn:uuid:60ebe5ed-876f-4fe8-8989-e96f607736a5> | CC-MAIN-2023-50 | https://www.conciatore.org/2014/07/the-portland-vase.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.976956 | 817 | 3.0625 | 3 |
I’m delighted to be sharing some ideas today about learning outside to help promote Outdoor Classroom Day. With two young kids myself I know how much more fun they have when they learn outside and when kids are having fun they’re far more interested in what they are actually learning!Children today have less time than ever to play outdoors and research by the Dirt is Good campaign found that 1 in 10 children said they never play outside on an average day. Outdoor Classroom Day takes place on May 18th and you can sign up here to join in, just take at least one lesson outside and show how important playtime is for children. Of course if you need some ideas for learning outside then hopefully this will help you!
I must admit I got a little carried away with this challenge and instead of just trying out one idea we used our leaves in 7 different maths challenges. My children are 3 and 6 so there’s understandably quite a gap in their numeracy skills but we were able to create activities which suited both of them and could be changed so they could both learn and enjoy while we played outside. Oh and did I mention it was fun? Yep, this was a lot more fun than sitting inside with some worksheets and even after we finished the stuff I’d planned both kids wanted to continue and do more, not something we normally achieve where maths is involved! 79% of the schools that took part in Outdoor Classroom Day 2016 said they were going to increase time outdoors to learn and play and this has totally been our experience too – learning outside made it so much more fun!
What You'll Find on This Page
You will need:
Leaves – we’d cut down a load of Ivy at the weekend so I used some leaves from this
Chalk pens – these are much better than normal pens as the colours will stay nice and bright on your leaves
How to prepare your activities:
Before we started I got a pile of the Ivy leaves and wrote out the numbers one to ten. To help my daughter who is only three I also did the same number of dots on the back of each one so that when she wasn’t sure of a number we could count the corresponding dots on the back to help. For my son who is six I also did some extra leaves with a plus, minus and equals sign on them.
Maths activities with leaves:
Once we had our leaves at the ready we all trooped outside to the garden to give our maths activities with leaves a go! I prepared what I would ask them in advance and these were our activities:
Letting each child choose a leaf at random and asking them to pick the corresponding number of daisies from our garden (I may need to mow the lawn!)
Giving each child a few leaves and asking them to put them in order from smallest to biggest – for my daughter I did one and two while my son had more numbers to work with.
Giving each child some leaves and asking them to order it from biggest to smallest.
For my son we did some simple sums, both with me laying out the questions eg; 3+4= and giving him a sums where he had to fill in the missing bit of the question so what -4=2
For my daughter we looked at the individual leaves and I asked her to tell me what number was on them, if she didn’t know then together we would count the dots on the back together.
Giving each child a little pile of daisies to count and then asking them to find the corresponding number on a leaf
About Outdoor Classroom Day
My kids loved doing these activities outside and Outdoor Classroom Day is all about giving kids the chance to take their learning outside where they can make the most of the world around us. Outdoor Classroom Day takes place on May 18th and is a global awareness day to celebrate and inspire outdoor learning and play, a critical enabler of healthy, happy lives for children. Last year just under half a million children participating in Outdoor Classroom Day across, 3,354 schools in 51 countries – will you take part this year? Teachers can register their school here while parents and other supporters can also sign up here too to get posters and letters to help encourage your school to get involved. There are loads of resources on the site too so if you’re new to outdoor learning (or just fancy a bit of a hand with a lesson plan) there’s loads of ideas for fun ways to learn outside. | <urn:uuid:666941d2-ba76-4ede-b923-ba5bf13bae02> | CC-MAIN-2023-50 | https://www.craftsonsea.co.uk/ideas-learning-outside-leaves/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.97919 | 925 | 3.109375 | 3 |
Technology by Itself May Not Prevent All Auto Accidents
Technology is helping drivers to parallel park, maintain a constant speed and a safe following distance, detect blind spots, and stay in the lane. But a recent survey by State Farm Insurance suggests that even as technology to make driving safer continues to improve, some drivers are getting increasingly reckless, and potentially causing auto accidents.
According to the online survey, half of 1,023 drivers who responded–only some of whose cars were equipped with safety-enhancing technology–admitted to frequently taking their eyes off the road for at least five seconds. That’s dangerous. At 65 miles an hour, it takes a driver only a few seconds to travel the length of a football field (100 yards).
But respondents whose cars had technology like adaptive cruise control or lane-keeping assistance were even more likely to be slack about safety than drivers who lacked these technologies. For example, about 49% of those without adaptive cruise control and 51% of those without lane-keeping assistance admitted to texting while driving. But 62% of respondents whose cars have one or the other of these features admitted to texting while driving.
Safety-tech-equipped drivers were also much more likely when driving to manually enter a phone number in their cell phones, hold a phone while talking, and chat via video on their cell phones.
Getting the Wrong Idea About Automated Systems
Many drivers seem to believe that the purpose of safety-enhancing technology is to make safe driving habits unnecessary, an attitude that fosters a false sense of security. “Innovations such as Adaptive Cruise Control and Lane Keeping Assist are designed to make our roadways safer,” says Laurel Straub, an assistant vice president with State Farm. “These systems are meant to assist drivers, not replace them.”
Two recent studies conducted by the Insurance Institute for Highway Safety (IIHS) concluded that many drivers fail to grasp the limits of automated driving systems.
For example, some drivers equipped with Tesla’s Autopilot driver assistance system apparently believed that they can stop paying attention to the road altogether, hardly the case. Nearly half of those surveyed thought it would be okay to take their hands off the wheel while using Autopilot. An astonishing 6 percent said they thought it would be okay even to take a nap while using the technology.
Levels of Driving Automation
A chart provided by SAE International describes the levels of driving automation:
Level 0: The human driver does everything.
Level 1: The system helps the driver perform one aspect of the driving task, but the driver must continually monitor the driving environment and be an active participant.
Level 2: The system helps the driver perform many aspects of the driving task, but the driver must continually monitor the driving environment and be an active participant.
Level 3: The system can perform the entire driving task without driver engagement and also oversees the driving environment. But the driver must act if and when the system fails to function properly or in response to a request from the system.
Level 4: The system can perform the entire driving task without any contribution by the driver, but only under certain conditions or in certain locations.
Level 5: The system can perform the entire driving task without any contribution by the driver in all circumstances.
According to the IIHS, the automation available in vehicles sold today is at only Level 1 or Level 2. The technology is not even at Level 3 yet, let alone Level 5. Let’s not drive as if it were. | <urn:uuid:fed36350-d8d6-44d5-97a6-5fb5cceaf3b8> | CC-MAIN-2023-50 | https://www.danielrrosen.com/does-automated-technology-encourage-risky-driver-behavior/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.951743 | 722 | 2.765625 | 3 |
Table of Contents
Monstera Swiss Cheese Plant Care and How to propagate swiss cheese plant indoor.We all understand how vital plants are to us humans, especially in this day and age. People are planting more trees and attempting to make the world greener as pollution and global warming grow. Plants have several advantages, from creating oxygen to assisting us in relieving stress, so we can all agree on how useful they are to us.
Also, there is a new trend spreading, particularly on social media, in which individuals are growing an increasing number of houseplants and indoor plants for a variety of reasons. House plants contribute to the sharpening of our focus, the increase of our productivity, and are also recognized to be soothing. It also aids in speedier recovery from disease and, most significantly, improves the quality of the air we breathe.
People also use house plants as decorative things within their homes, and influencers, in particular, utilize show plants as features in posts and videos to lend an earthy touch and look.
Why Monstera Swiss Cheese Plant
When it comes to keeping home plants, you have a wide range of alternatives to pick from, like Tulsi, money plants, jasmine plants, palms, and English ivy. Whichever plant you select, it will provide you with some or all of the advantages listed above while also serving as a beautiful addition to your home.
One of the prominent plants that have attracted the attention of many is the Swiss Cheese plant. The plant is known as the swiss cheese plant because its leaves feature holes that resemble those of real Swiss cheese. These plants not only provide several advantages, but they also have a pleasing appearance. If you have an empty area in your house, this plant would be a terrific addition. It also yields fruits that may be eaten when it has blossomed.
Monstera is one of the dozens of species that fall under the umbrella of the swiss cheese plant. The monstera deliciosa plant, often known as the monstera swiss cheese plant, is well-known for its long holes and lengthy leaves. The leaves are shaped like a heart and are dark green in color, changing from white or yellow when young.
Benefits of the Monstera Swiss Cheese Plant:
- Monstera swiss cheese plant features a one-of-a-kind pattern on its leaves, which adds to the charm of your home or office.
- Having a plant at home helps to filter the air you breathe, and the monstera plant is no exception.
- It bears a fruit that is high in nutrients, vitamins, and minerals and is entirely edible when mature.
- Swiss cheese plant also functions as a remedy for a variety of maladies such as arthritis and snake bites.
- It also has feng shui significance, as it denotes progress, expansion, and radiates optimism wherever it is kept.
- They also absorb extra noise in the room because of their extended leaves, resulting in noise reduction.
How to propagate the swiss cheese plant:
- By seed:When the seeds are sown, they will germinate in a few days; however, their pace is slow and they are difficult to notice. In comparison to light, which isn’t as vital at this altitude, keeping the soil wet is quite crucial.
- By cutting:Because it is not difficult to root, this method is highly common for this plant. Clippings should be performed after a leaf node, which should be eliminated from the lowest leaflets. They can then be planted in water for a few days before being planted in soils.
- By air-layering:Cover the upper shoots and roots axil with moist potting moss and insert it in a plastic container with some openings for oxygen to circulate through and knot the lid shut. After a few months, additional root systems will sprout, and they may then be placed in a flower pot.
How to Care a Swiss Cheese Plant:
Water:Like yucca plants, this plant does not require a huge amount of water. To examine the soil to ensure that it is not excessively damp, as waterlogging harms the roots. In the winter, water the plant less frequently. If the humidity is insufficient, the margins of the leaves will turn into a darker shade.
Light: Place the swiss cheese plant in a bright location and spin it at a regular interval to maintain that light reaches all of its surfaces, as young leaves prefer to gravitate toward shadows. Furthermore, if the leaves are well cleaned and pest-free, the plant’s photosynthesis will enhance. Monstera can benefit from bright light in the summer and direct sunshine in the winter, but it takes a very long time in dry weather.
Feeding:Feeding is very essential in order to boost the growth of this plant, and any kind of houseplant fertilizer may be used once each month. Fertilizers such as 10-10-10 or 20-20-20 are recommended for a Swiss-cheese plant. Reduce the quantity and timing of feeding if the plant is growing abnormally. It is important to keep in mind not to give recently repotted plants fertilizer for around three to four months.
Temperature: The swiss cheese plant can thrive in temperatures ranging from 10 to 30 degrees Celsius, but the temperature required is 18 to 22 degrees Celsius, allowing it to thrive as an indoor plant in most cities.
Now that you have got an idea of how to go about making your own swiss cheese plant, what are you waiting for! The methods and the routing which are mentioned above are all tried and tested by our house plant lovers and based on their reviews, we have put this blog together for you.
Also, make sure you’re using all the precautionary measures while growing a houseplant, and also make sure that the fruit of this plant is fully ripened before consuming it. | <urn:uuid:af27b704-7abb-429b-860a-cfc1b7a4903e> | CC-MAIN-2023-50 | https://www.decorchamp.com/plants-decoration/monstera-swiss-cheese-plant-care-how-to-propagate/5946 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.96216 | 1,214 | 2.578125 | 3 |
the rate of transmission of luminous energy: expressed in lumens.
Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2023
British Dictionary definitions for luminous flux
a measure of the rate of flow of luminous energy, evaluated according to its ability to produce a visual sensation. For a monochromatic light it is the radiant flux multiplied by the spectral luminous efficiency of the light. It is measured in lumens: Symbol: Φ v
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
Scientific definitions for luminous flux
A measure of the radiant power of light emitted from a source without regard for the direction in which it is emitted. It is measured in lumens. See also luminous intensity.
The American Heritage® Science Dictionary Copyright © 2011. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved. | <urn:uuid:ff26fa33-1194-42ae-8a56-b1ee5cee66fd> | CC-MAIN-2023-50 | https://www.dictionary.com/browse/luminous-flux | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.844236 | 227 | 2.921875 | 3 |
The internet provides fantastic access to information and professionals—just think about all of the things you can learn through watching YouTube videos alone! Technology’s many uses to promote human health—information sharing, video conferencing and health monitoring—are just now beginning to make an impact.
However, one area in which the internet is not beneficial to human health is online vision testing. In August, the US Food and Drug Administration (FDA) recalled online vision testing from the market. The reason: Impersonal “video” eye testing represents an incomplete method for conducting a complete vision exam that can miss critical components that impact both your overall and optical health–and therefore, it represents a potential health risk to the public.
The American Optometric Association has issued a Public Health Advisory that informs patients about the recall of the online vision test from a provider called Visibly, and details the potential health risks posed by any remaining online vision testing products that may still be on the market.
This FDA ruling represents a “win” for both patients and eye health in general. When an optometrist performs your annual comprehensive eye exam, the process of refraction—the part of the exam that determines whether or not you need glasses or contact lenses to see your best—is just one aspect of the valuable information gathered to help keep your eyes healthy.
In a comprehensive visual examination, your optometrist checks 12 critical aspects of your eye health, evaluates how your eyes work together, educates you about the best way to continue seeing your best, and notes changes to the overall function and health of your eyes through the following methods:
- Medical case history
- Visual acuity
- Color blindness
- Binocular vision
- Cover test to check eye alignment
- Dry-eye assessment
- Slit-lamp exam
- Glaucoma test
- Pupil dilation
- Lens education
The FDA pulled online vision testing in part because it only represents 1/12 of the total care your in-person, optometric exam provides.
The importance of an in-person, comprehensive eye exam with your optometrist cannot be understated. Did you know that in 2018, optometrists detected 301,000 cases of diabetes in their patients that had not yet been diagnosed? Comprehensive eye exams by an optometrist are a critical component of general preventive health care.
The complex structures of the eye are often where other health concerns can first be detected—including high blood pressure and diabetes. This led the Centers for Medicare and Medicaid Services in 2018 to state that, “Comprehensive eye exams are relatively low-cost interventions, and early detection of conditions that can be identified through an eye exam may reduce more costly treatment later.”
The American Optometric Association is dedicated to strengthening the doctor-patient relationship by empowering optometrists who deliver the essential care of in-person, comprehensive eye exams and is opposed to tools or practices that disrupt that care.
“Optometrists and other physicians know that eye exams are essential care and that new health technologies must always enhance the doctor-patient relationship and help deliver improved outcomes,” said Barbara L. Horn, O.D., American Optometric Association President. “Optometrists will continue to support the highest standard of eye health and vision care.”
Your optometrist is committed to upholding the highest standards of eye health and vision care. We look forward to seeing you at your next annual comprehensive eye exam. We’re glad you’ve chosen us to care for your eye health so you can continue to see your best now and for decades to come! | <urn:uuid:c4716e34-20be-4ed3-9917-ad2cc31d3feb> | CC-MAIN-2023-50 | https://www.drarthurhaley.com/why-the-fda-pulled-online-vision-testing/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.916721 | 746 | 2.640625 | 3 |
While the discussions on 2030 between Member States show a worrying lack of urgency, there is a growing voice in the debate that is speaking out on the real impacts. In just a short time frame, cities have become a significant voice on the need for greater climate ambition and it’s set to only grow louder.
Recently over 1000 cities, represented by the network Energy Cities, wrote to the president of EU Council Herman Van Rompuy criticising the Commission’s proposal for lacking “the necessary ambition to meet Europe’s climate and energy commitments for 2050”. They argue that EU cities and regions need to be much more strongly involved in the 2030 discussions to rebuild citizens’ faith in the EU institutions.
This action follows a global trend that is emerging. Cities know that low ambition significantly increases the risks of serious climate change damage to their citizens and businesses and they are speaking out about it. In January UN Secretary-General Ban Ki-moon recognised the crucial role of cities by appointing Michael Bloomberg as the UN Special Envoy for Cities and Climate Change. This was followed by a major report from C40 Climate Leadership Group expressing concern at the lack of concrete outcomes at intergovernmental level but showing that cities are majorly stepping up their climate change efforts.
It’s cities that will ultimately have to implement most of the outcomes of the 2030 package and international 2015 agreement in Paris. They will also have to deal with the real risks on the ground to their citizens and economy if the action is too low. EU Member States might not feel the pressure yet, but it’s going to be increasingly difficult to ignore the real impacts in towns and cities, where 75% of the EU population live. | <urn:uuid:43297f9e-621d-45cc-9bdc-3696f9c91612> | CC-MAIN-2023-50 | https://www.e3g.org/publications/cities-know-whats-at-stake-for-2030/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.960379 | 347 | 2.671875 | 3 |
Bettongia lesueur NatureServe Explorer Species Reports — NatureServe Explorer is a source for authoritative conservation information on more than 50,000 plants, animals and ecological communtities of the U.S and Canada. NatureServe Explorer provides in-depth information on rare and endangered species, but includes common plants and animals too. NatureServe Explorer is a product of NatureServe in collaboration with the Natural Heritage Network.
ITIS Reports — ITIS (the Integrated Taxonomic Information System) is a source for authoritative taxonomic information on plants, animals, fungi, and microbes of North America and the world.
FWS Digital Media Library — The U.S. Fish and Wildlife Service’s National Digital Library is a searchable collection of selected images, historical artifacts, audio clips, publications, and video.The boodie (Bettongia lesueur), also known as the burrowing bettong, or Lesueur’s rat-kangaroo, is a small marsupial. Its population is an example of the effects of introduced animals on Australian fauna and ecosystems. Once the most common macropodiform mammal on the whole continent, the boodie now only lives on off-lying islands and in a newly introduced population on the mainland at Shark Bay. This animal, first collected during an 1817 French expedition of the west coast, was named after Charles Lesueur, an artist and naturalist who accompanied a previous French expedition.
|Status||Date Listed||Lead Region||Where Listed|
|Endangered||12/02/1970||Foreign (Headquarters)||Wherever found|
|12/02/1970||35 FR 18319 18322||List of Endangered Foreign Fish and Wildlife; 35 FR 18319 18322|
|07/30/1970||35 FR 12222 12225||Notice of Proposed Rulemaking (Conservation of Endangered Species and Other Fish or Wildlife); 35 FR 12222 12225| | <urn:uuid:4e1ec9e7-04ba-4990-9752-d25d20a39940> | CC-MAIN-2023-50 | https://www.earth.com/endangered-species/bettongia-lesueur/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.828372 | 414 | 3.25 | 3 |
The Quran is the holy book of Islam and holds a deep place in the hearts of Muslims across the globe. His teachings illuminate all walks of life, providing wisdom, comfort, and spiritual guidance.
For spiritual and moral growth, fosters cognitive development, connects individuals with their cultural and religious identity, guides daily life decisions, shields against negative influences, and strengthens family and community bonds. You will be more close to ALLAH almighty. Among the many benefits of the Quran, one that stands out the most is the importance of learning the Quran from an early age.
Reasons Why Should Everyone Learn Quran At Early Age
This article explores why learning the Quran from a child’s age is considered a vital aspect of Muslim development.
Years of Formative Apprenticeship
Early childhood life has rapid cognitive development and a vast capacity to absorb information. Children at this stage are like sponges, absorbing knowledge and skills effortlessly.
Introducing them to the Quran during this time of acceptance can give them a solid foundation for lifelong exposure to the Quran’s teachings. An early understanding of the Quran for parents and educators sets the stage for deep and lasting spiritual bonds.
Development of Moral Values
The Quran is a moral compass, guiding people to have correct conduct in their life. Learning the Quran from childhood can instill core values such as honesty, compassion, humility, and respect for others. Children are more likely to internalize these values when they grow up exposed to the teachings of the Quran.
As kids grow, these values become an integral part of their character and affect their decisions and interactions with the world around them. Enroll your kids to online quran classes if there are sisters then female quran teachers are best options.
Develop Faith and Identity
A solid connection with the Quran helps children develop strong faith and identity. Learning about your religious traditions and understanding the principles behind your beliefs will help you face the challenges of life with confidence.
This sense of belonging fosters a positive self-image and is a source of strength in times of adversity. By involving them with the teachings of the Qur’an from an early age, children develop deep connections to their faith and community.
Improve language skills
The Quran is in classical Arabic, a language full of depth and complexity. Learning Quran requires frequent use of this language and will help improve your language skills. Learning Arabic through the Quran helps children build a strong language foundation that will help them communicate, read, and think critically.
The cognitive benefits of learning a new language are well documented. Learning Quran offers children a unique opportunity to master this skill.
Develop a love of Learning
The Quran is also a repository of knowledge on various topics, from history and science to ethics and guidance for personal development. Introducing children to the various teachings of the Qur’an from an early age can spark their curiosity and foster a love of learning.
As you explore the verses and stories of the Quran, you develop an interest that can spill over into other areas of knowledge. Early exposure to the Quran can prepare you for a lifelong quest for knowledge and self-improvement.
Build Strong Family Ties
The Quran learning process usually involves family members such as parents, grandparents, and siblings. Gathering together to read, recite, and meditate on the Quran creates opportunities for meaningful family interaction.
These shared experiences strengthen family ties and create lasting memories. Studying the Quran as a family reinforces the importance of spirituality and mutual support and fosters unity and camaraderie within the family.
Prevent Negative Effects
In today’s ever changing world, various types of influences have an impact on the minds of young people, not all of which are positive. Studying the Quran gives children a moral foundation and helps them discern right from wrong.
It safeguards against negative influences, allowing you to make informed decisions and resist societal pressures that can lead you astray. The teachings of the Quran provide clear guidance in a world of moral ambiguity.
Why Should Children Learn the Quran?
Children should learn the Quran for several compelling reasons. Firstly, it promotes their spiritual and moral growth, nurturing a strong foundation of faith from a young age. Secondly, Quranic education instills vital ethical values, guiding them towards virtuous behavior.
Additionally, through memorization and recitation, children develop essential cognitive skills. This process also creates a deep connection with their cultural and religious heritage. Moreover, the Quran provides valuable guidance for ethical decision-making, aiding children in navigating life’s challenges. Lastly, Quranic learning fosters a sense of community within the Muslim ummah, promoting a united identity.
The importance of learning the Quran from an early age helps to build character. By introducing its teachings to children during their formative years, parents and educators lay a solid foundation for their spiritual growth, moral behavior, and personal growth.
According to ilmibook studying the Quran instills valuable moral values, fosters a sense of identity and improves language skills, nurtures a love of learning, strengthens family ties, and protects against negative influences. Immersed in the wisdom of the Qur’an, the youth embark on a journey of faith. | <urn:uuid:eb4244e4-981c-45ea-8d73-7b52aae1f01a> | CC-MAIN-2023-50 | https://www.edulikes.com/importance-of-learning-the-quran-from-an-early-age/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.921754 | 1,058 | 3.71875 | 4 |
Simba is a fictional character from Disney’s animated film “The Lion King,” which was released in 1994. He is the main protagonist and the rightful heir to the throne of the Pride Lands, a fictional African savanna. The character of Simba was created by screenwriters Irene Mecchi, Jonathan Roberts, and Linda Woolverton, and brought to life by the animation team at Walt Disney Feature Animation.
Simba (from The Lion King) General Characteristics & Facts
- Species: Lion
- Fur Color: Golden yello
- Mane: Reddish-brown mane (as an adult)
- Eye Color: Brown
- Personality: Initially playful and curious as a cub
Physical Characteristics Simba (from The Lion King)
As a Cub
- Fur Color: Light golden yellow with a slightly lighter shade on his underbelly and muzzle.
- Mane: As a cub, Simba has a small, tufted golden mane that is darker in color compared to his body fur.
- Eye Color: Bright, shining brown eyes.
- Size: He is relatively small and appears playful and curious.
As an Adult
- Fur Color: As an adult lion, Simba’s fur is a deeper shade of golden yellow.
- Mane: His mane becomes more prominent and grows darker, changing to a reddish-brown color. The mane frames his face and extends down to his shoulders and back.
- Eye Color: His eyes retain their brown color, which is now more mature and determined.
- Size: As an adult, Simba is much larger and more muscular, reflecting his role as the rightful king of the Pride Lands.
Continue To Explore All Animals That Start With S
Scientific Classification of Simba (from The Lion King)
Species: Panthera leo
Key Locations of Simba (from The Lion King)
- Pride Rock
- The Elephant Graveyard
- The Gorge
- The Oasis
- Hakuna Matata Jungle
- The Jungle with Timon and Pumbaa
- The Watering Hole
- Rafiki’s Tree
- The Pride Lands (Simba’s Kingdom)
- The Outlands
- The Peak of Pride Rock
View All A-Z Animals List
What does Simba (from The Lion King) eat?
- Birds (such as birds that nest on the ground)
- Small mammals (like rabbits and hares) | <urn:uuid:892f319c-1042-4bad-8126-d9e634363b1a> | CC-MAIN-2023-50 | https://www.edulikes.com/simba/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.914495 | 519 | 3.171875 | 3 |
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In the previous PHP Tutorial we learnt the various ways to differentiate the PHP code from the HTML code, so that it becomes easy for the PHP parser to interpret the code. In this post, let’s learn how to store information in the PHP script. Storing information is necessary so that you can use the value anywhere in the program.Variable is a name given to store values that is to be used in the program. In PHP, the variable names are preceded with the ‘$’ symbol.
<?php $a=10; $b=10; $c=$a+$b; echo $c; ?>
There are certain rules that must be followed when naming the variables. They are:
Variables are defined with a preceded dollar sign ($)
PHP variables must start with a letter or underscore “_”
PHP variables should contain only alpha-numeric characters and underscores
A variable name cannot start with a number
We can separate the variable names by using underscores. E.g.$employee_details
Variable names differentiates both lower case letters and upper case letters($y and $Y are two different variables)
Values can be assigned using the “=” operator
Another important thing in PHP is that all the statements must end with a semicolon “;”
The first step to use a variable, is to assign a value to it.
Variable assignment is simple. Just write the name and add a single equal sign (=), and then expression that we want to assign to that variable.
Example: $pi=3 + 0.1489;
After assigning a value to the variable, if it has to be changed in the later stages of the program, you can also reassign the values to the same variable name.
$my_num_var = “this should be a number – hope it is reassigned later”; $my_num_var = 5;
Many programming languages reports an error if you try to use the variables before they are assigned any value. But the PHP deals with such unassigned variables. In PHP, the default error-reporting settings allow you to use the unassigned variables without reporting any errors. If you would like to be warned about variables that have not been assigned, the error-reporting level to E_ALL from the default level of error reporting.
This can be done in two ways:
By including the statement error_reporting(E_ALL) at the top of script.
By changing the php.ini file to set the default level.
When you do not pass values to the parameters in functions, PHP assigns a value by default, which is called the default value
Variables in PHP do not have intrinsic types
A variable does not know in advance whether it will be used to store a number or string of characters
The type of a variable is interpreted depending on the context in which it is used
The data to be stored and used in the PHP script can be of various types. In order to differentiate this, PHP provides various Data Types.
The values stored and used in the PHP script are of different types. The Data Types define the type of data being used in the program. PHP has 8 Data Types. They are:
Integers are whole numbers, without a decimal point, like 495
Doubles are floating point numbers, like 3.1415 or 49
Booleans have only two possible values: TRUE and FALSE
NULL is a special data type. It has only one value: NULL
Strings are series of characters
Arrays is a collection of values
Objects are instances of classes, which can access both data and functions of that specific class
Resources are special variables that hold references to resources external to PHP(db connection)
These data types are classified into 2 major types:
Simple Types – integers, doubles, Booleans, Null and strings
Compound Types – strings, arrays, objects, resources
Simple Data Types:
Integers are of the simplest type. They correspond to simple whole numbers, both positive and negative.
$int_var = 6789; $another_int = -1245+134 //will zero
Doubles and Floating Point Numbers:
Real numbers (i.e., numbers containing a decimal point)
$first_double =568.998; $second_double = 0.444; $even_double =6.0;
Booleans are true – or – false values, which are used in control constructs like the testing portion of an if statement
To use Booleans, PHP provides a couple of constants: TRUE and FALSE
If(TRUE) Print(); Else Print();
NULL type, however, takes this to the logical extreme: The type NULL has only one possible value, which is the value NULL
$my_var = NULL;
A variable that has assigned to null has the following properties:
It evaluates to FALSE in a Boolean context
It returns FALSE when tested with IsSet()
Apart from declaring numbers, PHP also supports “Strings” where sequence of characters are treated as a single unit.
Strings are a sequence of character that are treated as one unit.Strings in PHP are declared in two ways:
Single Quoted String:
Here the statement present within the single quotes will be displayed as it is without any changes.
<?php $string_variable = "name"; $literally = 'My $string_variable is Happy! '; print($literally); ?>
My $string_variable is Happy!
Double Quoted String:
Here the statement present within the double quotes will be interpreted and the output of the program will be displayed.
<?php $string_variable = "name"; $literally = “My $string_variable is Happy! ”; print($literally); ?> Output:
My name is Happy!
When we want to execute a block of statements repeatedly, functions are used.
Stay tuned for our next post on how to pass parameter to functions and the various built-in functions supported in PHP.
Got a question for us? Please mention them in the comments section and we will get back to you. | <urn:uuid:5bab8162-71b9-4f24-ba61-531625043d1a> | CC-MAIN-2023-50 | https://www.edureka.co/blog/php-data-types-declaration | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.851224 | 1,306 | 3.984375 | 4 |
Kidney Hormone Potential Treatment for Endometriosis?Oct 3, 2018
The hormone in question, called erythropoietin, is responsible for promoting red blood cell production in the bone marrow.
- Erythropoietin treatment can reduce the size and number of endometrial lesions in a rat model of endometriosis.
- Erythropoietin could, therefore, be a promising candidate for the treatment of endometriosis.
What's done here:
- Researchers induced endometriosis in a rat model and then treated the animals for three weeks. with erythropoietin, a synthetic form of erythropoietin called darbepoetin, and a compound called Mircera, which activates erythropoietin receptors.
- They assessed the size of the endometriotic lesions after three weeks of treatment, and at the end of every three-week periods after the cessation of the treatment for nine weeks to see if endometriosis recurred. They also analyzed the animals histopathologically.
- Erythropoietin, darbepoietin, and Mircera treatment all reduced lesion size in rats with endometriosis after three weeks of treatment.
- The lesion size in all treatment groups was lower three weeks after the end of the treatment period, however, it was significantly decreased only in erythropoietin-treated animals.
- Endometriosis lesions were significantly lower in all treatment groups at the end of the third three weeks.
- The decrease in lesion sizes in animals treated with erythropoietin and Mircera was more pronounced than that of animals treated with darbepoetin three weeks after the end of treatment.
- Erythropoietin and darbepoietin were more effective than Mircera based on histopathology.
- Endometriosis did not recur in any of the groups three weeks following the end of treatment.
- The experiments were conducted in an animal model and the results may not be the same for humans.
- More research is needed to further explore the potential role of erythropoietin as a treatment for endometriosis.
- The potential side effects of such a treatment were not investigated in this study and must be taken into consideration for erythropoietin to be considered as a potential therapeutic candidate for the disease.
Erythropoietin, a hormone produced by the kidneys to promote the production of red blood cells could be a promising candidate for the treatment of endometriosis. This is according to a study published in the Journal Of The Turkish-German Gynecological Association by Dr. Mehmet Yalçin Günal and colleagues.
Apart from the kidneys, erythropoietin and the receptor that it binds to, are also found in the cells lining the uterus. These are the cells that start growing outside the uterus in endometriosis.
Previous research in a mouse model has shown that erythropoietin plays a role in estrogen-dependent blood vessel formation in the uterus. Moreover, erythropoietin levels are increased in the fluid produced in the abdominal cavity of patients with endometriosis. Finally, erythropoietin has been shown to protect the heart muscle, lungs, and nervous system, and is a promising therapeutic candidate for degenerative diseases.
In order to understand the role of erythropoietin and its receptor in the development of endometriosis, the team of researchers led by Dr. Ertuğrul Kılıç at İstanbul Medipol University School of Medicine in Turkey used a rat model of the disease.
The researchers first induced endometriosis in the animals by surgically attaching endometrial tissues on the inner wall of their abdomen and then treating them with estrogen to promote the growth of the endometrial tissue.
After three weeks, they treated the animals with erythropoietin, darbepoetin, a synthetic form of erythropoietin, or Mircera, a compound that activates the erythropoietin receptor and that is used to treat anemia, low red blood cells in the body. The treatment lasted for three weeks. Then, the researchers analyzed endometrial lesions after cessation of the treatment for every three-week periods for 9weeks to check whether endometriosis returned.
They found that the size of the endometrial lesions was reduced in all treatment groups compared to controls. However, only the size of the lesions of the animals treated with erythropoietin was significantly decreased after three weeks of treatment.
When the researchers checked the size of the lesions again after another three weeks from the end of the treatment, they saw that the lesion sizes in all treatment groups were significantly lower than the control. The decrease in lesion sizes in animals treated with erythropoietin and Mircera was more pronounced compared to animals treated with darbepoetin.
When they examined the animals histo-pathologically, the researchers saw that erythropoietin and darbepoetin were more effective than Mircera.
The authors speculated that erythropoietin’s lesion-reducing effect could be due to its antioxidant properties or the antioxidant effects of biological pathways in which it might play a role.
They concluded that erythropoietin may be a promising candidate for the treatment of endometriosis. Because it is already being routinely used in patients with kidney insufficiency erythropoietin is known to be an efficient and safe treatment. However, large-scale clinical trials in women with endometriosis are needed before it can be used in the treating this group of patients.
Research Source: https://www.ncbi.nlm.nih.gov/pubmed/29916217
erythropoietin rat model Mircera darbepoietin erythropoietin receptor anemia | <urn:uuid:ab5e8623-1525-4263-8d25-d256e0470f2d> | CC-MAIN-2023-50 | https://www.endonews.com/kidney-hormone-potential-treatment-for-endo | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.938695 | 1,278 | 2.578125 | 3 |
The rise of renewable energy sources and the decarbonization of the grid will need new energy storage installations in the coming years to provide flexible energy and capacity. Alongside rising shares of solar and wind power in the electricity mix, the U.S. is set to see increased energy storage installation as storage is critical to ensuring more solar and wind power generation.
America has the potential to see 100 gigawatts (GW) of new energy storage deployed by 2030, the U.S. Energy Storage Association (ESA) said in a new white paper this month.
That is an ambitious target, considering that in its previous estimate from 2017, ESA projected 35 GW of energy storage – including batteries, thermal, mechanical, and pumped storage hydro – installed by 2025.
The ambitious 100-GW target of new energy storage is achievable if supportive policies and emerging policies removing barriers to market participation continue, the trade association says.
“Remarkable Growth Ahead”
“With the right policies and regulatory frameworks in place, we believe that achieving 100 GW of new storage installations by 2030 is entirely reasonable and attainable. Current market projections indicate remarkable growth for energy storage over the next decade, and its role is expanding to maintain and enhance the reliability, resilience, stability and affordability of electricity over the coming decade,” said Kelly Speakes-Backman, CEO of ESA.
All estimates point to the exponential growth of energy storage installations over the next decade.
The most recent U.S. Energy Storage Monitor from Wood Mackenzie Power & Renewables and the ESA shows that a total of 523 MW of energy storage was deployed in the United States. This year, the storage deployment is set to double to nearly 1.2 GW, despite the coronavirus crisis that has changed and challenged energy markets and company plans. In 2025, energy storage deployment is set to reach 7 GW, representing six-fold growth compared to the new storage installations in 2020.read more | <urn:uuid:dbf10461-ad87-4d8f-80a5-f82f0618ae94> | CC-MAIN-2023-50 | https://www.energystorageconsultants.com/2020/08/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.924315 | 396 | 2.6875 | 3 |
Road design can have a major impact on the severity of car accidents in New York. For example, some road crossings are marked only by stop signs, especially in rural areas. This can even be true when each road has a high speed limit of 55 mph. While these roads receive relatively low traffic volume, these types of crossings may mean that the car accidents that do occur are far more likely to lead to severe injuries or fatalities. Cars and trucks on rural, sparsely populated roads may be more likely to run stop signs or even miss them due to brush or other obstructions in the way.
One of the methods that can help cities and towns reduce the risk of severe car crashes is the installation of roundabouts. When drivers approach traffic circles, they are forced to slow down. In some ways, they can even be more effective than the traditional approach to reducing dangerous crashes by installing traffic lights. There are fewer accidents at intersections with posted traffic lights. However, the crashes that do take place are often serious and involve catastrophic injuries. On the other hand, roundabouts do not decrease the number of accidents as significantly, but car accidents are far less likely to be severe.
Drivers approaching a roundabout are not given the opportunity to consider if they can “beat” another car. Even if they enter a roundabout too close to another vehicle, they are far more likely to have a minor accident rather than a devastating motor vehicle collision.
Car accidents can lead to lifelong disabilities and severe injuries. Far too frequently, they are caused by one person’s distracted or negligent driving. People who have been injured in a crash caused by someone else may work with a personal injury lawyer to pursue compensation for their damages. | <urn:uuid:16bc0785-f678-4413-b929-e2c96b5d6fdc> | CC-MAIN-2023-50 | https://www.erichgreen.com/blog/2019/06/roundabouts-can-help-avoid-fatal-car-crashes/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.969978 | 347 | 2.6875 | 3 |
People are excited about getting the Johnson and Johnson's vaccine because of the convenience of only getting one shot. There was a fear in the early stages that people would not get the Johnson and Johnson's vaccine because it produced a lower efficacy rate than the Pfizer and Moderna vaccines, but that idea has proven to be untrue. The one-shot could help communities that are at risk because the vaccine distribution would be faster. Another big factor that allows the Johnson and Johnson's vaccine to stand out is that it prevents critical disease, reduces hospitalization and death, better than the Pfizer and Moderna Vaccines.
The Johnson and Johnson's vaccine can be stored at a normal refrigeration temperature for as long as three months. Furthermore, Johnson and Johnson's vaccine has fewer side effects than other companies like Pfizer and Moderna. People are thrilled about that factor because they do not have to worry about missing work due to feeling ill. The FDA has asked for the vaccine to be distributed at large stadiums or vaccination sites that are run by Federal Emergency Management Agencies or only in pharmacies. The White House is allowing states to create their own plans for vaccine distribution similar to the Pfizer and Moderna rollout.
Some statistics about the current vaccine rollout go as follows the United States has given roughly 1.9 million doses of COVID-19 vaccines per day. Around 52 million people have received at least one dose and about 26 million people are fully vaccinated. The United States is behind several countries in getting the population vaccinated. In the future, there could be an implementation of a digital document that shows a person was vaccinated or tested for coronavirus.
During a trial of the Johnson and Johnson's vaccine shown from different parts of the world, it is seen that the vaccine showed 72% effectiveness at preventing a moderate to severe COVID 19 reaction. This was seen on a wide basis with symptoms that varied from fever and headache to shortness of breath and low oxygen levels. Researchers investigated the vaccine's protection against serious forms of illness and the effectiveness was 86%. | <urn:uuid:25110b6b-5d5e-45b6-a532-28bcc055669d> | CC-MAIN-2023-50 | https://www.factsaboutvaccines.org/2021/03/excitement-for-johnson-and-johnsons.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.965378 | 412 | 3.1875 | 3 |
Our planet is still in the emergency room
At the opening of the Climate Implementation Summit at COP27 in Sharm el-Sheikh, Egypt, the UN Secretary General António Guterres called for a historic pact between developed and developing countries to combine capacities, and pivot the world towards reducing carbon emissions, transforming energy systems and avoiding a climate catastrophe.
“Humanity has a choice: cooperate or perish”. It is either a Climate Solidarity Pact – or a Collective Suicide Pact,” the UN Secretary-General told over 100 world leaders reunited for the first official plenary of the UN Climate Change Conference
There are 8 billion people on Earth. But that isn’t causing climate change, scientists say. It’s not the number of people, but ‘how we live,’ says Nature United’s Katharine Hayhoe.
This year, ahead of COP27 the UN called for inclusive spaces for civil society: “They underscored the essential role civil society plays in advancing climate action and urged Egypt to ensure safe and meaningful participation at the conference, including for independent groups”.
Despite the presented challenges, faiths have ensured that their voices are heard by organizing more than 40 side events, meditations, interventions, and actions to raise ambition and raise awareness for our common home. Catholic Sisters were among thousands of activists pushing for world leaders to commit to reducing emissions and finance loss and damages resulting from climate change to the Global South.
Young people were in the spotlight and were given greater prominence at COP27. UN Climate Change’s Executive Secretary promising to urge governments to not just listen to the solutions put forward by young people, but to incorporate those solutions in decision and policy making. Young people made their voices heard through the first-of-its-kind pavilion for children and youth, as well as the first-ever youth-led Climate Forum.
By 2050, up to 216 million people could be displaced due to climate change. Pacific Island countries fight to ensure future before rising sea levels swallow them up. They are at the front line of the climate crisis, despite having contributed less than 0.03% of the world’s total carbon emissions. And to circumvent calamitous conditions brought on by climate change, they are taking desperate measures to safeguard their existence. A country is more than its land, a country is its people, its nature, its culture, its traditions, its history and its ability to self-govern as a nation. But without sovereign territory to stand on, can a country continue to exist?
The conference of the Parties to the United Nations Framework Convention on Climate Change (COP27), concluded with a historic decision to establish and operationalize a loss and damage fund. But neither migration nor relocation were addressed in the COP27. In addition, a commitment to “phase down fossil fuels” looked likely to be lost after oil-producing countries To learn what you can do to help combat the climate crisis, visit: https://www.unep.org/interactives/things-you-can-do-climate-emergency/
Sister Michelle Loisel,DC | <urn:uuid:0cd1fbdb-8276-40c3-821d-5514cf93a09b> | CC-MAIN-2023-50 | https://www.filles-de-la-charite.org/en/en-ce-moment/our-planet-is-still-in-the-emergency-room/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.948426 | 645 | 2.921875 | 3 |
Not much footage of ‘Eugénie Brazier’, the first woman to hold three Michelin stars and the first person to ever hold six, survives of the iconic French chef at work but here is some.
It’s only right that on International Women’s Day that we remember one of the greatest in the world of gastronomy.
Known as the ‘Mother of French Cooking’, Brazier was born 12 June 1895. She opened her first restaurant in Lyon at the age of 26 and her star soon rose with her brand of simple, elegant and very French food. In fact, she is attributed with inventing Lyonnaise cuisine, a style of cooking that earned her student, one Paul Bocuse an international reputation.
While Brazier cooked for the likes of Marlene Dietrich and Charles de Gaulle, who came from far and wide to eat her dishes like ‘Langouste Belle Aurore’, a whole lobster in brandy and cream or ‘chicken in half mourning', with truffle under the skin before the bird is poached, Brazier shunned the limelight.
She famously turned down the French Legion of Honour claiming that the medal "should be given out for doing more important things than cooking well and doing the job as you're supposed to."
Cooking for love, not glory was Brazier’s raison d'être. Orphaned at the age of 10 she claimed that she “had never eaten better,” than her mother’s simple dish of leaks and vegetables cooked in milk and water and enriched with eggs and poured over stale bread. | <urn:uuid:574b00a8-81fd-45f0-97a4-6500ad5406f2> | CC-MAIN-2023-50 | https://www.finedininglovers.com/article/remembering-mother-french-cooking-eugenie-brazier | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.964935 | 345 | 2.78125 | 3 |
Leftovers: The Best Part of Thanksgiving
Safety Through Inspection
KEEPING FOOD SAFE WITH SCIENCE-BASED ACTION
Reducing Salmonella in Poultry
Through Science-Based Action
Evidence-Based Policies in Action
Food Safety Facts
Did you know that the 1905 book The Jungle was a driver of the Federal Meat Inspection Act that governs FSIS’ activities today?
Upton Sinclair's novel took aim at the poor working conditions in a Chicago meatpacking house. The ensuing public furor moved Congress to pass the Federal Meat Inspection Act (FMIA), which President Theodore Roosevelt signed into law in 1906 and requires federal inspectors in meat-packing houses. | <urn:uuid:d5e82022-b8eb-4a1a-8fe8-e8f70259d9a2> | CC-MAIN-2023-50 | https://www.fsis.usda.gov/?f%5B0%5D=recall_reason%3A16&f%5B1%5D=recall_reason%3A20&f%5B2%5D=states%3A27&f%5B3%5D=states%3A29&f%5B4%5D=states%3A56&f%5B5%5D=states%3A68&keywords=&page=5 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.938322 | 138 | 3.1875 | 3 |
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How to Grow: Dividing Perennials
Learn how to divide and care for your perennial flowers including information on which flowers to divide when and the proper way to divide common perennials such as daylilies and iris.
Listen to podcast:
In his book Pass Along Plants. Felder Rushing talks about passing a long or sharing special garden plants he’s had for years with friends, family, and neighbors. I love this idea. It’s like having a remembrance of your friend in your garden. One of the best ways to pass along a perennial flower is to divide it and, for certain perennials, now is the time to do it.
Perennial flowers come back every year and often spread, needing to be divided to grow their best. Divide summer and fall blooming perennials, such as hosta, daylily, and aster, in early spring, and divide spring bloomers, such as peonies and iris, in late summer or fall. When dividing, wait until the plants are up and growing a good 4- to 6-inches tall. With a sharp spade, dig out the whole clump and place it on a tarp. Tease the plants apart or slice them into 6-to 12-inch diameter sections with a good set of roots attached. Replant in a location with similar light and soil conditions, add a little compost to the new hole, and water well.
For this week’s garden tip, how about the snow that fell this week? While it may bend and break branches and flatten flowering tulips and daffodils, in general, the snow shouldn’t have a harmful effect on the garden. Actually the melting snow will slowly release nitrogen it captured from the atmosphere into the soil creating a faster and lusher green up. That’s why it’s often called the poor man’s fertilizer.
For more garden videos, check out the National Gardening Association | <urn:uuid:e7b149dd-2def-484a-92b1-0d13905a1cab> | CC-MAIN-2023-50 | https://www.gardeningwithcharlie.com/how-to-grow-dividing-perennials/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.926097 | 415 | 2.90625 | 3 |
The original painting upon which the print is based is by Frances Anne Hopkins. She was a British artist married to Edward Martin Hopkins, secretary to the general superintendent of the Hudson’s Bay Company, which then operated a large network of trading posts along Canada’s bays, lakes and rivers in which Native Americans exchanged furs for manufactured goods. In the painting and the print, Frances is shown seated in the middle of the rear canoe next to her husband, sketching the scene. This lends verisimilitude to the image portrayed. Other persons shown in the same canoe include the standing paddler at the stern wearing an earring and having a scabbard hanging from his sash and a passenger in the boat with a patched shirt and a tin cup tied to his belt, who has paused to drink from a dish.
The painting was engraved into this large print by the renowned engraver of views and landscapes, Charles Mottram. The credit line on the print indicates erroneously that it was based on a painting by “E. Hopkins.” A reviewer in 1874 responded positively to the final version of the engraving, even if he mistook Canada for the United States. He also explained the relationship between its European and American publishers:
There is no New York house to which the lovers of the arts are so much indebted as Goupil’s, Fifth Avenue, now Knöedler’s. For nearly a quarter of a century the gallery of this establishment has always contained the best specimens of European and American art; frequently the originals, but almost invariably the best copies in the form of fine engravings. And we do not remember to have ever seen it exhibit a finer variety than it does at present…Goupil & Co. excel in producing fine engravings. In order that this may be understood it is necessary to bear in mind that the New York house is a branch of those in Paris and London, so that an engraving bearing the imprint of Goupil, or Knöedler, is no more to be regarded as an article of “home manufacture” than the standard book written and even printed in Europe, but bound, or perhaps reprinted in this country. Nor is this the less true, in most cases, when the subjects are American — a fact which we find most happily illustrated in the fine engraving entitled “Lake Superior — Canoes in a Fog.” The original painting is by Hopkins, but the engraving is by Mottram, one of the most eminent of contemporary English artists. The title is sufficiently suggestive of the design of the piece; it is, therefore, no slight praise to say that the design is successfully carried out. There is genuine poetry in those canoes, rendered more and more mysterious and weird in their appearance by the dense fog, as they lie motionless — as if only shadows themselves, on the placid, glassy surface of the noblest lake in the world.
The oil painting upon which this print was based, Canoes in a Fog, Lake Superior (1869), was exhibited at the Royal Academy in London and is now in the collection of the Glenbow Museum in Calgary, Alberta, which also has one of the watercolor sketches for it. Other institutions that own the print include the Toronto Public Library and the Minnesota Historical Society.
Frances Anne Hopkins (née Beechey) was a British artist. She was the granddaughter of two artists, court portrait painter William Beechey and his wife Anne Beechey, and daughter of an Arctic explorer. Frances had already been taught to draw and paint when she married Edward Hopkins at the age of 20 and went with him to live in Canada for the next 12 years. During that time period, Frances accompanied her husband on a number of long canoe trips along the Hudson’s Bay Company’s fur trading routes, making watercolors and sketches that she turned into celebrated oil paintings, notably Canoes in a Fog, Lake Superior (1869). She typically included portrayals of herself in the canoeing scenes. One wonders if she did so to leave no doubt that the paintings were not flights of imagination but based on her eyewitness drawings, since participation in wilderness travels was highly unusual for an English woman of her era. After Hopkins and her husband returned to England in 1870, she continued to produce oils based on the canoeing expeditions. She exhibited at the Royal Academy until the year of her death in 1918. Today these paintings, studies and prints are valued as records of 19th-century North America. Her paintings of wilderness voyageurs are in the collections of the Glenbow Museum in Calgary, Alberta, and the National Archives of Canada.
Charles Mottram was a British engraver, renowned for his fine prints after painters such as Rosa Bonheur, Holman Hunt, and especially Edwin Henry Landseer. He exhibited regularly at the Royal Academy from 1861 until his death. He is best known in America for his bird’s-eye views of the harbors of New York (F. & G.W. Smith, New York: 1855) and of Boston (Smith Brothers & Co., New York: 1857) based on the original paintings by John William Hill (1807-1896).
Full publication information: “Painted by E. Hopkins. Engraved by Charles Mottram. Entered According to Act of Congress; In the Year 1873; By M. Knoedler & Co. in the Office of the Librarian of Copyright at Washington. Published BY M. Knoedler & Co. New York; Goupil & Co. Paris and 17, Southampton Street, Strand; London. Novr 1st 1873. Copyright Registered. Proof.”
Condition: An etching on chine applique or India paper laid on wove paper as issued. Generally very good with the usual overall light toning and wear. Professionally cleaned and deacidified with a few minor abrasions restored. Margins ample but Knoedler publication line, edge of lower margin, partly trimmed.
Bénézit, E. Dictionnaire critique et documentaire des Peintres, Sculpteurs, Dessinateurs et Graveurs. France: Librairie Gründ, 1966. Vol. 6, p. 245.
“Frances Anne Hopkins, Canoes in a Fog, Lake Superior.” Canadian Art History Wikispaces. 2013. http://canadianarthistory.wikispaces.com/Frances+Anne+Hopkins,+Canoes+in+a+Fog,+Lake+Superior+ (13 May 2013).
“Lake Superior (Ontario; 1864).” Toronto Public Library. 2013. http://www.torontopubliclibrary.ca/detail.jsp?Entt=RDMDC-PICTURES-R-1406&R=DC-PICTURES-R-1406 (13 May 2013).
Sears, Edward I., ed. “Art VIII. The Aesthetics of Home.” The National Quarterly Review. 30:59, December 1874. New York: Edward I Sears. pp. 159-160. Online at Google Books: http://books.google.com/books?id=vPIRAAAAYAAJ&pg=RA1-PA160 (13 May 2013).
“The Canoes.” Canadian Museum of Civilization. 26 April 2010. http://www.civilization.ca/cmc/exhibitions/hist/canoe/can07eng.shtml and http://www.civilization.ca/cmc/exhibitions/hist/canoe/can10eng.shtml (13 May 2013).
“Up to 1914.” Glenbow Museum. 2013. http://www.glenbow.org/collections/art/1914.cfm (13 May 2013). | <urn:uuid:ad7fa753-e166-471d-a2cf-77d0a3a4cfd2> | CC-MAIN-2023-50 | https://www.georgeglazer.com/wpmain/product/fine-art-prints-canada-lake-superior-frances-anne-hopkins-charles-mottram-antique-print-1873/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.956371 | 1,658 | 2.96875 | 3 |
New technology in treatments are making a difference in patients’ lives and improving the efficiency of healthcare. This really is extremely true in the area of telehealth, where AJE has been used to evaluate vast amounts of information. Telemedicine could also allow people to manage their health through their cell phones.
Artificial intelligence is also currently being applied to medical imaging. Really becoming increasingly useful in discovering and stopping diseases in a early stage. Additionally , it’s getting used to improve research and to find new drug candidates.
Robotics is one of the most promising new technologies in medicine. The applications are wide-ranging, from surgery to care for malignancy patients. read this And it’s already on the road to learning to be a routine component to healthcare.
For instance , a remote monitoring system uses a complex software to track a patient’s fondamental. Having the ability to review a patient from anywhere can help you lives.
An alternative technological advancement is 3D IMAGES printing. It’s been used to create prostheses pertaining to missing hands or legs. It’s also been used to arrange surgical business.
Another coming through technology is definitely nanomedicine. The unit use nanoparticles to identify and handle diseases in a molecular level.
One of many ways that this technology is being utilized is in pharmacogenomics, which research individual reactions to drugs. The technology also offers unique sessions that steer clear of dangerous aspect effects.
Other areas in which new solutions are being used will be in physical therapy, PTSD, and mental damage. Virtual reality is usually being utilized on this discipline. | <urn:uuid:745ace3a-7356-4c61-91a1-373890cc4b19> | CC-MAIN-2023-50 | https://www.globalmultilingual.com/fresh-technologies-in-medicine/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.941759 | 332 | 3.5 | 4 |
Starting our work on natural materials (soil) we discussed how soil is made when rocks are worn down and how they consist of particles of different sizes. We collected three samples, from three different sites, to analyse whether they were mainly clay particles, chalk particles or sand particles. Tomorrow we shall test for drainage through each soil sample.
KS2 children have been working on the four forces of flight: they used their understanding to work through the challenge ‘Who can fly the most cargo?’ We realised that weight is the force of gravity and that lift is created by the angle of our throw. Having flown little gliders we saw how the shape of the wings had an impact on the distance flown as well as the angle of our launch. Folding our own paper planes we competed against each other’s plane designs to investigate who could fly the furthest with the most cargo. Great STEM work .
Using the knowledge acquired from previous lessons on the four forces of flight, everyone was encouraged to produce their learning in a format that reflects their ability. Click the thumbnails below to read some of the work produced.
KS2 have been investigating forces. Using the parachute they chatted about the forces at work. Looking at how air resistance can slow down the effects of gravity. The children carried out some comparative tests of different leaves to investigate if shape makes a difference.
In Key Stage 1, the children have been exploring seasonal change. At Welly Wednesday they compared the weather and environment to that of last week. They watched the autumn leaves fall to the ground and decided it was definitely cooler today compared to last week. The children then proved it is autumn by talking about what autumn means and then collected signs of autumn from the area around camp. The children used what they had collected to produce an autumn drawing.
An autumnal themed Welly Wednesday was enjoyed as the children in EYFS explored the signs of the new season! The children began by listening to a story all about an acorn. We then set out on an adventure to create our very own autumn crowns using items found in the forest and identified the tree which the leaf had fallen from using our identification sheets.
Our Science Vision and Principles
Greystoke School recognises and values the importance of science and scientific enquiry. Science at Greystoke School aims to develop a fun, practical and engaging high-quality curriculum that inspires the next generation to succeed and excel in science. We do this through fully adhering to the aims of the national curriculum and fostering a healthy curiosity and interest in the sciences.
Intent - The teaching of science at Greystoke Primary School aims to promote a curiosity in the world around us. We aim to encourage children to ask questions and provide them with enjoyable practical experiences to help develop the key investigative skills and promote a growing understanding of science knowledge.
- To use 'Conceptual Models' to support deeper understanding in science - The Particle Model, Force Arrow Model, Energy Transfer Model and The Big Picture Model.
- To promote a positive attitude towards the learning of science
- to develop the key investigational skills and value through relevant practical tasks.
- to enable children to work as a team.
- to enable children to develop a respect for the environment around them.
- to enable children to develop a responsibility for their own health and safety and that of others when undertaking scientific activities.
- To promote learning through a wide variety of teaching and learning styles
- To deliver the national curriculum science programme of study.
Implementation (Teaching and Learning) - A wide range of teaching styles will be used with an emphasis on investigative skills. These include
- Perceiving a problem and asking questions.
- making predictions about the outcomes of experiments and investigations.
- Planning the form of an investigation.
- Developing skills in measuring and data handling.
- Carrying out a fair test.
- Developing the concept of 'variables'.
- Interpreting findings.
- Drawing conclusions.
- Supporting statements with evidence and making generalisations.
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There are tons of fine motor activity ideas out there for babies, toddlers, and preschoolers. But if you have an older child who may not be interested in those “baby activities” you may be scratching your head about what to do. So I've come up with some age-appropriate fine motor activity ideas for older kids, particularly those who are 6 and up.
Fine motor skills are important for future school activities and handwriting, which is why you find so many activities for younger ones. Children under the age of 6 are building all those skills needed for participation in the school environment and self-help skills such as dressing, eating, and bathing.
But older children need to keep these skills up in order to continue to be successful. They may not be interested in putting circle cereal on tooth-picks anymore pouring and transferring objects with bubble tongs anymore. But there are lots of ways for them to get fine motor practice in, in an age appropriate way.
Fine Motor Development for Ages 6+
This is what your child's gross motor and fine motor development looks like at age 6 or above.
- Fully developed eye-hand coordination
- Use all eating utensils appropriately
- Help with household chores (sweeping, moping, dusting etc)
- Able to take care of pets (feeding, grooming, walking etc)
- Draw detailed and complex shapes or pictures
- Begin to develop writing and handwriting habits and skills
- Participate in sports activities
- Have hobbies they enjoy and complete independently
- Learn a musical instrument
- Begin computer skills and use video games
- Are able to draw with greater control and precision
- Can ride a two-wheeled bike
- Learn swimming skills
- Move in time to the beat or rhythm of music
- Able to twist and spin in one place
- Are able to combine motor skills such as running and kicking or moves to music
Keep scrolling for a printable version of this list.
Fine Motor Activities for Older Kids
Fine motor activities involve bilateral coordination, crossing midline, gross motor skills, and focusing on activities that use the smaller muscles of the hand. Posture and core stability are also important for successful fine motor skills, so many of these activities will involve gross motor and fine motor movements.
- Art classes
- Roller blading or roller skating
- Team sports (such as baseball, football, soccer, hockey, volley ball etc)
- Horse back riding (especially grooming and pre-riding care)
- Taking care of a pet (dog, cat, bird etc)
- Origami (paper folding art)
- Cooking and baking
- Music lessons (particularly piano, string, or woodwind instruments)
- Jewelry making
- Coloring books (those with more detailed designs)
- Puzzles (those with 50+ pieces or more detailed pictures)
- Playing croquet
- Wood working
- Computer coding or building computers
- Mechanical work
- Board games
- Playing capture the flag
Printable List of Fine Motor Activities for Older Kids
If you would like a printable option of this developmental checklist and 25 fine motor activity ideas, simply subscribe to my blog by putting your e-mail address in the box below.
You will receive a confirmation e-mail, asking you if you want to subscribe (double check your spam or promotions tab for gmail if you don't see it in your inbox). After you click that button to confirm, you will receive the download automatically to your computer.
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High-Tech Art Sleuthing
Call them art detectives. Using scientific methods, the researchers at the Fogg Museum’s Straus Center for Conservation and Technical Studies gather evidence and help solve art mysteries: Who painted this? What materials did the artist use?
One such mystery involves the self-taught American artist James Castle. Profoundly deaf, perhaps autistic, he never learned to speak or write. He lived in rural Idaho, creating compelling, intimate works, including hundreds of drawings using only woodstove-soot mixed with his own saliva. He sketched with color as well, and assembled three-dimensional figures from bits of packaging. His work was still largely unknown outside Idaho when he died in 1977 at the age of 78.
Flash forward three decades. Conservators wanted to know where Castle obtained his pigments, what tools he used, and how he worked. Castle’s family had provided some clues, through artifacts and memories. For more precise information about certain pieces, Daniel Kirby, an associate in conservation science at the Straus Center who has a background in biotechnology, used an instrument common in biology but fairly new to art conservation: a laser-desorption-ionization time-of-flight mass spectrometer. The technique is often called LDMS, for short.
In one analysis, Kirby tested a single fiber of yellow paper from a Castle drawing, using the instrument’s laser to ionize the pigment molecules. (Pigment ionizes easily.) The resulting ions “flew” to the instrument’s analyzer, with smaller ions traveling faster than heavier ones, enabling a detector to determine each ion’s mass by its time of flight, measured in billionths of a second.
The method produced a “mass spectrum,” a distribution pattern of the ions’ masses. When Kirby and his associates compared the patterns to those of known pigments, they found three matches in the single fiber. By comparing these pigments to those identified in materials known to come from Castle’s studio, the team discovered intriguing evidence about the color sources and techniques the artist may have used: green tempera paint and a yellow wax crayon—both perhaps applied to paper using a piece of chartreuse fabric.
Narayan Khandekar, senior conservation scientist at the Straus Center, says that this new analytical technique has dramatically expanded conservators’ ability to identify materials that artists use in contemporary art. Until Kirby tried LDMS, Khandekar says, “we had hit a dead end” in identifying complex modern organic pigments. Recently, for example, the center was able to determine that a Jackson Pollock-style painting likely was not a Pollock; LDMS identified a pigment in the painting that had been developed after Pollock died.
Kirby says LDMS is useful for identifying mixtures of pigments, even when they’re blended with binders and other inorganic materials. He also believes, because of the simplicity of sample preparation, that LDMS is easier to use than other available methods. He wants to publicize the practice and has begun teaching it to visiting conservators from other institutions. “What we’re trying to do is develop simple turnkey techniques that nonexperts can do,” he explains. (For several years, Kirby used an instrument at Harvard’s chemistry and chemical biology mass-spectrometry facility on Oxford Street. Last March, after he gave a talk at the Waters Corporation on his use of LDMS, the company donated one to the Straus Center. “We’re the only conservation lab on the planet that has its own,” he says.)
He has also used the instrument, in a slightly different process, to identify paint proteins more precisely than previously possible—not just egg binder, for example, but egg white, specifically from a chicken, rather than a duck. In a Mark Rothko mural owned by Harvard, Kirby found that the artist had used both egg white and yolk in his paint, a combination that produces a particular sheen. “The choices an artist makes are incredibly important,” Khendakar says. “We’re now able to get in there and tell in great detail what those choices were.”
Daniel Kirby e-mail address:
Straus Center for Conservation website:
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The proposed global redeployment of U.S. troops coupled with the open question of how long U.S. forces will stay in Iraq highlight the need for objective data on force deployments, objectives, and results. Surprisingly, no comprehensive time series data on U.S. troop deployments by year and country seem to exist in a single dataset. This report remedies that need by introducing a comprehensive troop deployment dataset for 1950–2003. The Troops dataset is available here: www.heritage.org/Research/NationalSecurity/troopsdb.cfm.
On average, 22 percent of all U.S. servicemen were stationed on foreign soil during 1950–2000.In 2003, 27 percent were deployed, which is roughly the average of the 1950s. The low point in percentage terms was 13.7 percent in 1995, while the high points were 31 percent in 1951 (approximated) and 1968.
There were a total of 118.8 million billets during 1950–2000.There have been an average of 2.33 million military personnel on active duty per year from 1950–2000. That is, during those 51 years, there were 118.82 million billets (with "billet" defined as one serviceman for one year). Of that total, 27.3 million billets were overseas assignments.
In 2003, 387,920 troops were stationed on foreign soil.This figure is out of a total of 1,434,377 personnel. Deployments have ranged from a high of 1,082,777 troops in 1968 to a low of 206,002 in 1999.
Since 1950, 54 countries have hosted at least 1,000 American troops.Troop deployments are widespread every year. During the past 50 years, 54 different countries have hosted 1,000 or more U.S. troops at one point. During the typical year, 20 countries hosted 1,000 (or more) U.S. soldiers. An additional 11.8 countries hosted 100 to 999 American troops. During the 1990s, troops were concentrated in fewer countries. In 2003, 14 countries hosted 1,000 or more American troops, the same number of countries as in 2000.
Foreign deployments have been concentrated in Europe and Asia.The number of U.S. troops in Europe and Asia dwarfs the scant troops stationed in the other three regions: Africa, the Middle East, and the Americas (excluding the United States). During the second half of the 20th century, 52 percent of deployed troops were in Europe and 41 percent in Asia. More than one-third of troop deployments during 1950–2000 were to Germany alone, which hosted over 10,000,000 U.S. military personnel.
Five Decades of Extensive Foreign Deployments
Those who closely follow U.S. defense posture know that President George W. Bush’s August 2004 announcement of a proposed global redeployment of U.S. troops was predated by many years of preparation and planning. "The world has changed a great deal and our posture must change with it," President Bush said. The plan will withdraw 70,000 troops from Europe and Asia, continuing the departure from the Cold War stance of 1950–1990.
Although the announced moves have been characterized by some as dramatic -- even risky -- they are actually part of an ongoing process of threat assessment and long-range planning at the Pentagon. For example, the major post-Cold War drawdown of U.S. troops in Europe occurred in the early 1990s, when hundreds of thousands of American soldiers were brought home from Germany.
The current proposed realignment is thus neither the first nor the last step in modernizing America’s global military posture, although it does raise the question anew: What is the role of the U.S. military in the world? To begin, we should ask what the global role of the U.S. military has been in the past, and whether it has been effective.
However, no comprehensive source exists that could show where U.S. troops have been deployed for the past 50 years. The Center for Data Analysis has remedied that by providing a comprehensive troop deployment dataset for 1950–2003. Although the Pentagon publishes annual troop deployment figures, it was necessary to compile the data into an integrated, comprehensive database to compare troop locations across different years. The integrated data series described below offers a unique perspective on the constant change involved in troop deployments abroad.
On average, 2.3 million U.S. troops were on duty per year from 1950–2000. Of this average, 535,000 troops (23 percent of all military personnel) were deployed on foreign soil. Chart 1 shows the time series of the percent of troops deployed abroad. The pattern of deployment varies over time, as deployment locations and levels respond to changing threats as well as foreign wars.
Using the integrated data, we can measure how many countries host a given number of troops every year and how that pattern of deployment breadth evolves. Chart 2 shows the number of countries hosting 100 or more troops per year over time and the number of countries hosting 1,000 or more troops per year.
The dataset does not distinguish the type of personnel by military branch or mission. Researchers may find it useful to make such a distinction. For the most part, U.S. troops were stationed abroad as part of the Cold War system of deterrence through alliances with nations such as Japan, South Korea, and NATO member nations. While such defensive missions were the norm, troops sent to Korea in the early 1950s and to Vietnam during the 1960s were actively at war, as are those currently in Iraq. A qualitative description of troop deployments would have to distinguish these situations from the norm. Combat troops can be further categorized in two ways (at a minimum) -- attacking or defending. Non-combat missions could be further described in terms of deterrence, pacification, engineering, diplomacy, and so on. The most important classification is whether U.S. troops are welcome or unwelcome by the host nation. In the overwhelming percentage of cases, they have been welcome as part of a mutual agreement.
Asymmetric Posture in Five World Regions
The commitment of American soldiers has been consistent in Europe, varied in Asia, and shallow in the other parts of the globe. Chart 3 gives a decade-by-decade accounting of troop deployment by major region. The number of U.S. troops in Europe and Asia dwarfs the scant troops stationed in Africa, the Middle East, and the Americas (excluding the United States). During the second half of the 20th century, 52 percent of deployed troops were in Europe and 41 percent in Asia. Most of those deployments can be traced to a handful of countries: Germany, Japan, and Vietnam. Many nations still have thousands of U.S. troops on their soil as part of long-standing alliances, but many of the countries that have been home to American forces would be a surprise to contemporary perceptions, because they include France, Spain, Portugal, and even Libya.
Germany, by a wide margin, has the highest troop-year total for every individual decade and for the entire 1950–2003 period. Chart 4 is a graphical list of the 20 countries in order of the total amount of troops. Japan, South Korea, Vietnam, and the United Kingdom round out the top five countries that have hosted the most U.S. military personnel and are included in Chart 5 as time series over the entire period. Evident in Chart 5 is the rapid rise and decline of the number of troops sent to Vietnam -- from less than 1,000 personnel in 1961 to 537,000 in 1968, then quickly down to zero seven years later. Chart 6 shows time series for the next five countries with the highest total deployments: France, the Philippines, Italy, Panama, Thailand, and Spain.
The following subsections describe in some detail the changing force composition in the five regions over the past 54 years.
Region 1: East Asia. The historical roots of the U.S. are almost entirely European, but the 20th century saw a deepening engagement into the affairs of Asia. Most of that engagement focused on Japan and the postwar occupation, but the 1950s were also dominated by the Korean War. As a consequence of these two developments, U.S. bases have become a seemingly permanent feature of East Asian security. The data ironically indicate a sharp pullback of U.S. forces from Asia in the 1970s and 1980s, but this is primarily driven by the end of the Vietnam conflict and complete withdrawal from there. Troop commitments to Japan and South Korea formed a bedrock of U.S. engagement in Northeast Asia.
What might have been viewed as an occupation of Japan after 1945 was instead transformed by the threat of communist China and the Soviet Union into a mutually beneficial security arrangement and strong alliance. Other postwar relationships also evolved into long-standing alliances involving heavy U.S. troop commitments, notably in the Philippines and Taiwan.
The U.S. role in Korea was motivated by the sudden attack from North Korea, which ultimately served to validate the strategy of containment, that is, the need to aggressively contain communist ambitions. Only 510 servicemen were based in South Korea in 1950, prior to the attack. U.S. Department of Defense (DOD) records show that 326,863 troops were deployed in South Korea in 1953, a number that stabilized between 50,000 and 60,000 in the 1960s and 1970s. A slow drawdown continued as troops averaged 40,000 in the 1980s and 35,000 in the 1990s.
America positioned thousands of troops in Hong Kong and Taiwan, abruptly starting in 1954. At their peak, there were 4,539 American soldiers in Hong Kong in 1957, which were quickly drawn down to levels of 290 and then 26 over the next two years. The situation was similar in Taiwan, with a sudden buildup from 811 to 4,174 troops in 1954, peaking in 1958 at 19,000 and then stabilizing between 4,000 and 10,000 until 1977. All American forces were pulled out in 1979, a withdrawal that clearly began in 1973 after President Nixon’s diplomatic opening with the People’s Republic of China.
The war in Vietnam brought hundreds of thousands of American military personnel from all branches to many countries in Southeast Asia. Hundreds of soldiers had been in Vietnam since the end of World War II, but 1956 marked the beginning of new deployments into Cambodia and Laos. Troop levels in Vietnam proper accelerated sharply in 1962, peaked in 1968 at over 500,000 servicemen, and then declined sharply every year after, ending with complete pullout in 1975. Thailand also saw large deployments of tens of thousands of Americans during 1962–1975, when it hosted large U.S. airbases that were heavily used to support combat operations in Vietnam.
The Philippines hosted a steady level of 15,000 U.S. billets per year throughout four decades, with large Air Force and Navy bases. Then a series of protests, capped by a devastating volcano eruption that devastated the bases, severed the deployment relationship after 1992.
Region 2: Europe.It is impossible to consider the defense posture of American forces in Europe without being impressed by the dominant position of Germany, which was split in half by post-1945 occupations of Soviets in the East and the other Allies in the West. As relations hardened between the Cold War adversaries, Germany became the primary potential battleground for World War III and U.S. troop levels tripled from 1950 to 1953. Every year for nearly four decades, one-quarter of a million troops were billeted in West Germany, but by 1993 the number had dropped to 105,254. In 2000, just 69,203 American military personnel remained.
France had some 50,000 U.S. troops based on its soil for decades, but that number was reduced to less than 100 during the mid-1960s.
Across the rest of Europe, there have been many different hosting relationships over the half-century. Britain saw the withdrawal of tens of thousands of U.S. soldiers after 1990. In Italy, the number of U.S. servicemen has remained remarkably stable to this day, averaging about 12,000. In contrast, a similar deployment level in Spain of 9,000 troops was trimmed sharply to 2,000 after 1989. The end of the Cold War also led to U.S. personnel reductions of 50 percent or more in countries such as Portugal, Iceland, Greece, and the Netherlands. The major exception was the deployment of 15,003 soldiers to Bosnia and Herzegovina in 1996 and the steady presence of 3,000 troops there ever since.
Region 3: Middle East. Turkey is categorized here as a Middle Eastern country, but has equally as much European heritage. Turkey’s close friendship with the U.S. during the Cold War included the basing of 5,000 to 10,000 American troops from 1957 to 1992, when a slow drawdown began. Roughly 5,000 American troops were in Libya per year during the 1950s and 1960s. The only other major deployments to the Middle East were in Kuwait and Saudi Arabia beginning in 1990. In recent years, the U.S. has deployed troops to new bases in Qatar and Bahrain.
However, it would be a mistake to think American forces have not been widely deployed in the Middle East. Thousands have been based in Iran, Pakistan, Morocco, and Saudi Arabia over the decades. Hundreds more have been based consistently in Egypt, Lebanon, Israel, and India.
Region 4: Africa. Africa is the clearest case of non-involvement by U.S. military forces during the past five decades. A handful of African nations saw very minor deployments beginning in the 1960s, but nothing on the scale of strategic basing seen in other continents. The exceptions to this rule are Libya (described above) and Ethiopia, which hosted over 1,000 American soldiers every year from 1957 to 1973. By the 1980s, most African nations had minor troop deployments of five to 50 American soldiers. This may signal more engagement and is certainly attributable to more than better recordkeeping by the Pentagon, given that small deployments in other regions in the 1950s and 1960s were recorded.
Region 5: Americas.American forces have been broadly, lightly based throughout Latin America since 1950. The strongest relationships in the hemisphere have been with Canada, Panama, and Bermuda, each with basing commitments of 3,000 to 15,000. The number of U.S. troops stationed in Canada declined sharply from 1965 to 1975 and is now only about 150. Most other nations in the region hosted U.S. forces year after year -- usually less than 100 -- and none had annual billets over 1,000.
The President’s proposed redeployment of 70,000 troops from foreign countries to domestic bases has been greeted as a major movement, but it needs to be kept in perspective. An average of 311,870 troops were stationed in Europe per year during 1986–1990. That force was slashed by two-thirds after the Berlin Wall fell, to an average of 109,452 troops per year during 1996–2000.
U.S. troops were disengaged (i.e., reduced) from Africa in the early 1970s. In Latin America, the disengagement was sharper, declining from an average of 37,000 soldiers annually in the 1950s to 28,000 in the 1960s to a steady 14,000–16,000 thereafter. Troop deployments to the Middle East were cut in half during the 1970s and 1980s, but redoubled in the 1990s.
A final analytical consideration is the impact of U.S. troops on foreign countries. In postwar Germany and Japan, the goal of the U.S. presence was Cold War peace through deterrent strength. One can argue that the mission was largely successful, not only for the U.S., but also for the economic development of the two respective regions.
On the other hand, one could also argue that the dominance of American forces can serve as a crutch of inaction by others. For example, the tragedy of genocide in Bosnia was unchecked without U.S. leadership. Yet is the primacy of U.S. engagement in addressing obvious atrocities a healthy development?
No other military in world history has been so widely deployed as that of the United States. Troop deployments are overwhelmingly supportive of host countries, and warm relations between soldiers and local populations are the norm. However, the first priority in deployment strategy is not a particular foreign government’s desire to keep a certain number of American troops in its country, but the American need to align its forces against contemporary and future threats. Better data about the deployment levels of American forces will hopefully contribute to an understanding of the consequences of past strategies and the development of future strategies.
Tim Kane, Ph.D., is Research Fellow in Macroeconomics in the Center for Data Analysis at The Heritage Foundation.
Data and Methodology
The original annual data come from the Statistical Information Analysis Division (SIAD) of the Directorate for Information Operations and Reports (DIOR) in the U.S. Department of Defense. The SIAD makes the information publicly available via its Web site, although it is available only on an annual basis, not as a time series. Data for years 1950 through 1977 are in Microsoft Excel format, and data for following years are in Adobe Acrobat format.
Our first research objective was to create a comprehensive disaggregated table showing how many U.S. troops were deployed to each unique country during every year studied. The disaggregation allows one to correctly account for countries that underwent changes in name or geographic boundary. For example, modern Germany is a fusion of former East Germany with West Germany, while at the end of 1991 the Soviet Union disintegrated into 15 independent republics. The disaggregated table includes 250 countries in rows, along with 54 columns representing troop counts for the years 1950–2003.
The second objective was the creation of an integrated table which aggregates varied country names and associated data into a single time series. For example, the Japan data include data on Japan, as well as Okinawa and the Bonin Islands, which were counted separately during the 1950s and 1960s. Scotland (1954–1955), Trieste (1950–1954), and the Azores (1950–1969) were uniquely identified in DOD records and were integrated into the United Kingdom, Italy, and Portugal records, respectively, for the "integrated" spreadsheet. Others like Myanmar have integrated data for Burma, its longstanding country name in earlier records. Then there are cases of continuation on the integrated sheet, such as Russia, which denotes contemporary Russia and data from the former Soviet Union. The resulting integrated sheet gives a clearer overview of U.S. troop deployments over the past 55 years.
The integrated data have some inherent limitations:
- Annual troop counts are a snapshot of the level of military personnel stationed ashore during one month of the year. For the 1950s data, the reference date was generally June 30, while later years used September 30, which is the end of the fiscal year. We assumed that each count represents a full troop-year or "billet." For example, the count of 53,074 in France in 1962 represents the total billets, not the total number of U.S. personnel who served in France that year. Exactly 53,000 men may have served one-year tours, or twice as many individual soldiers could have served half-year tours of duty, but the number of billets is the same in either case.
- Original data for some years do not distinguish between "ashore" and "afloat," while other years do. We made every effort to reconcile the values and to count the personnel actually inside the country.
- Original data for the years 1951 and 1952 are not available, and we used approximated values. DOD officials speculate that the data for troop locations during the Korean War were either never recorded or perhaps destroyed at some point for security reasons.
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Catalyst - An Overview
A catalyst is a substance that speeds up a chemical reaction without getting consumed. Thus, it can be recovered in its original form at the end of the reaction. Catalysts are a necessary part of all chemical reactions in the industrial sector.
The total volumes in the global catalyst market in 2013 were 6,250 kilo tons. They are expected to grow at a CAGR of 3.1% from 2014 to 2020. The market will be valued at USD 27 billion by 2020. It will mainly be driven by growing demand for energy.
Catalysts are an integral part of petroleum refining. They are used in various refinery processes like hydroprocessing, cracking, and reforming. Rising environmental awareness is leading to the adoption of green technologies. Growing need for efficient industrial processes is contributing high demand for catalysts.
Chemical synthesis is a key application of catalysts. Growth in the chemical manufacturing industry will also lead to higher demand for catalysts.
Precious metals, an important raw material for catalysts, are subject to fluctuating prices. This poses a problem for the market. Rapidly depleting reserves of crude oil will adversely affect petroleum refining. This is also bound to hamper the demand for catalysts.
The catalyst market is divided into homogeneous, and heterogeneous coatings, based on products. Homogenous coatings will witness high demand due to unique properties like high activity and diverse applications.
Heterogeneous catalysts were the leading product in 2013. Their volumes surpassed 4,850 kilo tons that year. Stationery, chemical, polymer, and refinery are the main applications of the heterogeneous segment.
Main raw materials in the catalyst market are metals, zeolites, chemical compounds, and others. Chemical compounds are split into adsorbents, chemical synthesis catalysts, polyolefins, and others. Chemical compounds are used in polymerization and chemical synthesis.
Chemical compounds accounted for more than 39% of the total demand in 2013. They are foreseen to grow the fastest, at a CAGR of 3.3%, over the next five years. They are cheaper than metals and zeolites. Zeolites and metals are widely used in the petroleum sector, especially in emission control.
According to applications, the catalyst market is segmented into chemical, petroleum refining, environmental, and polymer industries. In the inorganic chemical industry, catalysts are incorporated into processes like the conversion of ammonia into nitric acid, Haber process, Contact process, etc.
Acidic catalysts are used in organic chemistry for benzene nitration, esterification, acid catalyzed hydrolysis of esters, etc. In the petrochemical sector, catalysts are used in isomerization, catalytic cracking, etc. Chemical synthesis, with volumes exceeding 1,780 kilo tons, was the leading application in 2013. This was chiefly due to growing demand for chemicals, especially in the Asian Pacific and Latin American markets.
Environmental catalysis is yet another important application. It contributed more than 28% to the total market volumes in 2013. Growing emphasis on the production of cleaner fuels and adoption of green manufacturing will create demand for environmental catalysis in the future. This segment will grow at the fastest rate, i.e. at a CAGR of 3.8% from 2014 to 2020.
The regions include Asia Pacific, Europe, North America, and ROW - rest of the world. Asia Pacific, with 33.5 % share in total volumes, was the leading market in 2013. It plays an important role in the overall growth of the market. Asia Pacific is also store to almost 31% of the global petroleum refining capacity.
The European catalyst market will be driven by strict environmental regulations imposed by the EU - European Commission and national governments. North America has the highest number of petroleum refineries. Consequently, several catalyst manufacturers execute their operations here. These factors will contribute added demand for North America.
Some notable players in the catalyst market are UOP LLC, Zeolyst International Inc., INEOS Group Ltd., Evonik Industries AG, Johnson Matthey PLC., Exxon Mobil Corporation, BASF SE, Eka Chemicals AB., and E. I. du Pont de Nemours & Company.
Other participants include Clariant International Ltd., Arkema Group, Air Products and Chemicals Inc., W.R. Grace & Company, and Chevron Corporation.
Research Support Specialist, USA | <urn:uuid:348fcb52-3f25-454e-864c-09943498c977> | CC-MAIN-2023-50 | https://www.hexaresearch.com/research-report/catalyst-market-industry | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.926617 | 914 | 3.171875 | 3 |
Newborn Reflexes: What You Need to Know
Newborn reflexes, also known as baby reflexes or infant reflexes, are normal and are crucial for a baby’s survival. They are the baby’s muscle reactions, involuntary movements or neurological responses to stimulation or triggers which may include sound, light, sudden movement and being stroked or touched.
Why Are Reflexes Important?
Doctors and nurses check baby reflexes to determine if a baby’s brain and nervous system are functioning properly. If you notice abnormal reflexes in your child, please see a doctor as these may indicate a dysfunction in the central nervous system.
What Are the Different Types of Newborn Reflexes?
There are many different types of newborn reflexes. You will notice many of them as you interact with your baby, and they can be really cute and fun to watch. Some reflexes only occur in specific periods of the baby’s development, but some can stay for years, all the way through adulthood. It’s good to note though that some adults who have brain damage or who have experienced stroke may experience baby reflexes as well.
The seven most common types of newborn reflexes are as follows:
Babies usually exhibit a full Moro reflex which includes the arms, head and legs in their first 12 weeks after birth. Also called the startle reflex, Moro reflex usually occurs when a baby gets startled by a loud sound, sudden movement or intense light. As a response to the trigger, the baby suddenly lifts the arms and legs, curl them back toward the body and then throw the head back. Your baby's own cry may also startle him/her and trigger the Moro reflex.
Some babies experience an abnormal Moro reflex which only involves one side of the body. Other babies may have no Moro reflex at all. Some causes of an abnormal or absent Moro reflex may include infections, muscle weakness, injuries from childbirth, peripheral nerve damage and spastic cerebral palsy.
When Does the Startle Reflex Go Away?
The Moro or startle reflex usually lasts until the baby is about five to six months old.
This newborn reflex begins by touching or stroking the corner of the baby's mouth or when it touches the mother’s skin or nipple. When triggered, you will notice that the baby will turn his/her head and open his/her mouth to follow and "root" in the direction of the stroking. The rooting reflex helps the baby find the breast or bottle and also helps prepare him/her to suck.
When Does the Rooting Reflex Go Away?
The rooting reflex in babies usually lasts for about four months. After that, rooting becomes a voluntary response rather than a reflex.
This type of reflex usually starts when the baby is about 32 weeks inside the mother’s womb. If you’re pregnant, you may see your baby sucking his/her thumbs or hands during an ultrasound. When the baby is born, the sucking reflex happens in two stages. First, when the roof of the mouth is stimulated or when you place the mother’s breast or a bottle in his/her mouth, the baby will place the lips over the nipple and squeeze it between the tongue and roof of the mouth. Next, the baby will move his/her tongue to the nipple to suck and milk the breast.
Premature babies may take weeks to properly suck and swallow which is why some doctors recommend a feeding tube inserted through the nose into the stomach to help them get the nutrients they need.
When Does the Sucking Reflex Go Away?
The sucking reflex usually lasts until the baby is four months old.
Tonic Neck Reflex
Also known as a fencing reflex, the tonic neck reflex happens when the baby's head turns to one side. This is triggered when you stroke or tap the side of the baby’s spine while the baby lies on his/her stomach. For instance, if the baby’s head turns to the right, the right arm will stretch out and then the left arm will bend at the elbow, forming a so-called "fencing" position.
When Does the Tonic Neck Reflex Go Away?
Tonic neck reflex may last until the baby is around five to six months old.
Stroking or touching the palm of a baby may cause the baby to automatically close his/her hands. For example, when you place your finger on the baby’s palm, he/she will grasp it and hold onto your hand because of the grasp reflex.
When Does the Grasp Reflex Go Away?
The grasp reflex may last until the baby is about five to six months old.
The Babinski reflex happens when you firmly stoke the sole of the baby’s foot. The baby’s big toe moves upward or toward the top of the foot and the other toe fans out.
When Does the Babinski Reflex Go Away?
The Babinski reflex usually lasts until the child is about two years old, but for some, it goes away after a year.
This cute reflex is also called the walking or dancing reflex. Stepping reflex happens when you hold the baby upright with his/her feet touching a flat surface. You will notice that the baby will move his/her legs as if he/she is walking or trying to take steps although the baby is still too young to actually walk.
When Does the Stepping Reflex Go Away?
The stepping reflex often lasts for about two months.
What Types of Reflexes May Last Into Adulthood?
Both babies and adults may experience the following types of reflexes:
Blinking ReflexThis type of reflex happens when the eyes blink due to sudden intense light or when they are touched.
Cough ReflexCoughing happens as a defensive reflex to heat, acid and other foreign bodies in the airways.
Gag ReflexGagging, or the gag reflex, happens when the back of the mouth or the throat is stimulated whether through choking, when it is touched, etc.
Sneeze ReflexA person sneezes when the nasal passages get irritated.
Yawn ReflexWhen the body requires more oxygen, yawn reflex occurs.
When to See a Pediatrician in Detroit?
Please see a pediatrician in Detroit if you have worries about your baby’s development or if he/she continues to experience newborn reflexes beyond the normal period as this may be a sign of a nervous system dysfunction.
One of our pediatricians in Detroit may perform exams that can help determine if your baby experiences abnormal infant reflexes as well. If your baby was born prematurely, don’t compare his or her development to that of full-term newborns. Premature babies are usually behind full-term babies in terms of development. | <urn:uuid:e8263324-0d9a-494c-8f6a-d6af5fb78433> | CC-MAIN-2023-50 | https://www.hiltonheadregional.com/healthy-living/corporate-content/newborn-reflexes | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.900919 | 1,402 | 3.453125 | 3 |
Pierre Gustave Toutant Beauregard (1818-1893) was a U.S. military officer who later served as a Confederate general during the Civil War (1861-65). A native of Louisiana, Beauregard resigned from the U.S. Army in February 1861 and ordered the first shots of the Civil War during the bombardment of Fort Sumter in April 1861. Beauregard was instrumental in the early Confederate victory at the First Battle of Bull Run and in 1862 served at the Battle of Shiloh and Siege of Corinth. Beauregard’s outspoken and combative nature led to a strained relationship with Confederate President Jefferson Davis, and in 1863 he was removed from his post and placed in command of the defenses of Charleston, South Carolina, where helped withstand repeated naval assaults by Union forces. Beauregard later returned to the field and led a crucial defense of Petersburg in 1864. After the war Beauregard worked as a railroad director and as a supervisor for the Louisiana Lottery. He died in 1893 at the age of 74.
P.G.T. Beauregard: Early Life and Military Service
Pierre Gustave Toutant Beauregard—more commonly known as P.G.T or G.T. Beauregard—was born on May 28, 1818, into a prominent Creole family in St. Bernard Parish, Louisiana. He was raised on a sugarcane plantation outside of New Orleans and in his youth attended school in New York City. In 1834 Beauregard was appointed to the United States Military Academy at West Point. He was a popular cadet, earning several nicknames including “Little Napoleon” and “Little Creole” before finishing second in his class upon graduation in 1838. In 1841 he married Marie Antoinette Laure Villeré, the daughter of a Louisiana sugarcane planter. The two would have three children before her death in 1850. Ten years later Beauregard married his second wife, Caroline Deslonde, but she would die in New Orleans in 1864 following a long illness.
Beauregard served as an engineer during the Mexican-American War (1846-48) and was wounded during the Battle of Chapultepec in 1847. After the war he worked as a military engineer and assisted in improving the defenses of several forts in the Deep South. During this time Beauregard also mounted a failed bid to be mayor of New Orleans in 1858. In January 1861 Beauregard secured an appointment as superintendent of West Point but was dismissed from the job after only a few days, most likely because of his perceived sympathy for the Southern cause. Beauregard then resigned from the U.S. military in February 1861 after his home state of Louisiana seceded from the Union.
P.G.T. Beauregard: Civil War Service
Beauregard entered the Civil War as the Confederacy’s first brigadier general and was placed in command of the defenses of Charleston, South Carolina. In this role he ordered the first shots of the Civil War during the bombardment of Fort Sumter (April 12-14, 1861). After his success in taking Fort Sumter, Beauregard served as second-in-command to General Joseph E. Johnston during the Confederate victory at the First Battle of Bull Run in July 1861. He was then promoted to full general—a rank achieved by only seven other Confederate officers during the Civil War. During this time Beauregard began the first of many quarrels with the Confederate administration over field tactics, particularly over what he saw as Confederate President Jefferson Davis’ failure to adequately pursue the routed Union Army after the First Battle of Bull Run.
Beauregard next served in the war’s Western Theater under General Albert Sidney Johnston. At the Battle of Shiloh in April 1862, Beauregard assumed command of Confederate forces after Johnston was killed. Early Confederate attacks had placed Union General Ulysses S. Grant’s forces on their heels, but Beauregard made the controversial decision to delay a second offensive until the following day. This allowed the Union Army to gain reinforcements and then launch a counterattack that drove the Confederates from the field. The battle resulted in over 23,000 total casualties, and Beauregard’s army was pursued to Corinth, Mississippi, where a month-long siege ensued. Faced with a Union force twice the size of his own, Beauregard elected to withdraw to Tupelo, Mississippi, in May 1862.
Beauregard’s decision to abandon Corinth—a vital rail center—further contributed to his poor relationship with Jefferson Davis, and he was subsequently relieved from duty while on sick leave and replaced by General Braxton Bragg. Beauregard was then placed in command of the coastal defenses of South Carolina, Georgia and Florida, and supervised the defense of Charleston throughout 1863 and early 1864. During this time Beauregard implemented many innovative defensive strategies—including the use of mines and submarines—and managed to hold Charleston against repeated attacks by Union navy vessels and ironclads.
In April 1864 Beauregard was transferred again and tasked with leading the Department of North Carolina and Southern Virginia. In this capacity he was successful in withstanding an offensive by a much larger Union force during the Second Battle of Petersburg in June 1864. His actions forced the Union Army into what would become a 10-month siege of the city and halted an offensive that would have likely resulted in the capture of the Confederate capital of Richmond.
In October 1864 Beauregard was given a departmental command that encompassed several states in the Deep South and included jurisdiction over General John Bell Hood’s Army of the Tennessee. Beauregard was limited to an advisory role and was ultimately unsuccessful in halting Union General William T. Sherman’s famous “March to the Sea” during the Savannah Campaign in November and December 1864. Beauregard was eventually replaced in his command by General Joseph E. Johnston, and the two later surrendered to Sherman in North Carolina in April 1865.
P.G.T. Beauregard: Later Life
After the Civil War Beauregard went on to a number of civilian jobs, serving as superintendent of the New Orleans, Jackson and Great Northern Railroad and as president of the New Orleans and Carrollton Street Railway. Beginning in 1877 he worked as a supervisor of the Louisiana Lottery along with fellow former Confederate General Jubal Early. Beauregard would later serve as the adjutant general of the Louisiana state militia starting in 1879. In his later years Beauregard continued to engage in a long-running feud with Jefferson Davis through his published writings, which included a personal account of the First Battle of Bull Run. He died in 1893 at the age of 74. | <urn:uuid:2d6228c3-51e4-4f1b-99da-9905f6050046> | CC-MAIN-2023-50 | https://www.history.com/topics/american-civil-war/pgt-beauregard | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.976478 | 1,436 | 2.828125 | 3 |
Polychrome painting on cloth depicting a domed chariot pulled by two white horses in which Krishna is seated behind his brother Balarama. The chariot is surrounded by a number of other figures, one tugging at the chariot from behind, one pulling at the driver's whip, two in front of the horses teasing them, and one holding on to one of the front wheels. These probably represent the people of Gokul, reluctantly bidding farewell to the two.
Continue exploring anthropology
These objects are only a part of our collections, of which there are more than 350,000 objects. This information comes from our collections database. Some of this is incomplete and there may be errors. This part of the website is also still under construction, so there may be some fields repeated or incorrectly formatted information.
The database sometimes uses language taken from historical documents to help research, which may now appear outdated and even offensive. The database also includes information on objects that are considered secret or sacred by some communities.
If you have any further information about objects in our collections or can suggest corrections to our information, please contact us: email@example.com | <urn:uuid:b68cbef4-8d21-480a-810c-016e8c2f6383> | CC-MAIN-2023-50 | https://www.horniman.ac.uk/object/1992.93/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.954564 | 236 | 2.8125 | 3 |
Ash as a source of hydrogen fuelMarch 30, 2013
Hydrogen fuel production challenges may be overcome through the use of ash
Hydrogen fuel is becoming increasingly important in the world of renewable energy. Not only is the auto industry aggressively adopting the use of fuel cells, hydrogen fuel seeing high demand in various industrial applications that require massive amounts of electrical power. While demand for hydrogen fuel is on the rise, a problem exists with supply. Conventional hydrogen fuel productions methods are not capable of meeting the demand that is currently facing the renewable energy sector. The solution to this problem could be found in ash.
Millions of pounds of ash could be used to generate renewable energy
Every year, millions of tons of ash is produced throughout the world. Most of this ash is deposited in landfills or, in some cases, used as construction material. A large portion of this ash comes from incinerating garbage. Researchers from the Lund University is Sweden believe that this ash could be used to produce hydrogen fuel. Researchers have developed a method to do this and have shown that ash may not be as useless as it was once considered.
Ash could produce more than 20 billion liters of hydrogen fuel
According to researchers, using ash to generate hydrogen gas could produce more than 20 billion liters of hydrogen annually, which is equivalent to 56 gigawatt-hours of electrical power. Aamir Ilyas, developer of the process, suggests that the world’s current ash deposits are like a goldmine when it comes to hydrogen fuel production. Ilyas process involves depositing ash into an oxygen-free environment and introducing water. When the water and the ash mix, hydrogen gas is produced. The gas is then removed from the environment and placed into holding tanks for future use.
Ash may help hydrogen overcome a major hurdle in the future
If the process can be scaled up, it could serve as an adequate solution to the problems that face hydrogen fuel production. Using water and ash to create hydrogen gas is, currently, one of the most efficient and least expensive methods to actually generate this fuel. Most conventional hydrogen fuel production methods involve the use of fossil-fuels and require a significant amount of energy themselves in order to complete the task of hydrogen generation. | <urn:uuid:ce0c0c2f-7582-4bfa-afbf-d41518816f33> | CC-MAIN-2023-50 | https://www.hydrogenfuelnews.com/ash-as-a-source-of-hydrogen-fuel/859755/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.943403 | 452 | 3.453125 | 3 |
In Creation Research Society Quarterly 54 (2): 133-148
The 1976 “Pacemaker of the Ice Ages” paper by Hays, Imbrie, and Shackleton largely convinced the secular scientific community that Earth’s orbital and rotational motions are affecting climate. The authors performed power spectrum analyses on variables of presumed climatic significance within two deep-sea Indian Ocean sediment cores, analyses that showed dominant spectral peaks at frequencies corresponding to calculated 100-, 41-, and 23-thousand-year astronomical cycles. Previous research showed serious problems with this paper, as it implicitly assumed an age of 700 thousand years for the Brunhes-Matuyama (B-M) magnetic reversal boundary, rather than the currently-accepted age of 780 thousand years. Furthermore, secular scientists have argued for the existence of discontinuities in the cores that were used either directly or indirectly in the analyses, and they have also made modifications to the data sets used in the Pacemaker analysis. When all these changes are taken into account, the Pacemaker analysis provides no convincing support for the currently-accepted version of the Milankovitch hypothesis. In fact, agreement with Milankovitch expectations is worse than the previously published new results obtained using the reconstructed original data sets.
Click here to read the full article text. | <urn:uuid:704f6698-8310-4291-8607-26431e0127df> | CC-MAIN-2023-50 | https://www.icr.org/article/pacemaker-ice-ages-paper-revisited | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.90574 | 266 | 2.75 | 3 |
German painter, sculptor, photographer and designer Marianne Brandt created metal and glass industrial products.
Marianne Brandt’s designs for metal ashtrays, tea services, lamps and other household objects are recognized among the best of the Weimar and Dessau Bauhaus. So much so, that they were mass-produced during the interwar period.
Mind Over Metal
Marianne Brandt, born October 1st, 1893, began her art education in 1911, at a private art school in Weimar. After, she studied painting and sculpture at the Hochschule für Bildende Kunst Weimar.
In 1919, she married the Norwegian painter Erik Brandt. Then, in 1920, she took a one-year tour of Europe, with the intent of further developing her mastery. Her trip included visits to Paris and the south of France. Eventually, she came to the Staatliches Bauhaus, which is located in Weimar, in 1923. There, she attended the preliminary course, that is László Moholy-Nagy‘s metal workshop, as well as classes by Paul Klee, Wassily Kandinsky and Walter Gropius.
In 1926, Brandt moved to Dessau, and took charge of lighting design, before becoming its director from 1928 to 1929. On September 10th 1929, she earned her Bauhaus diploma, and subsequently left.
After many years of living apart, she and Erik, her husband, officially divorced in 1935. In 1939, she became a member of the Reich Chamber of Culture, yet she did not join the National Socialist German Workers Party. Further, in 1949, Mart Stam appointed her as a lecturer at the HfBK Dresden.
Brandt worked at the University of Applied Art until 1954. After World War II, she remained in Chemnitz to rebuild her family’s home, which had been severely damaged in the bombings. Additionally, she died at the age of 89 in East Germany, on the June 18, 1983.
Brandt was involved with a body of photomontage work though all but a few were not publicly known until the 1970s. The photomontages came to public attention after Bauhaus historian Eckhard Neumann solicited the early experiments, stimulated by resurgent interest in modernist experiment in the West.
These often focused on the complex situation of women in the interwar period, a time when they had begun enjoying new freedoms in the workplace. In addition, women frequently experienced traditional prejudices due to their gender.
Much of Brandt’s energy was directed into her lighting designs, including collaborating with some Bauhaus colleagues and students. One of her early projects was the ME78B hanging lamp (1926).
This elegant pendant light is aluminum and features a simple saucer shade. It combines with a then innovative pulley system and counter-weight, which makes the height of the lamp adjustable. Moreover, the pendant was present in multiple locations in the Dessau campus, including the metal, weaving and architecture department, as well as the dining room of Gropius’ own house.
Brandt is also remembered as a pioneering photographer. She created experimental still-life compositions, but it is her series of self-portraits which are particularly striking. These often represent her as a strong and independent woman of the Bauhaus.
Other examples show her face and body distorted across the curved and mirrored surfaces of metal balls, which blend the image of herself and her primary medium at the Bauhaus. Further, Brandt was one of few women at Bauhaus who distanced herself from the fields considered more feminine at the time such as weaving or pottery.
Also, she is known for her tea designs, such as her Tea Infuser, which is characteristic of the early phases of modernism. Here, form predominates over ornament and there is a clear sense of at least symbolic compatibility with modern mass-production technology.
Info source: https://en.wikipedia.org/wiki/Marianne_Brandt | <urn:uuid:ee5013e4-f72e-4ecf-942b-5c3ab515d79a> | CC-MAIN-2023-50 | https://www.idesign.wiki/en/tag/innovative/page/3/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.980395 | 846 | 2.78125 | 3 |
The ancient remains of three people thousands of years old have been unearthed at the Puyil Cave in southern Mexico. Archaeologists say two sets of the remains are early ancestors of the Mayan civilization dating back around 4,000 years, but the third set is believed to be much older.
Around 7,000 years old, the third set of human remains represents a time when people transitioned from hunting and gathering to a more sedentary lifestyle. Because of the 5,000-year gap between the three humans, archaeologists believe the skeletons are from two different groups who used the caves for similar reasons. The cave wasn't one where humans lived but instead appeared to serve a more ritualistic purpose. Experts speculate the Mayans who buried their dead there probably found the earlier remains and left them in a respectful manner.
Diego Prieto, general director of the National Institute of Anthropology and History (INAH), tweeted the discovery in early August, saying a combination of multidisciplinary and inter-institutional work led researchers to believe the Puyil cave not only housed Maya burials of the Late Classic period, but also "the remains of [an] older individual considered [to be an] ancestor of contemporary Tabasco” – the region of Mexico where the remains were found
The collapse of the Mayan civilization has long mystified archaeologists and historians. Why would an empire responsible for elaborate structures and cities – whose civilization spanned present-day Mexico, Honduras, Guatemala, and El Salvador – suddenly collapse? Dominating Mesoamerica for nearly 2,000 years, they were responsible for early scientific advances in agriculture, mathematics, and calendar-making before mysteriously disappearing in 900 AD, at which point their elaborate stone cities were mostly abandoned.
Theories have ranged from wars with nearby tribes to overpopulation, and, most recently, extreme weather events. Earlier this month, new research suggested a drought responsible for dropping annual precipitation to as much as half of its normal amount could have caused the collapse.
In January, scientists in Mexico discovered the world's largest flooded underwater cave on the Yucatan Peninsula. Two months later, they revealed discoveries of archaeological significance, including ancient remains, ceramics, and cave wall etchings.
The Puyil Cave remains are currently on display in an exhibition called Puyil: The Cave of Ancestry, along with other artifacts discovered like ceramics and jade.
[H/T: CBC News] | <urn:uuid:fb729c6c-e767-4443-a575-947996fa5e41> | CC-MAIN-2023-50 | https://www.iflscience.com/7000yearold-human-remains-found-in-mexicos-cave-of-the-ancestors-49222 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.959896 | 499 | 3.578125 | 4 |
The technological landscape is ever-evolving. The role of lasers has expanded beyond traditional applications. Vertical Cavity Surface Emitting Lasers, commonly known as VCSELs, have emerged as key players, particularly in the realm of 3D sensing.
In this blog, we will explore the fascinating world of VCSEL and how these lasers are revolutionizing depth perception, and opening doors to innovative applications in various industries.
VCSELs is a renowned semiconductor laser diode that emits light vertically from its surface. Unlike traditional edge-emitting lasers, VCSEL offers advantages such as low power consumption, high efficiency, and the ability to be manufactured in arrays. These characteristics make VCSELs particularly well-suited for applications demanding precision and versatility.
3D sensing technology has witnessed significant growth, with applications ranging from facial recognition in smartphones to advanced robotics and autonomous vehicles. VCSELs have become integral to this evolution, serving as a key component in creating accurate and reliable depth perception.
In smartphones and other devices, VCSELs contribute to the accuracy of facial recognition technology. These lasers emit light that reflects off the user’s face. While the sensor measures the time it takes for the light to return.
The fetched data is processed to create a detailed 3D model of the user’s facial features. Overall it enhances security and user experience.
VCSELs play a crucial role in enabling gesture recognition technology. By emitting light and detecting its reflection off objects or users’ hands, VCSEL assists in creating a 3D representation of the surroundings. This allows devices to interpret gestures accurately, opening up possibilities for touchless interfaces in various applications.
These showcase themselves as the key component of Light Detection and Ranging (LiDAR) systems in the automotive industry. These systems have lasers as major components to measure distances and create detailed, real-time maps of the vehicle’s surroundings.
VCSELs provide the necessary precision for LiDAR applications, enhancing the safety and efficiency of autonomous vehicles.
VCSELs’ are compact allowing them ease of integration into devices with limited space, making them ideal for applications like smartphones and wearable devices. Their ability to be manufactured in arrays further enhances their effectiveness in creating detailed 3D maps.
These have the property of consuming low power, making them energy-efficient for battery-powered devices. This characteristic is particularly important in applications like smartphones, where preserving battery life is a priority.
VCSELs offer high precision in time-of-flight measurements, allowing for accurate depth perception. Their ability to emit light at high speeds ensures swift and reliable data acquisition, contributing to the real-time functionality of 3D sensing applications.
The evolution of VCSEL technology continues to unfold, with ongoing research and development unlocking new possibilities.
VCSELs hold promise in medical imaging applications, providing non-invasive and precise depth perception for procedures such as endoscopy or optical coherence tomography.
These have a major application in AR and VR to elevate user experiences. With their potential to accurately enhance environment mapping and gesture recognition. Resulting in the creation of immersive and interactive digital environments.
In industrial settings, VCSEL-based 3D sensing could revolutionize automation processes, enabling robots and machinery to navigate and interact with their surroundings with unprecedented accuracy.
In the realm of VCSELs and their transformative role in 3D sensing, they play a crucial part in advancing this technology. The unique properties of VCSELs, including their miniaturization, low power consumption, and high precision, have positioned them as key components in various technologies, influencing industries from smartphone technology to autonomous vehicles.
As we witness the evolution of VCSEL from semiconductor devices to transformative elements in cutting-edge technologies, it becomes clear that these lasers are instrumental in shaping the future of various industries. | <urn:uuid:48667d29-59f5-45d2-970c-cc06cb0cc420> | CC-MAIN-2023-50 | https://www.inphenix.com/en/vcsels-and-their-revolutionary-impact-on-3d-sensing-technology/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.918081 | 799 | 3.421875 | 3 |
When it comes to cooking, it's essential to know the difference between various ingredients to achieve the perfect dish. In the case of chives and scallions, it's easy to mistake them for each other because they both belong to the Allium family. However, there are distinct differences between the two that can make or break your recipe. In this blog post, we'll explore the differences between chives and scallions, including their taste, appearance, and culinary uses.
Chives and scallions look very similar, but upon closer inspection, you can easily tell them apart. Chives are thin, hollow stems that grow up to a foot long. They have a vibrant green color and are usually about 12 inches tall. On the other hand, scallions are a bit thicker and have a white bulb at the end of the stem. They can grow up to two feet long and have a darker green color.
The most significant difference between chives and scallions is their taste. Chives have a mild onion flavor with a slightly sweet undertone. They are often described as having a delicate flavor and are commonly used as a garnish. Scallions, on the other hand, have a stronger onion flavor and are often used as a substitute for onions in various dishes. They have a more pungent taste, which can add depth to dishes.
Chives and scallions have different culinary uses, which can make a significant impact on your recipe. Here's a breakdown of their culinary uses:
- Used as a garnish in dishes such as soups, baked potatoes, and salads.
- Can be chopped finely and used as a seasoning in dips, sauces, and dressings.
- Adds a mild onion flavor to dishes without overpowering the other flavors.
- Used as a substitute for onions in various dishes.
- Commonly used in Asian cuisine, including stir-fries, noodle dishes, and soups.
- Can be used as a garnish or chopped and used as a seasoning in dips and sauces.
When to Use Chives vs. Scallions
Now that you know the differences between chives and scallions, you may be wondering when to use one over the other. Here are some scenarios where chives or scallions would be the better choice:
- Use chives when you want a mild onion flavor without overpowering the other flavors in the dish.
- Use chives as a garnish to add a pop of color to your dishes.
- Use chives in recipes that call for a delicate onion flavor.
- Use scallions when you want a stronger onion flavor that can stand up to other strong flavors in the dish.
- Use scallions as a substitute for onions in various dishes.
- Use scallions in Asian-inspired dishes for a more authentic flavor.
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Section 23 – Minority language educational rights
Language of instruction
23. (1) Citizens of Canada
(a) whose first language learned and still understood is that of the English or French linguistic minority population of the province in which they reside, or
(b) who have received their primary school instruction in Canada in English or French and reside in a province where the language in which they received that instruction is the language of the English or French linguistic minority population of the province,
have the right to have their children receive primary and secondary school instruction in that language in that province.
Continuity of language instruction
(2) Citizens of Canada of whom any child has received or is receiving primary or secondary school instruction in English or French in Canada, have the right to have all their children receive primary and secondary school instruction in the same language.
Application where numbers warrant
(3) The right of citizens of Canada under sections (1) and (2) to have their children receive primary and secondary school instruction in the language of the English or French linguistic minority population of a province;
(a) applies wherever in the province the number of children of citizens who have such a right is sufficient to warrant the provision to them out of public funds of minority language instruction; and
(b) includes, where the number of those children so warrants, the right to have them receive that instruction in minority language educational facilities provided out of public funds.
Section 23 of the Charter is implemented by the provinces through a variety of enabling statutes, regulations and other legislative instruments.
1. General purpose
The general purpose of section 23 of the Charter is clear: it is to preserve and promote the two official languages of Canada and the cultures represented by those languages, by ensuring that each language flourishes, as far as possible, in provinces where it is not spoken by the majority (Mahe (Mahe v. Alberta, 1 S.C.R. 342) at paragraph 31).
In this respect, section 23 means more than teachers who provide instruction in French to students who receive it in that language, and that educational institutions can objectively be considered as those of the linguistic minority (Re Education Act of Ontario (Re Education Act of Ontario and Minority Language Education Rights, 10 D.L.R. (4th) 491, (C. A. On.)) at paragraph 107).
Section 23 seeks to preserve and promote the minority, by granting minority language educational rights to minority language parents throughout Canada. The guarantee cannot be separated from a concern for the culture associated with the language. Language is more than a mere means of communication, it is part and parcel of the identity and culture of the people speaking it (Mahe at paragraph 31).
The right to minority language education in section 23 is designed to enhance our country’s bilingualism and biculturalism, and maintain the unique partnership between language groups that sets our country apart among nations (CSF de la C-B (Conseil scolaire francophone de la Colombie-Britannique v. British Columbia, 2016 BCSC 1764) at paragraph 123).
Section 23(1)(b) and section 23(2) of the Charter have the same purpose and must be interpreted in the same way. Section 23(2) has another specific purpose: to provide continuity minority language education rights, to ensure family unity and to accommodate mobility (Solski (Solski (Tutor of) v. Quebec (Attorney General), 1 S.C.R. 201) at paragraph 2).
2. Remedial nature
Section 23 of the Charter is also remedial in nature. History reveals that section 23 was designed to correct, on a national scale, the progressive erosion of minority official language groups and to give effect to the concept of the “equal partnership” of the two official language groups in the context of education and to actively encourage both languages to flourish (Mahe at paragraph 35; Reference re Public Schools Act (Man.) (Reference re Public Schools Act (Man.), 1 S.C.R. 839) at page 79; Arsenault-Cameron (Arsenault-Cameron v. Prince Edward Island, 1 S.C.R. 3) at paragraphs 26-27; Doucet-Boudreau (Doucet-Boudreau v. Nova Scotia (Minister of Education), 3 S.C.R. 3) at paragraph 28).
Section 23 guarantees the right to minority language education as a tool for combating assimilation. Schools must be built and have a duty to attempt to fight assimilation, even if they only exist to serve those students until they grow older, start their own homes and assimilate (CSF de la C-B, at paragraph 343). Section 23 places a unique positive duty on governments to make expenditures out of public funds, and to act promptly to prevent assimilation (CSF de la C-B 2016, at paragraph 6455) It also requires prompt action to prevent assimilation and ensure that generations of rights holders do not lose their rights (CSF de la C-B 2016, at paragraphs 419 and 6841).
3. Foundation of a bilingual and bicultural Canada
The constitutional protection of minority language rights is necessary for the promotion of robust and vital minority language communities which are essential for Canada to flourish as a bilingual country (Solski at paragraph 2).
The very presence of section 23 in the Charter attests to the recognition, in the Canadian Constitution, of the essential role played by the two official languages in the formation of Canada and in the country’s contemporary life (Solski at paragraph 6; Lavigne (Lavigne v. Canada (Office of the Commissioner of Official Languages), 2002 SCC 53, 2 S.C.R. 773) at paragraph 22).
Section 23 of the Charter is the cornerstone of Canada’s commitment to the values of bilingualism and biculturalism (Mahe at paragraph 2; Reference re Public Schools Act (Man.) at page 79; Arsenault-Cameron at paragraph 26; Gosselin (Gosselin (Tutor of) v. Quebec (Attorney General), 1 S.C.R. 238) at paragraph 28).
The purpose of section 23 emphasizes the goal of protecting Canada’s strength and unity by preserving its official languages and their cultures (CSF de la C-B at paragraph 118).
4. Linkages between language and culture
Any broad guarantee of language rights, especially in the context of education, cannot be separated from a concern for the culture associated with the language. Minority schools themselves provide community centres where the vitality and preservation of minority language culture can occur. They provide needed locations where the minority community can meet and facilities which they can use to express their culture (Mahe at paragraph 33; Solski at paragraph 3).
The school is the single most important institution for the survival of the official language community, which is itself a true beneficiary under section 23 of the Charter (Arsenault-Cameron at paragraph 29; (CSF de la C-B 2016, at paragraph 367). Minority language schools provide a foundation for other institutions and community leadership, counterbalancing the influence of the majority language (CSF de la C-B 2016 at paragraph 368). They also serve as a primary site for socializing children into the French language and culture, and play an essential role ensuring children experience additive, rather than subtractive, bilingualism (CSF de la C-B 2016 at paragraph 368).
5. An individual and collective right
Unlike other provisions of the Charter, section 23 is more akin to a right than a freedom (CSF de la C-B 2016 at paragraphs 411 and 419). Section 23 guarantees both a social and collective right and a civil and individual right (Solski at paragraph 33). Rights under section 23 are conferred individually on parents belonging to a minority language group. The enjoyment of these rights is not linked to the will of the minority group to which they belong (Reference re Public Schools Act (Man.) at paragraph 46).
6. Interpretation of section 23
The fact that constitutional language rights are the result of a political compromise is not a characteristic unique to language rights and does not affect the scope of those rights (Beaulac, (R. v. Beaulac, 1 S.C.R. 768) at paragraph 24).
Like other provisions of the Charter, section 23 has a remedial aspect. It is therefore important to understand the historical and social context of the situation to be redressed, including the reasons why the educational system was failing to meet the actual needs of the official language minority in 1982 and why it may still fail to meet those needs today. Clearly, the importance of language and culture in the context of education, and the importance of official language minority schools to the development of the official language community, must be taken into account in examining the actions taken by government to meet the demand for services. As the Supreme Court of Canada recently explained in R. v. Beaulac, 1 S.C.R. 768, “… language rights must in all cases be interpreted purposively, in a manner consistent with the preservation and development of official language communities in Canada.” A purposive interpretation of section 23 rights is based on the true purpose of redressing past injustices and providing the official language minority with equal access to high quality education in its own language, in circumstances where community development will be enhanced (Arsenault-Cameron at paragraph 27; Doucet-Boudreau at paragraph 23).
Section 23 is to be interpreted purposively, remedially and contextually (CSF de la C-B at paragraph 134). Courts must seek an interpretation of section 23 that is remedial and alive to background context (CSF de la C-B at paragraph 132). Because the interpretation of section 23 is remedial and contextual, it will inevitably involve some balancing of interests, and sensitivity to the unique background and situation of the minority language group in each province (CSF de la C-B at paragraph 133).
Because section 23 of the Charter is national in scope, the Supreme Court of Canada has interpreted the rights it confers uniformly for all provinces (Quebec Protestant School Boards (A.G. (Que.) v. Quebec Protestant School Boards, 2 S.C.R. 66) at page 79; Mahe at paragraph 35; Reference re Manitoba 1985 at paragraph 40; Arsenault-Cameron at paragraph 26; Solski at paragraph 21).
This is not to say however that the unique historical and social context of each province is irrelevant; rather, it must be taken into account when provincial approaches to implementation are considered. Thus, the implementation of section 23 of the Charter must take into account the very real differences between the situations of the minority language community in Quebec and the minority language communities of the other provinces (Solski at paragraphs 21 and 34). The unique historical and social context of each province must also be taken into account in situations where there is need for justification under section 1 of the Charter (Solski at paragraph 21).
Wording and restrictions
1. General conditions
Section 23 of the Charter reserves this right to Canadian citizens only (CSF de la C-B at paragraph 579). A teleological approach cannot change the precise words of section 23 which is clear with respect to the requirement of citizenship, as opposed to section 7 which is applicable to “everyone” (CSF de la C-B at paragraphs 577-578). The children of immigrant rights holders are not to be included among the children that can reasonably be expected to attend the programme (CSF de la C-B at paragraph 579).
(ii) Parental authority
The rights set out in section 23 are granted to parents.
The question of who is or is not a child’s parent, and what say, if any, a parent has in the education decisions of his or her children should be answered by applying the law of the jurisdiction where the parent resides, given that education is a provincial jurisdiction.
Cultural and linguistic factors are considered in determining the best interests of the child in the context of custodial litigation (Bastarache (Mark Power and Pierre Foucher, “Language Rights and Education” in Michel Bastarache, ed., Language Rights in Canada, Cowansville, Éditions Yvon Blais, 2004) at page 384). In determining the conditions of an order for custody, the children's language of education must be taken into account in an assessment of the best interests of the children. The court should be particularly sensitive to the language of education in circumstances where there is only one Francophone parent and the English-speaking parent has been granted custody. In such circumstances, there is necessarily less contact with the French-speaking parent and the linguistic and cultural environment of the children is likely to become that of the linguistic majority. In a linguistic minority environment, homogeneous French-language schools are generally preferable to French immersion programs for ensuring that both languages, namely, French and English, are maintained at the highest level (Perron (Perron v. Perron, 2012 ONCA 811) at paragraphs 40, 42-44)
Section 23 does not provide authority for school boards to admit children whose grandparent is a rights holder (Yukon (Yukon Francophone School Board, Education Area #23 v. Yukon (Attorney General), 2 S.C.R. 282) at paragraph 74).
To benefit from section 23, a parent must "reside" in a province or territory. The scope of section 23 therefore goes beyond the geographical boundaries of a school board's jurisdiction as such boundaries must never hinder the exercise of the rights set out therein (Bastarache at page 684; Mahe at page 386).
For some, in the absence of a legal definition, or to complete an existing definition, the notion of residence must be defined under the common law, or in Quebec, under the rules of civil law (Bastarache at page 684).
A province has no duty to satisfy the minority language education entitlements of parents who reside in another province (Conseil Scolaire Fransaskois (2013 SKCA 35 at paragraph 51).
Moreover, section 23 does not provide for a minimum period of residence in a province or territory to benefit from this right.
(iv) Primary and secondary instruction
Section 23 only grants eligible parents the right to have their children receive their primary and secondary school instruction in the official language of the minority. It specifically does not cover pre-primary or post-secondary education. There is no basis upon which the section can be interpreted to include pre-school or daycare; the drafters of the Charter clearly excluded those rights (CA Yellowknife, (Northwest Territories (A.G.) v. Association des parents ayants droit de Yellowknife, 2015 NWTCA 2) at paragraph 81).
However, the scope of what is covered by “primary education” might evolve from time to time. If the government legislated pre-kindergarten (or part-time kindergarten) as part of primary education for the majority language schools, it is likely that similar levels of education would be protected under section 23 for the minority language schools. The superior courts would be the ultimate arbiter should any dispute exist, but so long as the decisions were made in good faith, and were within a constitutionally acceptable meaning of “primary”, judicial intervention would not be warranted (CA Yellowknife, at paragraph 80).
In CSF de la C-B, the Court concluded that early childhood education programs are not included within “primary … school instruction” in section 23 of the Charter (CSF de la C-B at paragraph 1866). The Province had implemented an education system in which primary education begins with Kindergarten, and ends with Grade 12; while the Province could extend the meaning of primary and secondary education to include early childhood education services, it has no obligation to do so (CSF de la C-B at paragraph 1869). This determination includes two exceptions: the “Strong Start” program and an allowance of “NLC” space for community service providers (CSF de la C-B at paragraphs 1872-1873).
(v) Geographical delimitations and entities responsible for applying section 23
Section 23 applies to the provinces, given their constitutional jurisdiction over education (section 93, C.A 1867). With regard to the territories, section 23 applies to the Northwest Territories and the Yukon pursuant to section 30 of the Charter. While it does not specify whether section 23 applies to Nunavut, Bastarache among others believe it does.
In fact, paragraphs 23(1)(a) and (b), and 23(3)(a) refer to the English or French linguistic minority population "of the province," and the latter also speaks of residence “in a province”. Also paragraph 23(3)(b) refers to the number of children "in the province." Section 23(2), in contrast, refers to children receiving primary or secondary school instruction in English or French "in Canada," which clearly encompasses the three Territories (Nunavut, Yukon and Northwest Territories). According to section 30 of the Charter, a reference to the provinces is deemed to include a reference to the Yukon and the Northwest Territories. According to Bastarache, one would not be extrapolating the purpose of section 23 at all if one were to say that section 23(1) and paragraph 23(3)(a) also apply to the official linguistic minorities of Nunavut. The fact that section 30 covered the two existing Territories at the time section 23 came into force, that section 23(2) applies to all of Canada, and that paragraph 23(3)(b) does not refer explicitly to "provinces" suggest that Nunavut is subject to section 23 (Bastarache at pages 389-390).
Section 23 binds school boards just as it binds the province (CSF de la C-B at paragraph 6346). Provinces have mechanisms in place to ensure the good governance of school boards (Rose-des-vents (L’Association des parents de l’école Rose-des-Vents v. Conseil scolaire francophone de la Colombie-Britannique, 2015 SCC 21 at paragraph 62).
A school transportation consortium is also subject to section 23 of the Charter. The consortium is, for all intents and purposes, a subsidiary of the entity related to the school board. In carrying out the management and control of school transportation, it carries out a government function delegated by the school board (Clermont (Clermont v. Consortium de transport scolaire d’Ottawa, 2014 ONSC 948) at paragraph 13).
(vi) The linguistic minority
Section 23 refers specifically to the linguistic minority of a province. Hence, it does not matter whether a minority language community may, on the local or regional level, form a majority, provided it is a minority in the province.
(vii) Private schools
Section 23 speaks of minority language instruction provided out of public funds. In Canada, there are also private schools that charge tuition fees for primary and secondary instruction; however, section 23 does not grant eligible parents a constitutional right to have their children educated in such institutions.
Does registration in a private school open the door to schools covered by section 23?
To a certain extent, the Solski and Nguyen decisions show that when certain conditions are met, attending a minority language private school could open access to schools covered by section 23. However, when Quebec schools are established primarily to bring about the transfer of ineligible students to the publicly funded English-language system, and the instruction they give in fact serves that end, it cannot be said that the resulting educational pathway is genuine. It is necessary to review the situation of each institution, including the nature and history of the institution and the type of instruction given there, as well as the nature of its clientele and the conduct of individual clients (Nguyen (Nguyen v. Quebec (Education, Recreation and Sports), 3 S.C.R. 208) at paragraphs 36 and 44). The Supreme Court also warned against artificial educational pathways designed to circumvent the purposes of section 23 and create new categories of rights holders at the sole discretion of the parents (Nguyen at paragraph 29). See section below titled "Children's instruction."
(viii) Beneficiaries of rights
The rights holders under section 23 of the Charter are not the children, even though the qualifying standard is the language of instruction of the child; they are parents who are Canadian citizens who meet one of the three conditions set out in section 23 (Van Vlymen (Van Vlymen v. Canada (Solicitor General) (2004), 189 C.C.C. (3d) 538) at paragraph 16; Solski at paragraphs 29, 32).
This specific classification lies at the very heart of the provision, since it is the means chosen by the framers to identify those entitled to the rights they intended to guarantee. A legislature cannot by an ordinary statute validly set aside the means so chosen by the framers and affect this classification. Still less can it remake the classification and redefine the classes (Quebec Protestant School Boards at page 80). A provincial government that offered all citizens equal access to schools intended for minority language groups would be failing in its duty to “do whatever is practically possible to preserve and promote minority language education” (Arsenault-Cameron at paragraph 26; Gosselin at paragraph 32).
There are three categories of rights-holders: those who are entitled to rights by virtue of their mother tongue, their education or their children’s education (CSF de la CB, 2016, at paragraph 479).
The three categories are set out below:
2. Specific categories of rights holders
(i) First language learned and still understood
According to paragraph 23(1)(a), parents whose first language learned and still understood (or mother tongue) is that of the French or English linguistic minority of the province in which the parent resides have the right to have their children receive primary and secondary school instruction in that language.
However, due to section 59 of the Constitution Act, 1982, paragraph 23(1)(a) does not apply in Quebec.
(ii) Parents' language of instruction
According to paragraph 23(1)(b), parents who have received their primary school instruction in Canada in English or French and reside in a province where this language of instruction is that of the French or English linguistic minority population of that province, have the right to have their children receive primary and secondary school instruction in that language.
The words “have received” in paragraph 23(1)(b) connote a reference to one’s “school record” or “educational experience” or “ parcours scolaire.” Section 23(1)(b) and section 23(2) have the same purpose and must be interpreted in the same way (Solski at paragraph 32).
(iii) Children's instruction
According to section 23(2), parents whose child has received or is receiving primary or secondary school instruction in French or English in Canada and this language of instruction is that of the French or English linguistic minority population of the province in which they reside, have the right to have all their children receive primary and secondary school instruction in the same language.
Section 23(2) relates to the language of instruction of the child rather than that of the parents, although it is in actual fact the parents who are the holders of the guaranteed rights (Nguyen at paragraph 24).
Moreover, the rights provided for in section 23(2) apply regardless of whether the parents or the eligible children are members of the French or English minority linguistic community or speak one of these languages in the home, or even have a working knowledge of the protected minority language (Nguyen at paragraph 27). Change of residence from one province to another is not among the conditions for exercising the guaranteed rights either (Nguyen at paragraph 27).
The words “has received” used in the expression “has received or is receiving” in section 23(2) connote a reference to the “school record” or “educational experience” or “parcours scolaire.” (Solski at paragraph 32). Provincial or territorial governments are entitled to verify that registration and overall attendance in the program, as well as the past and present educational experience of the child, are consistent with participation in the category of beneficiaries defined in section 23(2) of the Charter (Solski at paragraph 48).
The global assessment of the child’s educational pathway, which focuses on quality, is based on a set of factors that are of varying importance depending on the specific facts of each case. These factors include the following: a) time spent in different programs of study, b) at what stage of the child’s education the choice of language of instruction was made, c) what programs are or were available, and d) whether learning disabilities or other difficulties exist (Nguyen at paragraph 29; Solski at paragraph 33).
(a) Time spent in each program
Section 23(2) of the Charter does not specify a minimum amount of time a child would have to spend in a minority language education program in order to benefit from the constitutional rights. However, a short period of attendance at a minority language school is not indicative of a genuine commitment and cannot on its own be enough for a child’s parent to obtain the status of a rights holder under section 23 of the Charter. In this regard, the Supreme Court has warned against artificial educational pathways designed to circumvent the purposes of section 23 and create new categories of rights holders at the sole discretion of the parents (Nguyen at paragraph 29).
Although it is not a conclusive factor, it is nonetheless important to consider the time a child spent in the minority language program, cumulatively, at the primary and secondary levels, where relevant, when determining if that child’s total educational experience is sufficient to meet the requirements of section 23(2) of the Charter (Solski at paragraph 39).
Time spent in the majority language educational system ought not to be considered as indicative of a choice to adopt the majority language as the child’s language of instruction when a minority language school was not available. In this regard, the geographical context is always important (Solski at paragraph 43).
(b) Stage of education at which time the choice of language of instruction was made
What was the first language of instruction? This may be an indicator of intention to permanently adopt one language rather than another. Choosing the minority language as one enters secondary school may also evidence a stronger, more informed commitment to that language (Solski at paragraph 42).
(c) What programs are or were available?
Under a purposive interpretation of section 23(2) of the Charter, the time spent in the majority language educational system, when a minority language school was unavailable, ought not to be considered as indicative of a choice to adopt the majority language as the child’s language of instruction. One aspect of the purpose of section 23(2) is to accommodate mobility. This purpose would be frustrated and parents and their children, as well as the minority language community as a whole, would be unjustly penalized if children were barred from continuing with instruction in the minority language once they moved to an area in which it was available again simply because they temporarily lived in an area in which it was unavailable. There again it is obvious that the situation of students moving to Quebec will be unique, the availability of instruction in English in the territories and other provinces being unquestioned. As mentioned earlier, the geographical context is always important (Solski at paragraph 43).
It is also important to consider the availability of minority language education programs from a socio-cultural perspective and with respect to the circumstances of each child. When considering the situation in a province other than Quebec, one must remember that a child could have been sent to a majority language school by assimilated parents who then, in the latter stages of the child’s educational experience, have changed their minds and sent the child to a minority language school in order to help the child reintegrate the minority language community and adopt its culture. It may be that the choice to enroll the child in a minority language education program, even though the program may have been available throughout the child’s educational experience, did not become a viable choice until the child’s assimilated parents decided to help their child reforge a connection with the minority language community and culture. In this context, the remedial purpose of section 23(2) is engaged, and, as stated above, this right must be interpreted so as to facilitate the reintegration of children who have been isolated from the cultural community the minority school is designed to protect and develop (Solski at paragraph 44).
However, the framers did not intend, in enacting section 23, to re-establish freedom of choice of the language of instruction in the provinces. Any system created for the sole purpose of artificially qualifying children for admission to a minority-language school should be rejected (Nguyen at paragraph 24; K.K. (K.K. v. Québec (Ministre de l’Éducation, du Loisir et du Sport), 2010 QCCA 500) at paragraph 7).
When schools in Quebec are established primarily to bring about the transfer of ineligible students to the publicly funded English-language system, and the instruction they give in fact serves that end, it cannot be said that the resulting educational pathway is genuine. However, it is necessary to review the situation of each institution, as well as the nature of its clientele and the conduct of individual clients (Nguyen at paragraphs 36, 44).
(d) Existence of learning disabilities or other difficulties
If a child is having difficulty learning in the majority language it would be unacceptably punitive to force that child to continue in the majority language (Solski at paragraph 45).
(iv) Children of parents not entitled under section 23
Section 23 is a comprehensive code that protects specific and well-defined categories of right holders. This article reflects a carefully formulated political compromise, which protects children whose first language learned and still understood is a minority language (CA Hay River (Northwest Territories (A.G.) v Commission Scolaire Francophone, Territoires du Nord-Ouest, 2015 NWTCA 1) at paragraphs 25, 26; Gosselin at paragraphs 2, 21). This section confers individual rights and its implementation depends on the number of qualified students. The purpose of section 23 is not to authorize the children of persons who are not entitled persons to learn a second language. Such an interpretation would have the effect of distorting the object and purpose of section 23 and blurring the very clear distinction between the different categories of rights holders protected by the Constitution. These rights do not benefit grandchildren or “all descendants”, but only “children” (CA Hay River, paragraphs 25-26).
It is possible for provincial or territorial governments to give school boards or boards broad powers of control, including the admission of non-rights holders. However, if the province does not delegate this power to the Commission, the Commission does not have the power to admit unilaterally children of non-rights holders (Yukon at paragraph 74, CA Hay River at paragraphs 21-23, CSF de la C-B at paragraph 765). Section 23 does not require the provinces to enact legislation enabling school boards to admit non-entitled parties (CSF de la C-B, at paragraph 751).
The rights granted by section 23(2) apply regardless of whether the parents or eligible children are members of either the French or English minority community, or speak one of these languages in the home, or even have a working knowledge of the protected minority language (Nguyen at paragraph 27).
If a non-rights holder is admitted to a minority official language school, the child’s siblings have this right under section 23(2) of the Charter. Even though the overriding purpose of section 23 is the protection of the language and culture of the linguistic minority through education, this does not preclude interpreting section 23(2) according to its plain meaning, even if this means that rights accrue to persons who are not members of the linguistic minority. The more fluency there is in Canada’s official languages, the more opportunity there is for minority language groups to flourish in the community (Abbey (Abbey v. Essex County Board of Education (1999), 42 O.R. (3d) 481) at pages 488-489).
(a) Application: the “sliding scale”
Section 23 establishes a "sliding scale" approach for minority-language education rights. The approach determines the scope of the rights recognized in a particular case, with paragraph 23(3)(b) indicating the upper level of this range and the term "instruction" in paragraph 23(3)(a) indicating the lower level. The idea of a sliding scale is simply that section 23 guarantees whatever type and level of rights and services is appropriate in order to provide minority language instruction for the particular number of students involved (Mahe at paragraph 39, CSF de la C-B at paragraph 782). As a consequence, the sliding scale is based on the number of children of eligible parents.
Thus, section 23 of the Charter provides individuals with a right to French first language educational instruction, but, unlike most Charter rights, one individual alone cannot enforce his or her right. Right-holders must act collectively to ensure they can individually benefit from the exercise of their rights (Buckland (Buckland v. Prince Edward Island, 2004 PESCTD 66) at paragraph 51).
The “numbers warrant” provision requires, in general, that two factors be taken into account in determining what section 23 demands: (1) the services appropriate, in pedagogical terms, for the numbers of students involved; and (2) the cost of the contemplated services. The first, pedagogical requirements, recognizes that a threshold number of students is required before certain programmes or facilities can operate effectively. The remedial nature of Article 23 suggests that pedagogical considerations will weigh more heavily than financial requirements when determining whether the number of pupils justifies the provision of the services concerned (Mahe at paragraph 79, Arsenault-Cameron at paragraph 30. CSF de la C-B at paragraph 787).
Plaintiffs must establish their rights under section 23 of the Charter, including the sufficiency of numbers. The province has the duty to actively promote educational services in the minority language and to assist in determining potential demand. In CSF de la C-B, the Court also determined that the CSF is entitled to receive enrolment projections that are equivalent to what is provided to the majority; The current system, which provides the CSF with inaccurate and irrelevant projections while the majority receives accurate and helpful ones, is contrary to section 23 of the Charter (CSF de la C-B at paragraph 6650). The potential demand for services could be determined by inferring that the established demand would increase after the services actually became available (Arsenault-Cameron at paragraphs 34 and 59).
An interprovincial agreement to bring students from different provinces to a sufficient number meets the requirements of section 23(1)(b) of the Charter. Such arrangements constitutes a novel solution and extends flexibility to section 23 of the Charter to effect its purpoose (Chubbs, (Chubbs v. Newfoundland & Labrador, 2004 NLSCTD 89) at paragraph 68).
The "sliding scale" approach to section 23 of the Charter means that the numerical standard will have to be clarified by examining the facts of each situation before the courts. The relevant figure for section 23 purposes is the number of persons who will eventually take advantage of the contemplated programme or facility, that is a number approximately between the known demand for the service and the total number of persons who potentially could take advantage of the service (Mahe, paragraphs 78 And 81, Reference re Public Schools Act (Man.) at paragraph 34, Arsenault-Cameron at paragraph 32, CSF de la C-B at paragraph 479).
The determination of the specific number of pupils involved in the application of section 23 of the Charter is contextual. In some circumstances this number could be much higher while in another a lesser number might be appropriate. Canada is such a large and diverse country that no one solution or circumstance will apply to all regions. To determine whether or not the numbers warrant, it is necessary to review each circumstance on an individual basis within its own geographical, social and cultural context (Chubbs at paragraph 18; CSF de la C-B, at paragraph 480).
3. Guaranteed rights
The right provided in section 23, that is, the right to instruction in the language of the minority, can be broken down into four components, whose scope will vary in relation to the sliding scale described above: the right to instruction, to facilities, to a measure of management and control, and to an education of a quality comparable to that provided to the majority.
At a minimum, section 23 will provide for a right to education at the elementary and secondary levels in the language of the minority, and this right will be increased according to the number, according to the criterion of the sliding scale. At the upper limit of the sliding scale, numbers will warrant the provision of the highest level of services to the minority language community. In such cases, rights holders are entitled to full educational facilities that are distinct from, and equivalent to, those found in the schools of the majority language group. The upper threshold of the sliding scale can include separate minority language school boards (Rose-des-vents, at paragraph 29) In CFS de la C-B, the Court introduces a right between the right to education and the right to equivalent institutions: the right to proportional services (CSF de la C-B at paragraph 2126) The proportionality analysis should mirror the perspective used in the equivalence analysis: it should adopt a substantive equivalence analysis, from the perspective of the reasonable rights holder parent, while making a local comparison of the global educational experience (CSF de la C-B at paragraph 2124). When examining the question of proportionality, the question is whether a reasonable rights holder would find a minority school to be meaningfully disproportionate to the facilities offered to the majority, based on a local comparison of the global educational experience (CSF de la C-B at paragraph 853). The question for section 23 is whether the global educational experience meets the appropriate standard, not whether one aspect of that education meets an appropriate standard (CSF de la C-B at paragraph 4962).
Section 23 carries limits that require governments to do whatever is practical in the circumstances to preserve and promote minority language education, and the Government is not required to provide services that go beyond what is envisioned by the rights created in the text of section 23 (CSF de la C-B at paragraphs 420-421 et 6504).
The other components of the right provided for in section 23 are as follows.
(i) The right to instruction
Section 23 stipulates as a minimum a right to primary and secondary instruction in the minority language (paragraph 23(3)(a)).
In addressing pedagogical requirements specifically, it is important to consider the value of linguistic minority education as part of the determination of the services appropriate for the number of students. The pedagogical requirements established to address the needs of the majority language students cannot be used to trump cultural and linguistic concerns appropriate for the minority language students (Arsenault-Cameron at paragraph 38).
Immersion programs in which much or, at specific times, all of the instruction is given in the minority language do not, for the purpose of section 23, guarantee minority language instruction (Re Minority Language Educational Rights (Re Minority Language Educational Rights (1988), 49 D.L.R. (4th) 499 (C.A. P.E.I.)) at pages 526-527). For the purposes of section 23, a minority language education program may include a program in which all subjects are taught in the language of the minority, except for the teaching of other languages. This right also goes beyond the language of instruction. Section 23 ensures the creation of a program that is appropriate to the needs of the minority and reflects its values and culture, including extracurricular and recreational activities (Bastarache, at pages 715-716; Public Schools (Man.) at pages 854-55).
The integrity of minority schools is essential to their operation. Minority language education is meant to take place in the language of the minority. It is not intended to teach outsiders the language of the minority (CSF de la C-B at paragraph 699).
(ii) The right to facilities funded from public funds
Provinces have a positive duty to ensure that minority language educational facilities are provided out of public funds where the numbers so warrant. Those rights temper the Province’s broad, plenary jurisdiction over education (CSF de la C-B at paragraph 373). In accordance with the sliding scale, it will not always be necessary for instruction to be given in a separate building reserved for teaching purposes. Sharing of educational institutions may be necessary when numbers are low. However, the premises frequently used by the minority must generally be distinct from those of the majority so as not to cause a significant erosion of the linguistic homogeneity of minority education (Bastarache at page 719, CA Yellowknife (Northwest Territories (A.G.) v. Association des parents ayants droit de Yellowknife, 2015 NWTCA 2) at paragraphs 121 et 720).
It seems reasonable to infer that some distinctiveness in the physical settings is required to successfully fulfil this role (Mahe at paragraph 50; Reference re Public Schools Act (Man.) at paragraph 25).
The financial impact of the provision of specific facilities will vary from region to region. It follows that assessment of what will constitute appropriate facilities should only be undertaken on the basis of a distinct geographical unit within the province (Reference re Public Schools Act (Man.) at paragraph 29).
Both a textual and purposive analysis of section 23(3) of the Charter indicate that instruction should take place in facilities located in the community where those children reside. The determination of the appropriate area for the provision of minority language instruction and facilities is something that has to be decided in each case. The section 23 standard favours community development. The definition of the region is subject to the exclusive powers of the minority over the management and control of minority language instruction and the linguistic minority’s facilities, subject to objective provincial norms and guidelines that are consistent with section 23 (Arsenault-Cameron at paragraphs 56-58).
At the upper end of the variable scale, rights holders must have complete educational institutions, distinct from those offered to the linguistic majority, but of equivalent quality (Rose-des-vents, at paragraph 29) (also see "Quality of education", below).
Section 23 does not protect the construction of spaces for community purposes; it only protects places devoted to teaching in the language of the minority. School buildings may serve important community purposes (community gathering places, daycare, etc.), but they are not protected by section 23 and cannot give rise to a section 23 remedy. However, it should be noted that the Supreme Court of British Columbia determined that the minority school board (the CSF) had the right to construct “NLC” spaces (spaces for community activities) during the construction of new schools (CSF de la C-B at paragraph 1873). School boards cannot divert resources for minority-language instruction for community purposes and then state that educational institutions are inadequate or lack space (CA Yellowknife at paragraph 87).
(iii) The right to management and control
To ensure that schools can fulfill their role enhancing the vitality of the minority language community, section 23 guarantees the minority language community a degree of management and control over minority language educational facilities (CSF de la C-B at paragraph 373). Where the numbers warrant, section 23 of the Charter gives minority language parents a right of management and control over the educational facilities provided for them. Such management and control are vital to ensure that their language and culture flourish (Mahe at paragraph 51).
Empowerment is essential to correct past injustices and to guarantee that the specific needs of the minority language community are the first consideration in any given decision affecting language and cultural concerns. The representatives of the official language community have the right to a degree of governance of these facilities, independent of the existence of a minority language school board (Arsenault-Cameron at paragraphs 42, 45).
The right to management and control is exercised over those aspects of the educational institutions that are at the core of the board's mandate: minority language and culture (CSF de la C-B at paragraph 373). In order to remedy past injustices, the minority community has the right to exclusive control over aspects of minority language instruction that are relevant to or have an impact on language and culture (CSF de la C-B at paragraph 392). The determination of the relevance of an aspect to the minority language and culture is contextual (CSF de la C-B at paragraphs 393-395) and must consider whether the aspect in question relates to the pursuit of the restorative objectives of section 23 (CSF de la C-B at paragraph 446). Where an aspect of the instruction falls within the minority's exclusive right to management and control, the minority school board is entitled to some degree of deference (CSF de la C-B at paragraph) and the province should not interfere (CSF de la C-B at paragraph 446).
For example, the right to determine what transportation times are appropriate falls within the minority’s jurisdiction in most instances (CSF de la C-B at paragraph 1539). In addition, the linguistic minority may determine what funds in its budget should be allocated to school transportation (CSF de la C-B at paragraphs 1761 and 1791). The fact that a minority school board is located in leased premises does not deprive it of its right to management and control (CSF de la C-B at paragraph 5592), but the school board must comply with the provincial standards in this area and not acquire extravagant premises (CSF de la C-B at paragraph 5603). The operation of schools in leased spaces does not necessarily result in a determination that the minority school board is deprived of its right to manage and control (CSF de la C-B at paragraph. 5687). The decision to create a system where CSF leases establishments belongs to the province by virtue of its jurisdiction over education (CSF de la C-B at paragraph 5777). While the province is constitutionally obliged to finance minority school leases, the minority school board cannot require funding to come from a specific category of the government budget (CSF de la C-B at paragraph 5802).
The Province of British Columbia's policy to compensate majority language school boards for the transfer of surplus schools to the CSF is constitutionally valid and does not infringe on the CSF's right to management and control (CSF de la C-B at paragraph 6230). The deregulation of school disposals in 2002 was found to be consistent with section 23 and did not deprive the minority-language school board (the CSF) of its right to management and control (CSF de la C-B at paragraph 6263). On the other hand, a freezing of funds policy was found to be contrary to section 23 as it encroached on the right of the minority school board to determine when and where new facilities were required (CSF de la C-B at paragraphs 5920, 5924, 5928 and 5949).
The right to management and control is different from the right to funding. Funding is indeed required for programs and services to be offered; management and control, as it relates to funding, means school boards decide where and how to spend such funds. Provincial and territorial governments are not obligated to fund “any and all programs and services” a school board decides is necessary. It is up to school boards to “exercise their right to management and control within the level of funding fixed by the Government, as long as that level complies with the Government’s funding obligation” (Conseil scolaire fransaskois 2014, (Conseil scolaire fransaskois v. Government of Saskatchewan (2014 SKQB 285) at paragraph 103).
Requiring a minority-language school board to prioritize projects for which it seeks funding is not contrary to section 23 of the Charter; rather, it furthers its right to management and control (CSF de la C-B at paragraph 6500). Similarly, requiring the preparation of a "PIR" (a document justifying a project proposed by the school board) falls within the province's jurisdiction and does not encroach on the minority's right to manage and to the control (CSF de la C-B at paragraphs 6555-6556).
The measure of management and control required may, in some circumstances and depending on the number of students to be served, warrant an independent school board. Where numbers do not warrant granting this maximum level of management and control, however, they may nonetheless be sufficient to require linguistic minority representation on an existing school board. In this latter case: (1) the representation of the linguistic minority on local boards or other public authorities which administer minority language instruction or facilities should be guaranteed; (2) the number of minority language representatives on the board should be, at a minimum, proportional to the number of minority language students in the school district, i.e., the number of minority language students for whom the board is responsible; (3) the minority language representatives should have exclusive authority to make decisions relating to the minority language instruction and facilities, including: (a) expenditures of funds provided for such instruction and facilities; (b) appointment and direction of those responsible for the administration of such instruction and facilities; (c) establishment of programs of instruction; (d) recruitment and assignment of teachers and other personnel; and (e) making of agreements for education and services for minority language pupils (Mahe at paragraph 61).
Where a minority language school board has been established so as to meet the requirements of section 23 of the Charter, it is the school board’s responsibility, because it represents the official language minority community, to decide on what is most appropriate, from the perspective of language and culture. The minority language school board has the exclusive power to decide how it will provide services to the minority, in compliance with the legitimate limits imposed by the province, as its decisions are also subject to the individual personal rights covered by section 23. In a given situation, those with rights accorded by section 23 may challenge a decision by a minority language school board (Arsenault-Cameron at paragraphs 43, 62).
Provincial and territorial governments are permitted to provide minority groups with higher levels of management and control than that provided for in section 23. Thus, a province or territory may delegate to a school board the function of setting criteria for the admission of pupils beyond the categories of entitled persons provided for in Article 23. By this delegation, a school board of the linguistic minority may be given a wide discretionary power to admit children of non-entitled persons. Several provinces have thus extended the rights provided for in section 23. In the absence of such a delegation, a school board does not have the power to unilaterally set admission criteria different from those established by the province or territory. Section 23 does not require the provinces to enact legislation enabling school boards to admit non rights-holders (CSF de la C-B at paragraph 751). The school board may, however, argue before the courts that the province is not in compliance with section 23 through its legislation and regulations (Yukon at paragraphs 70 and 74)
(iv) Quality of education
According to the Supreme Court, in the context of section 23, it is usually not useful to refer to section 15, as section 23 establishes a comprehensive code of minority language instruction rights, which gives minority French- and English-language communities special status (Mahe at paragraph 45; Solski at paragraph 20; Nguyen v. Quebec, 2009 SCC 47 at paragraph 25). Practical reasons as well as legal principle support the conclusion that section 23 minority language education rights cannot be subordinated to the equality rights guaranteed in section 15(1) of the Charter (Gosselin at paragraph 34). That said, the principle of equality is, of course, what underlies section 23.
In fact, once it is established that the number of children warrants the highest level of services, section 23 requires that the quality of the services be essentially equivalent to that of the services provided to the students of the linguistic majority (Rose-des-vents at paragraph50, CSF de la C-B at paragraph 830). Section 23 is based upon the premise that substantive equality requires official language minorities to be treated differently, if necessary, depending on their particular situation and specific needs, in order to guarantee them a standard of education equivalent to the official language majority’s (Arsenault-Cameron at paragraphs 31 and 48; Rose-des-vents at paragraph 33; CSF de la C-B at paragraph 6646). The purpose of this section is not to reinforce the status quo by adopting a formal approach to equality that would primarily aim to treat the majority and minority official language groups in the same way. The use of objective standards to assess the needs of children of the linguistic minority, mainly by reference to the educational needs of the children of the linguistic majority, does not take into account the particular requirements of the holders of the rights guaranteed by section 23 (Arsenault-Cameron at paragraph 31; Gosselin at paragraph 32).
To give effect to the rights guaranteed by section 23, the emphasis should be on real equivalence rather than on per capita costs and other formal equivalence indicators (Rose-des-vents at paragraph 33). Funding for minority schools must be at least equivalent, in proportion to the number of pupils, to the funds allocated to majority schools (Mahe, paragraph 63). However, no specific amount per person will meet the requirements of section 23 in a particular case. What is most important is that the educational experience of the children of rights holders guaranteed by section 23 at the upper limit of the variable scale is of a quality truly similar to the educational experience of the students of the linguistic majority (Rose-des-vents at paragraph 33).
The right to establishments equivalent to those provided by the majority includes the right to minority board premises equivalent to those of the majority (CSF de la C-B at paragraph 5436). Even so, in CSF de la C-B, the Court found that the minority school board's facilities did not play an essential symbolic role (CSF de la C-B at paragraph 5439).
(a) Measure of equivalence between the minority and the majority
In assessing equivalence between minority and majority schools, the court must take into account educational choices from the point of view of the holders of the rights guaranteed by section 23. Would reasonable parents who hold these rights be dissuaded from sending their children to a minority language school because the school is truly inferior to a majority language school where they can enroll? If so, the purpose of this restorative provision is threatened. If the overall educational experience is sufficiently greater in the schools of the linguistic majority, this may weaken parents' willingness to have their children educated in the language of the minority, which, in turn, risks assimilation (Rose-des-vents at paragraph 35).
The comparison group that will generally be appropriate for the assessment of the actual equivalence of a minority language school will be the neighboring schools of the linguistic majority that represent a realistic alternative for right holders. The precise geographic extent of the comparator group and the relative usefulness of such comparisons may vary according to circumstances (Rose-des-vents at paragraph 37).
The comparative factors for equivalence analysis are physical facilities, quality of instruction, educational outcomes, extracurricular activities, travel time, and other factors that may influence the choice of parents. These factors should not be considered in isolation; they are examined together to decide whether, overall, the educational experience is inferior to the point of discouraging rights holders from enrolling their children in a minority language school (Rose-des-vents at paragraphs 39-40). In CSF de la C-B, the Court examined, among other things, student-teacher ratios, technology and graduation rates (CSF de la C-B at paragraph 2077).
The lack of reasonable accessibility, including difficulties in transporting to a minority school, may lead to a conclusion that the rights guaranteed by section 23 have been denied. However, the difference in the accessibility of a minority school to that of the majority must be sufficiently large to affect the right to education (Clermont, paragraphs 10, 15-16).
It is not appropriate for provincial or territorial governments to raise issues related to practical considerations or costs in the analysis of evidence-based equivalence between linguistic minority schools and those of the linguistic majority. Costs and practical considerations are relevant in determining the level of service to be provided to a group of rights holders according to the variable scale (see “Application: the sliding scale” above), but once this level is established, practical and financial considerations cannot be considered again in the equivalence analysis (Rose-des-vents at paragraph 46; CSF de la C-B at paragraph 864).
In order to provide substantially equivalent funding provided for in any given school year, it is necessary to maintain the comparative difference between minority French language school boards and majority Anglophone school boards, which also means inflation needs to be factored into governmental funding considerations. (Conseil scolaire fransaskois 2014, at paragraphs 158-159).
4. Other pertinent factors
(i) Role of the provinces and territories and the division of powers
Federalism plays an important role in the application of section 23 of the Charter. Each province or territory has a legitimate interest in the provision and regulation of educational programs in the language of the minority, because education is a provincial head of jurisdiction (Arsenault-Cameron at paragraph 53; Solski at paragraph 10). While recognizing the importance of language rights, the Charter also recognizes the importance of respecting the constitutional powers of the provinces. Pursuant to section 93 of the Constitution Act, 1867, the provincial legislatures have the power to enact laws relating to education (British Columbia evidence (Conseil scolaire francophone de la Colombie-Britannique v. British Columbia, 2011 BCSC 1043; 2011 BCSC 1219; 2012 BCSC 582; 2012 BCCA 282) at paragraph 56, Rose-des-vents at paragraph 68.)
However, except with regard to Quebec and paragraph 23(1)(a) of the Charter, all provincial and territorial minority language education regimes must be consistent with the requirements of section 23 (Solski at paragraph 10). Thus, while the government should have the widest possible discretion in choosing the institutional means it will use to fulfill its obligations under section 23 of the Charter, the power of the Minister is limited by the remedial nature of section 23, the special needs of the minority language community, and the exclusive right of minority representatives to manage minority education and institutions (Mahe at paragraph 96, Arsenault-Cameron at paragraph 44). The province or territory can control the content and qualitative standards of educational programs for official language communities to the extent that they do not negatively affect the legitimate linguistic and cultural concerns of the minority (Arsenault- Cameron at paragraph 53).
Provincial jurisdiction over education under section 93 of the Constitution Act, 1867 is limited by section 23 of the Charter and section 93(1) of the Constitution Act, 1867. There are parallels between the rights given to the linguistic minority under section 23 and those guaranteed to denominational schools under section 93 (CSF de la C-B at paragraph 377). Section 23 limits the powers of the provinces in two ways: (1) the right to the management and control of the linguistic minority over certain aspects of the education system; and (2) the provincial government's positive obligation to provide instruction services in the minority language (CSF de la C-B at paragraphs 380 and 444-446).
The provinces may regulate matters that do not relate to language and culture (for example, the right to impose taxes) and the province may make changes to school institutions by virtue of its jurisdiction over education. The linguistic minority is required to comply with provincial standards as long as they do not interfere in the linguistic and cultural affairs of the minority (CSF de la C-B at paragraph 5589).
In CSF de la C-B, the Court determined that the province must act as a defender of the minority school board in order to meet its duty to preserve and promote minority language instruction (CSF de la C-B at paragraph 5765). Its approach to remaining neutral and not assisting the CSO in negotiating leases is contrary to section 23 (CSF de la C-B at paragraphs 5763, 5948, 6355-6356 and 6825).
Although section 23 does not necessarily require the province to identify all surplus properties throughout the province to assist the minority school board in finding new schools, the province must be flexible in its approach to helping the minority school board at the identification stage of potential sites (CSF de la C-B, at paragraphs 6232-6325). The Province is required to do everything practical to help the minority school board acquire spaces and open programs for right holders, but section 23 does not require the adoption of a specific policy as to how this assistance should be offered (CSF de la C-B at paragraph 6347). That said, a policy that requires the school board to identify sites for its schools without the assistance of the province is contrary to section 23 of the Charter and the province's duty to preserve and promote minority-language education (CSF de la C-B at paragraphs 6374 and 6425).
The province has jurisdiction to create a funding system that requires the minority school board to report and justify its costs (CSF de la C-B at paragraph 5891). The province can also set up a dispute resolution system to resolve disputes between different school boards (CSF de la C-B at paragraph 6816).
As the Charter sets out the minimum standards to which the law must comply, any law that does not comply with these standards contravenes the Charter and is presumed unconstitutional. Moreover, since the Charter only sets minimum standards, it does not prevent provincial or territorial legislation from going beyond the basic rights recognized in the Charter and offering other protections. A province or territory has the power to enact legislation that provides greater protections than those guaranteed by the Charter, which has been done in several provinces (Yukon, at paragraph 70).
Each province or territory exercises its discretion in light of its particular circumstances, obligation to respect the objectives of section 23 of the Charter and educational policies (Solski at paragraph 47).
(ii) Application of section 23 of the Charter in Quebec
Pursuant to section 59 of the Constitution Act, 1982, paragraph 23(1)(a) of the Charter does not apply in Quebec. It cannot be brought into force without the consent of the National Assembly or government of Quebec. To date, such consent has not been given. To that extent, section 59 limits the classes of rights holders in Quebec to those described in paragraph 23(1)(b) and section 23(2) of the Charter (Quebec Protestant School Boards at pages 82, 86, 87).
By so defining the classes of rights holders, which are in theory uniform throughout Canada but are limited in Quebec by the effect of section 59 of the Constitutional Act, 1982, the framers also rejected the freedom to choose the language of instruction in Quebec (Solski at paragraph 8).
In rejecting “free access” as the governing principle in section 23, the framers of the Charter were concerned about the consequences of permitting members of the majority language community to send their children to minority language schools. Within Quebec, the problem has the added dimension that what are intended as schools for the minority language community should not operate to undermine the desire of the majority to protect and enhance French as the majority language in Quebec, knowing that it will remain the minority language in the broader context of Canada as a whole (Gosselin at paragraph 31).
(a) Section 73 of Quebec’s Charter of the French Language and section 23(2) of the Charter
The attempt by the Quebec legislature to define the classes of rights holders set out in section 23 of the Charter by using the “major part” criterion set out in section 73 of Quebec’s Charter of the French Language (CFL) is not an unconstitutional limitation on the rights in question. The proper interpretation of section 23(2) must be purposive; it must reflect the remedial nature of the provision and it must be consistent with the intent to adopt a uniform set of minimum rights which in fact restrict the provincial jurisdiction over education. Section 73(2) of the CFL can be interpreted to conform to section 23(2) of the Charter. To that end, the adjective “major” must be given a “qualitative” rather than “quantitative” meaning. The Supreme Court is of the opinion that a strict mathematical approach is not consistent with section 23(2) of the Charter, which is designed to identify a single category of beneficiaries. This provision must therefore receive a broad interpretation consistent with the constitutional objective of protecting minority language communities (Solski at paragraphs 1 and 27).
Thus, a “major part” requirement, defined qualitatively, i.e., as meaning a “significant part”, is a valid qualifier for “parcours scolaire” or “educational experience”. The “major part” requirement must make room for the nuances and subjectivity required to determine whether the admission of a particular child, considering his or her personal circumstances, is consistent with the purpose of section 23(2) of the Charter and the specific need to protect and reinforce the minority language community (Solski at paragraph 46).
(iii) The justification for a violation under section 1 of the Charter
Pursuant to section 1 of the Charter, the rights provided for in section 23 may be restricted only by a rule of law within reasonable limits and demonstrably justified in a free and democratic society. Costs and practical considerations could be relevant if a responsible party seeks to justify a violation of section 23 under section 1 of the Charter (Rose-des-vents at paragraph 49, CSF de la C-B at paragraph 864). The reasons underlying the difficulty of justifying a violation of section 7 of the Charter under section 1 does not apply to section 23 (CSF de la C-B at paragraphs 988-989).
In CSF de la C-B, several violations of section 23 were found to be justified under section 1 of the Charter, including the following:
- the Province of British Columbia violated section 23 of the Charter by failing to apply the AFG Rural Factor to the CSF in 2008/09, 2009/10 and 2010/11, thus treating the CSF differently from the majority (CSF de la CB at paragraph 1518). However, this violation was justified because the beneficial effects (avoiding some negative political consequences and protecting majority-language school boards from subsequent financial losses) outweighed the negative effects (CSF de la C-B at paragraphs 1525-1527).
- the inferior quality of the overall educational experience at the Pemberton Valley Elementary School violated section 23 of the Charter, but the Court found that this violation was justified under section 1 for the following reasons: it was justified for the school in question to lease its space because of the small number of pupils in Pemberton; the cost of remedying the problem by building a new school; the fact that the CSF did not seek help from the Department of Education; and the more pressing need to improve access to education elsewhere in British Columbia (CSF de la C-B at paragraph 2444).
- excessive traveling time to Victor Brodeur School (due to overcrowding in the school that resulted in a lease of facilities elsewhere due to lack of funding to expand the school) was justified for financial reasons (CSF of the BC to the paragraphs 4253, 4259 and 4264-4265).
- a lower quality gymnasium making the overall educational experience of École Élémentaire Deux-Rives incompatible with section 23 of the Charter was justified: the decision not to expand the gymnasium allowed the province to address more urgent needs elsewhere in British Columbia (CSF de la C-B at paragraphs 4991 and 5003).
Justifications under section 1 have also been examined on a number of occasions in disputes involving section 23 of the Charter in relation to the Charter of the French Language in Quebec (see Quebec Protestant School Boards and Nguyen). In particular, the Court in Nguyen did not call into question the important and legitimate objective of the Quebec government to protect the French language in Quebec, namely education in French, or the rational causal link between the objectives of the Charter of the French language and the measures taken. However, the measures adopted and challenged by the Quebec government were excessive in relation to the objectives pursued.
(iv) Remedial power of the courts
The default court of competent jurisdiction to hear an application for a remedy under section 24(1) of the Charter is a superior court established under section 96 of the Constitution Act, 1867. It is also contemplated in section 24(1) that a court of competent jurisdiction will have the authority to grant a remedy that it considers appropriate and just in the circumstances. The trial judge is not required to identify the single best remedy, even if that were possible (Doucet-Boudreau at paragraphs 45 and 86).
The government should have the widest possible discretion in selecting the institutional means by which its obligations under section 23 of the Charter are to be met. “The courts should be loath to interfere and impose … standards, unless that discretion is not exercised at all, or is exercised in such a way as to deny a constitutional right” (Mahe at paragraph 96; Doucet-Boudreau at paragraph 66).
The “numbers warrant” requirement leaves the right in section 23 of the Charter particularly vulnerable to government delay or inaction. For every school year that governments do not meet their obligations under section 23, there is an increased likelihood of assimilation which carries the risk that numbers might cease to “warrant”. Thus, particular entitlements afforded under section 23 can be suspended, for so long as the numbers cease to warrant, by the very cultural erosion against which section 23 was designed to protect. The affirmative promise contained in section 23 and the critical need for timely compliance will sometimes require courts to order affirmative remedies to guarantee that language rights are meaningfully, and therefore necessarily promptly, protected (Doucet-Boudreau at paragraph 29; Rose-des-vents at paragraph 28).
The courts must be guided by historical and contextual factors in crafting a remedy that would meaningfully protect, indeed implement, the applicants’ rights to minority official language education for their children while maintaining appropriate respect for the proper roles of the executive and legislative branches (Doucet-Boudreau at paragraph 37).
The remedy awarded must be connected to a breach of the Charter committed against the rights holders. Thus, a court could not order the construction of child care spaces as a remedy for a violation of section 23, since the daycare is not protected by section 23 and the absence of child care space could not constitute a Charter violation (CA Yellowknife at paragraphs 171-172).
Practical costs and considerations may be relevant where the court seeks to design a remedy that is "appropriate and fair" in the circumstances, pursuant to section 24(1) of the Charter (CSF de la C-B at paragraph 864). Thus, the finding of a section 23 violation will not automatically lead to the opening of a new school for rights holders. There is a constant tension in reconciling competing priorities, between the availability of financial resources and the pressure on the public treasury. In designing a remedy, the court considers the costs and practical considerations involved in the delivery of all educational services — both for the linguistic majority and the minority schools (Rose-des-vents at paragraph 49).
In Doucet-Boudreau, the trial judge ordered the provincial government and school board to “do their best” to provide homogeneous French-language instruction facilities and programs within established timeframes (an “institutional” order). The judge also remained seized of the matter so as to receive reports on the efforts authorities made. The Supreme Court of Canada held that the order effectively vindicated the rights of the francophone parents; respected the framework of our constitutional democracy; called on the function and powers of a court; and vindicated the right by means that were fair. However, the Court noted that future orders of this type should be more detailed with respect to the jurisdiction retained and the procedure at reporting hearings (Doucet-Boudreau at paragraph 84).
In Nguyen, the Court upheld the Quebec Court of Appeal’s declaration that paragraphs 2 and 3 of section 73 of the Charter of the French Language are invalid and suspended its effects for one year to enable Quebec’s National Assembly to review the legislation (Nguyen at paragraph 51). On October 20, 2010, the members of Quebec’s National Assembly passed Bill 115 to comply with Nguyen.
In CSF de la C-B, the Court awarded damages of $6 million to compensate for the chronic underfunding of school transportation (CSF de la C-B at paragraph 1793). It also ordered the Province of British Columbia to set aside funds (a Capital Envelope) for the capital requirements of the CSF (CSF de la C-B at paragraphs 6759 and 6763) and to adopt a policy or a law to resolve or ensure the active involvement of the British Columbia Ministry of Education in the settlement of disputes between the CSB and the majority language school boards (CSF de la C-B at paragraph 6833).
(v) Awarding costs
Awards of costs are within the discretion of the court hearing a matter. Solicitor-client costs are an exceptional measure. Misconduct during the proceeding, and not the conduct that made the proceeding necessary, is what justifies awarding solicitor-client costs, which are generally awarded only when there has been reprehensible, scandalous or outrageous conduct on the part of one of the parties: Young v. Young, 4 S.C.R. 3 (East Central Francophone Education Region No. 3 East Central Francophone Education Region No. 3 v. Alberta (Minister of Infrastructure), 2004 ABQB 428) at paragraph 39).
The fact that issues are raised under the Charter will not necessarily lead to an award of solicitor-client costs. Nonetheless, persistent denial of the rights guaranteed by section 23 of the Charter can justify awarding costs on that basis (Arsenault-Cameron at paragraph 63; East Central Francophone Education Region No. 3 at paragraph 40).
Special costs may be awarded when members of the minority community with limited resources seek to enforce their constitutional rights, in situations where the issues raised are new and are of great public importance. Consideration is also given to the fact that members of the official-language minority community have attempted to resolve certain issues outside the courtroom by negotiating with the other parties (Rose-des-vents at paragraphs 85-89).
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- Date modified: | <urn:uuid:5ba55316-84e6-4b33-9b05-e338803e300e> | CC-MAIN-2023-50 | https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art23.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.930082 | 15,802 | 3.421875 | 3 |
THE agama jumps from a horizontal surface onto a vertical wall with ease. But if that surface is slippery, the lizard loses its footing, yet it still makes a successful landing on the wall. How? The secret is in the lizard’s tail.
Consider: When agamas jump from a coarse surface—which provides grip—they first stabilize their body and keep their tail downward. This helps them to jump at the correct angle. When on a slippery surface, though, the lizards tend to stumble and jump at the wrong angle. However, in midair, they correct the angle of their body by flicking their tail upward. The process is intricate. “Lizards must actively adjust the angle of their tails just right to remain upright,” says a report released by the University of California, Berkeley. The more slippery the platform, the more the lizard must raise its tail to ensure a safe landing.
The agama’s tail may help engineers design more-agile robotic vehicles that can be used to search for survivors in the aftermath of an earthquake or other catastrophe. “Robots are not nearly as agile as animals,” says researcher Thomas Libby, “so anything that can make a robot more stable is an advancement.”
What do you think? Did the agama’s tail come about by evolution? Or was it designed? | <urn:uuid:e51e3c9a-b0f5-49c3-818f-d7f5beb773ee> | CC-MAIN-2023-50 | https://www.jw.org/en/library/magazines/g201302/agama-lizard/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.958335 | 284 | 4.0625 | 4 |
Things that Make Your Seasonal Allergies Worse
March 20, 2017
It happens cyclically. The itchy eyes, constant sneezing, and tight feeling in your chest, and it always happens around the same time every year. You’re one of the millions of people who get seasonal allergies. According to the American College of Allergy, Asthma, and Immunology, allergies begin in the month of February and can last until early summer. So, why do we feel awful during this season? What makes us sneeze, tear up, and cough throughout springtime?
Seasonal Allergy Triggers
During certain times of the year, there are different kinds of pollens and spores (mold) that trigger cold-like symptoms. These pollens aren’t like harmful bacteria, but your body’s response comes in the form of coughing and sneezing.
People sometimes say “spring showers bring May flowers,” but did you know that rain can make pollen counts increase? Climate is a big factor in seasonal allergies. Pollen can easily stick to grass, plants, or trees depending on the weather. Warm, high-humidity and windy climates are perfect for mold and pollen to grow and spread. If your area is experiencing heavy rain in spring or summertime, you can expect an unusually bad allergy season.
In addition, timing can affect pollen count and your allergies. The morning time is when pollen counts are higher. Turn on your local TV, read the local newspaper, or get online to get pollen counts for the day. If they are indeed high, there are preventative things you can do to ensure you don’t catch those allergies. For example, delay your outdoor activities to a later time, leave weed pulling to someone else, and remember to close your doors and windows at night to make sure that pollen doesn’t travel into your house.
Aside from your typical pollen and mold, there are other factors that can contribute toward your symptoms:
- The smell of chlorinein swimming pools can irritate your respiratory system.
- Campfire smoke smell can give your body a strong reaction toward allergens.
- Stings and bites from insects can contribute to your allergies.
- Dust mites: You might not see them, but a good way to prevent this is to keep your home free of dust, especially in pillows, sheets, and curtains.
Symptoms of Seasonal Allergies
Some seasonal allergy symptoms can include:
- Watery, itchy eyes
- Itchy nose, mouth, or ears
- Coughing or wheezing
- Shortness of breath
- Tight feeling in your chest
TrustDr. Michael Kaplan and the specialists at Kaplan Sinus Relief to provide you with personalized care for your seasonal allergies. Our team will diagnose you and see which treatments work best for you. Schedule an appointment with us today and get a step closer to treating your seasonal allergies. | <urn:uuid:8471418a-7a7a-41b0-aaf1-027ee81f86b6> | CC-MAIN-2023-50 | https://www.kaplansinusrelief.com/blog/things-make-seasonal-allergies-worse/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.937419 | 612 | 3.015625 | 3 |
As of April 29, 2009, the world record was set by Tyler Bradt when he ran 186-foot-tall Palouse Falls in Washington.
When dropping over a waterfall, how long does it take a kayaker to fall a given distance and how fast is he/she going when they hit the pool below?
Someone photographing a kayaker running a waterfall may want to know ahead of time how many seconds the freefall event will last. If we ignore the air's frictional resistance force, the equation for calculating how far you fall in a given number of seconds can be simplified from formulas for acceleration to:
t squared = (2d/32) = d/16, or in terms of the distance fallen, d = 16 x (t squared). Where "t" is time in seconds and "d" is the height fallen in feet and 32 is the acceleration of gravity in ft/s/s.
d = 16', t = 1 sec.
d = 64', t = 2 sec.
d = 144', t = 3 sec.
d = 256', t = 4 sec.
However, in the real world the higher the velocity the greater the wind resistance. So for big drops the actual distance fallen would be less than this, or looked at the other way, the time it takes to fall a given distance would be slightly longer.
How fast is a kayaker going at the bottom of a waterfall (or seal launch)?
If we ignore the frictional resistance force from the air, the formula for calculating a kayaker's velocity at the bottom of a vertical drop is:
V = square root of (2 x 32 x d), where "V" is the Velocity in ft/s and "d" is the height of the drop in feet, and 32 is the acceleration of gravity in ft/s/s.
Or for V in miles/hour:
V = 0.68 x square root of (2 x 32 x d) = 0.68 x (square root of 64d). Where 0.68 is the ratio of (3600 seconds per hour/5280 feet per mile).
d = 10', V = 17mph
d = 16', V = 22mph (1sec.)
d = 32', V = 30mph
d = 64', V = 44mph (2sec.)
d = 100', V = 55mph
d = 144', V = 65mph (3sec.)
d = 200', V = 77mph
d = 256', V = 87mph
However, in the real world the higher the velocity the greater the wind resistance. So for big drops the actual velocity would be somewhat less than this.
What's the impact force when a kayaker hits the water at the bottom of a waterfall?
That's the $64 million question. The impact force when you hit the water depends on many variables such as the aeration of the water, shape and size of the kayak and kayaker, the angle of impact, the combined mass of the kayak and kayaker, and the velocity of the kayaker at impact (the kayaker's velocity squared to be more precise). So unfortunately the thing that matters most is too complicated to calculate; tests with accelerometers would yield interesting results.
A Beginning River Kayaker's Take On This
Revised scale with the reasons for the "d"
d = 1'; V = 5.4 mph (I didn't see the drop)
d = 2'; V = 7.6 mph (this was a dare)
d = 3'; V = 9.4 mph (also a dare but after a lot of thought)
d = 4'; V = 10.9 mph (oh sh** -- rhymes with "it", a serious miscalculation in reading the river)
d = 5'; V = 12.2mph (after many beers and saying "hey bubba, watch this")
No comments. Please feel free to be the first. | <urn:uuid:cd6d539a-409e-4c10-aaeb-c85721dd8157> | CC-MAIN-2023-50 | https://www.kayakacademy.com/blogs/kayak-tips/18070623-waterfall-falls-and-velocity | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.91996 | 825 | 2.984375 | 3 |
University of Arizona Researchers Report on The Educational Value of KiDs Beach Club®
The KiDs Beach Club® (KBC) after-school program plays an important role in the academic life of public elementary schools by meeting student social-emotional needs, improving student behaviors, and developing leadership among students, according to researchers at the University of Arizona.
Their study found that, “KBC serves a valuable role as the supplemental support system that can act as an extension of school efforts to support their students and...fill the gap in the school’s ability to support their students and meet their needs.”
Researchers studied elementary schools that have a KiDs Beach Club® program. Principals at these schools noted several challenges that their schools faced and how KBC assisted in meeting those challenges. Student social, emotional, and behavioral issues were all concerns. The COVID-19 pandemic was seen as causing deterioration in student interpersonal skills and reducing their ability to empathize and demonstrate kindness toward others. Principals noted the lack of time and resources available within the school day to address the needs for emotional and behavioral maturity, making the KBC after-school program especially important. Schools, especially those designated as Title I, also faced a lack of parental support at home.
Principals noted that an integral part of the supplemental support KBC provides schools are KBC’s adult volunteers and the “benefit of having adults other than their school’s faculty contribute toward instilling positive behavior in students.” One principal was quoted as saying “KBC taught students how to be a friend, what it is like to stand up for someone, and how to become leaders.” The study found that KBC’s use of Biblical stories, parables, and lessons were uniquely valuable in instilling values in ways the school could not because of their religious basis. Students responded with excitement about religion.
The study found a correlation between KiDs Beach Club® attendance and student behavior improvement. One principal noted that there are not behavior concerns for students who attend KiDs Beach Club®. This principal stated that if more students were involved with KBC, the school would see a greater increase in positive behavior. Another principal noted an increase in students participating in school-wide community projects because of KiDs Beach Club®.
All principals who participated in the research rated the program highly. “KBC was able to support the schools in their goals to help students with improving soft skills and character development,” the study concluded. The program provided additional opportunity for students to “learn, grow, and be supported beyond the classroom.” KiDs Beach Club® helps “students develop their behavioral and emotional maturity by teaching students good values and how to be better people.”
The study found that the primary educational benefit of KiDs Beach Club® was the development of student soft skills and character, which contributed to overall learning.
Researchers used qualitative methodology to conduct four case studies of public elementary schools. Schools were randomly selected from a pool of 44 schools that had the KiDs Beach Club® program for at least three years and that had the same principal during that period. Researchers conducted phone interviews with principals during fall of 2022. The principal’s responses were recorded and turned into data for analysis.
CHARACTER FOCUSED CURRICULUM
- Reinforces character words taught in schools
- Principals report changes in student behavior because of participation in a Beach Club®
SAFE, LEGAL, & INSURED
- KiDs Beach Club® operates under legal parameters, as permitted by the Equal Access Act
- KiDs Beach Club® screens and trains all volunteers
- KiDs Beach Club® carries a $1 million liability insurance policy for students and volunteers while in Club
- KiDs Beach Club® negotiates lease agreements with school districts for the duration of the Club year (typically a 24-week period)
CHURCH & SCHOOL PARTNERSHIPS
- KiDs Beach Club® facilitates relationships between local churches and schools
- Beach Clubs® only operate with a partnering church and neighborhood school working together
- KiDs Beach Club® trains volunteers to build lasting relationships with school administration, kids, and their families
- KiDs Beach Club® volunteers often come from both church and school
- KiDs Beach Club® volunteers serve in mentor-type relationships benefiting public school students
VOLUNTEERS SCREENED & TRAINED
- 100% of volunteers are trained in child protection and safety
- 100% of volunteers are screened by a 3rd party national background check, including sex offender database searches
- Extensive training and support by paid KiDs Beach Club® staff members
Is KiDs Beach Club® Legal?
The most frequently asked question we hear is, “How can you do this in a public school?” This question is propagated from a complete misunderstanding and misrepresentation of the phrase “separation of church and state.”
The answer comes from the 2001 United States Supreme Court ruling in the case of Good News Club v. Milford Central School. In that case, the Supreme Court ruled that public schools cannot exclude Bible Clubs from meeting after hours at the school’s limited public forum because such exclusion constitutes unconstitutional viewpoint discrimination. In other words, if schools allow other outside groups to meet on school property, then allowing organizations such as KiDs Beach Club® is perfectly within the law. In fact, not only is it within the law, but to deny equal access simply because of religious content is actually discriminatory and unconstitutional.
Even so, in order to help keep our schools free from outside scrutiny or criticism, KiDs Beach Club® works within the district and school’s board-approved protocols to lease the facilities that we utilize while we are on campus. Additionally, we require a parent permission form to be completed for any child who participates in KiDs Beach Club®. This allows the forum for our Beach Clubs® to be clearly identified and separated from the school program. By following these processes, we help protect the school and district and avoid conflict from other groups who may differ in their viewpoints of what we teach.
What makes KiDs Beach Club® Unique?
KiDs Beach Club® is a multi-dimensional ministry that serves as a bridge between churches and schools. Every element of KiDs Beach Club® fosters positive relationships and establishes ongoing partnerships between churches and schools that benefit the whole community.
Search Institute has identified 40 Developmental Assets as building blocks that help young people grow to be healthy, caring and responsible adults. KiDs Beach Club® (KBC) helps students in many of these areas!
What are Other Educators Saying about KiDs Beach Club®?
Frequently Asked Questions from Educators
What is KiDs Beach Club®?
KiDs Beach Club® (KBC) is a non-profit 501c-3 organization that partners with churches to provide after-school Bible Clubs in school districts across the United States. All federal, state, and local policies are followed in securing approval, leasing space, and working closely with principals to secure permission to hold a Beach Club® on the school campus. Students who attend have permission from parents / guardians who have also acknowledged that the Club is a faith-based Bible Club that “connects KiDs to Christ and puts Bibles in their hands.”
Can any child attend a Beach Club®?
KiDs Beach Club® welcomes and embraces all children of all faiths, nationalities, and ethnicities. Clubs are open to all preteens eight to twelve years old, with some open to younger children.
What do you teach?
KiDs Beach Club® is a Christian organization that teaches character through the lens of the Bible. Beach Club® curriculum includes 24 lessons, each with a themed character word, Bible story, and Bible verse that reinforces the weekly theme. Lessons teach students how to practically live-out and apply the character quality in relationship with others.
How much space is needed?
The average Beach Club® size is 50 kids and it typically is open to all third through sixth graders who want to attend. Historically, Clubs meet in classrooms, music rooms, libraries, cafeterias, and school gymnasiums. The space needed depends on the number of kids who enroll. If space is limited, enrollment for the Club can be restricted.
What is the process to obtain parental approval?
KBC requires parent permission be obtained prior to any child attending a Beach Club®. As an exception, a child may attend one time only with a verified verbal consent from the parent. All additional Beach Club® attendances require a signed parent permission form. Copies of the permission form are kept on file in the KBC Offices, kept with the Club Leader during Club, and copies can be provided to the administrative offices of the school at any time.
How do you handle injuries or behavioral issues?
Volunteers manage behavior through positive reinforcement and re-direction combined with advance preparation. In the event of a major behavior problem or minor injury, the Club Leader will complete an “Ouch Report” and provide a copy to the parent / guardian as well as the school administration. In the event of a major medical injury, 911 will be contacted.
Do you do background checks on all volunteers?
All potential Beach Club® volunteers must consent to a stringent screening process. This includes completing a formal application, watching a Policies and Procedures video, and reading and acknowledging the KiDs Beach Club® (KBC) Child Protection Policy and KBC Statement of Faith. Additionally, the approval of all volunteers in Beach Club® is contingent upon clear results of a thorough background check conducted by a 3rd party vendor that includes sex offender database screening. As per district guidelines, volunteers may also be required to undergo additional screenings.
How is dismissal handled?
Club Leaders are encouraged to coordinate the recommended dismissal policy with local school administration. Typically, this involves identifying an organized dismissal policy for car riders, walkers, bike riders, and children who participate in another after-school program.
KBC requires a minimum of two unrelated adults to remain with the students until every child has been picked up by the designated parent/guardian, as listed on the permission form. Beach Club® volunteers are strictly prohibited from transporting children.
If the designated parent / guardian has not arrived within 15 minutes of dismissal, Beach Club® volunteers will call the parent / guardian. If a parent / guardian is more than 30 minutes late, volunteers will contact the local police, who then assume responsibility of the child until the parent / designated guardian arrives. Notification of police involvement is recorded, and copies are given to the parent, school office, and partnering church, with a copy of the incident being kept on file at the KiDs Beach Club® corporate offices. In the event of a habitually late parent, volunteers will coordinate with school administration to follow school policy before the student loses the privilege to attend Beach Club®.
How will you work with our after-school program?
Beach Club® fits seamlessly with all other after-school programs (mentoring or childcare). Trained volunteers transition students smoothly from Beach Club® to the appropriate after-school program.
Can teachers from my school volunteer in KiDs Beach Club®?
Teachers may volunteer in a Beach Club® provided they abide by district policy. Teachers who volunteer in Beach Club® are subject to the same application and background checks as all Beach Club® volunteers.
Can you provide copies of Background Checks?
All volunteer background checks are confidential and cannot be distributed. Upon request, KiDs Beach Club® can provide a legal, written statement indicating that the background check has been completed and the volunteer candidate has been cleared to volunteer.
What else do I need to know about KiDs Beach Club®?
- KiDs Beach Club® partners with a local church who provide the volunteers.
- Beach Clubs® meet for only one hour, one day a week, for 24 weeks (some Clubs meet for less weeks.)
- KiDs Beach Club® requires a minimum of 1:10 ratio of volunteers to kids.
- There is no cost to students or the district! Beach Club® is free!
- Every student will receive a new KiDs Beach Club® Explorer’s Study Bible. | <urn:uuid:27abae89-a4f7-45da-b928-74a4916bdf59> | CC-MAIN-2023-50 | https://www.kidsbeachclub.org/educators | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.9531 | 2,540 | 2.609375 | 3 |
Photo courtesy of Virginia Tech
Toys you buy this holiday season could be significantly safer thanks to research taking place at Virginia Tech.
And it all started with efforts to better protect U.S. soldiers on the battlefield.
In the early 2000s, soldiers deployed in the Middle East were experiencing more and more eye injuries from explosive blasts. When these injuries resulted in vision loss or damage, they could often have a major impact on a soldier’s quality of life and career path.
“It was a serious problem,” said Stefan Duma, the Harry Wyatt Professor of Engineering in the College of Engineering and interim director of the Institute for Critical Technology and Applied Science. “It led to a drive to quantify these injuries and figure out how we can prevent them.”
But at the time, there weren’t adequate research tools to measure impacts to the eyes and face and evaluate the risks of the wide range of possible injuries.
Duma, an expert in injury biomechanics who had done extensive auto-safety and head-injury research, took on the project, which was funded by the U.S. Army.
“We spent about ten years researching the basics of eye injuries and facial fractures,” he said. “We ran thousands of experiments, built computer models, and built a physical model.”
That physical model, a dummy headform outfitted with impact sensors, remains the state of the art today. It allows researchers to precisely measure forces exerted by a projectile on the eyes and face, determine which impacts are more likely to cause injury, and evaluate safety goggles and other protective equipment.
The specialized equipment and testing methods Duma developed led to advances in safety goggles used by the Army and regulations mandating their use.
“Discoveries and innovations made with our academic and industrial partners are infused into the Army’s science and technology laboratory portfolio and create new scientific discoveries needed for technical advances to help ensure the Army maintains its technological edge,” said David Skatrud, the director of the Army Research Office.
When Duma’s team first published their findings in 2008, it wasn’t long before toy manufacturers came calling. Hasbro, interested in understanding the head-injury risk of their Nerf swords, was the first company to contact Duma.
Photo courtesy of Virginia Tech
That project launched what has become an active toy-testing program in Duma’s lab, which is internationally recognized for work on helmet safety and concussion prevention in athletes.
The team has studied head- and eye-injury risk for dozens of toys, including lightsabers, darts, toy helicopters, pellet guns, water guns, bows—which have gotten a boost in popularity from the Hunger Games series—and miniature drones.
“We get calls almost every day from inventors and companies,” Duma said. “Most inventors don’t have specialized labs and equipment like ours, that are set up to provide quick turnaround and comprehensive data.”
In the lab, the team measures how much force the toys can generate and evaluates whether those forces put children at risk.
The researchers share the results with the companies, who often modify their designs to improve safety. Spring-loaded lightsabers and toy helicopter blades, for example, are less likely to cause eye injuries because of feedback from the lab’s research.
Collaborating with the companies on larger research projects can yield even more data, helping inform the design of safer toys for different target audiences.
“A great example was the Nerf sword,” Duma said. “No one had really quantified how kids swing swords and how it changes with gender and age. So we had kids from 5 years to 12 years old, boys and girls, and used motion-capture analysis to study how they swung the swords and how hard they hit. Based on that data, you can design a toy so that when your brother smacks his friend, it won’t cause a serious injury.”
The research has extended beyond the toy aisle, too, evaluating injury risk associated with water features at theme parks and consumer hygiene products, such as water picks, facial brushes, and hairspray.
“None of this would have happened if the Army hadn’t funded that original research,” Duma said. “You see this in everything from better cars to safer seatbelts: Big federal funding builds a knowledge base that has a tremendous translational impact. All these things we see every day are safer because of that investment.” | <urn:uuid:dbcad8d6-079a-435d-863b-cc8f1b0f77d5> | CC-MAIN-2023-50 | https://www.labmanager.com/toy-safety-research-started-with-initiative-to-protect-soldiers-from-eye-injuries-8460 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.956681 | 956 | 3 | 3 |
Photo courtesy of Sandia National LaboratoriesALBUQUERQUE, N.M. — One of the biggest untapped clean energy sources on the planet—wave energy—could one day power millions of homes across the U.S. But more than a century after the first tests of the power of ocean waves, it is still one of the hardest energy sources to capture.
Now, engineers at Sandia National Laboratories are conducting the largest model-scale wave energy testing of its kind to improve the performance of wave-energy converters (WECs). The project is taking place at the U.S. Navy’s Maneuvering and Sea Keeping facility at the Carderock Division in Bethesda, Maryland, one of the largest wave tanks in the world at 360 feet long and 240 feet wide and able to hold 12 million gallons of water.
Sandia project leads Ryan Coe and Giorgio Bacelli spend long days in the dark wave tank, where minimal lighting reduces the growth of algae in the water. They are collecting data from their numerical modeling and experimental research to benefit wave energy technology with improved methodologies, strategic control systems design and testing practices for wave energy converters.
“Our goal is to improve the economic viability of these devices,” said Coe. “In order to do so, we are working out ways to control the WEC’s generator to increase the amount of power it absorbs. At the same time, we are looking at how to reduce the loads and stresses on these devices in harsh conditions to ultimately lengthen a WEC’s lifespan in the water.”
Coe said numerous initial studies estimate that improving control of the WECs’ generators can dramatically increase energy absorption by as much as 300 percent. Transitioning these simplified studies to more realistic large-scale devices is the challenge at hand.
To control the dynamics for better, faster results in the wave tank, Coe and Bacelli are using modeling and control methods that have been successful in other industries, such as in the aerospace industry.
Photo courtesy of Sandia National Laboratories“The systems we used have been around for a while, but strangely enough they had never been applied to wave energy converters,” Bacelli said. “So far, we know the techniques we are using are more efficient and cost-effective than existing methods. We are getting more information in a fraction of the time.”
Now that Sandia has completed the first round of analyses in the water, Coe said the goal is to process all the collected data to develop a new, enhanced model that will make sure the next test yields even more valuable results.
“Make no mistake, these are extremely complex machines,” Bacelli said. “They have to be fine-tuned continuously because ocean waves are constantly changing. With this setup at the Navy’s facility, we have a unique opportunity to study the problems and quantify the effects. We want to help the industry by offering solutions to the challenges the wave energy world is facing.”
Sandia’s continuing wave energy project, Advanced WEC Dynamics and Controls, kicked off in 2013 and is funded by the Office of Energy Efficiency and Renewable Energy.
Innovations from Sandia’s Water Power Technologies Program advance our nation’s energy security by making renewable energy more economically feasible. Contributions include WEC-Sim, an open source code for modelling the performance of wave energy converters, extreme-conditions modeling and tidal and turbine modeling. Sandia researchers serve as advisers and judges for the Department of Energy’s Wave Energy Prize competition. | <urn:uuid:15c7143f-7bc9-408c-b2ae-eb3b58e8e1ca> | CC-MAIN-2023-50 | https://www.labmanager.com/wave-energy-researchers-dive-deep-to-advance-clean-energy-source-8820 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.932987 | 756 | 3.390625 | 3 |
The idea that education is a two way process where the teachers can learn as well. One must go in with open mind and be willing to learn from their students, as well as teach them. In simple words, teaching is a learning process too! If we have to keep teaching effectively to the students, we have to keep learning.
Then how it can be done? Building a positive teacher-student relationship!
Finding a way to build a good relationship with your students is more than half a battle to fight. You can have a lifetime experience but it will not make a difference to the kids if they do not interact with you.
Teachers can do it!!
No matter what your teaching style or experience level is, relating better to your students can open the door to new learning opportunities.
So, the good news is… there are many ways to develop and maintain a teacher-student relationship within the classroom. Whether it is your first time or teaching for years, there is always something new to learn with your students.
Building a good foundation!!
Get to know your students:
The first essential thing in any relationship is the introduction. Get to know not only their names but also their strengths, weaknesses, interests, and personalities. To know them more, as a teacher you can share something meaningful about yourself.
Work with your students:
Instead of reacting angrily to their problems treat them with care and attention in the classroom. Respect the students’ opinion and engage them more into the school activities through discussions or creative projects.
Practice classroom interaction:
One of the best ways to lay a good foundation of a teacher-student relationship is to create a good communication. Not only these rules will help in creating a structural classroom, but there will also be a sense of respect among the students for the teacher.
Encourage open participation:
We often hear the benefits of classroom participation, but is it really effective? At times, it is really hard to interact with a teacher who never asks questions, or ask for new ideas from students. But once a student gets the confidence of participating then no question is odd!
Conduct personal interviews:
Generally, students will come to you with questions and feedbacks. Sometimes students might experience problems with their studies. This is the time when a teacher can conduct interviews to solve their problems.
So following these guidelines, theschools in Darjeeling is successful in creating a positive teacher-student relationship in school. | <urn:uuid:20fcb5b5-c16a-4a17-b32b-755f6c280f1d> | CC-MAIN-2023-50 | https://www.leblond.in/blog/from-puppet-to-partner-the-most-important-paradigm-shift-you-can-make | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.965652 | 502 | 3.453125 | 3 |
House densification is a phenomenon that occurs in both planned and unplanned settlements in cities. Devastating fires are the most common risk in India’s densely packed urban areas.
GS Paper – 1 : Urbanization, GS Paper – 3: Disaster Management
In light of recent fire incidents, discuss the provisions relating to fire safety in India. Suggestions for improving fire safety in India are also welcome. (150 Words)
The survey report and the severity
- According to India Risk Surveys 2018, India ranks third in fire incidents, particularly in the country’s northern and western regions. The use of wood fuel and charcoal for room heating, waste burning around courtyards, and poor city infrastructure for firefighting and accessibility are all common causes of fire disasters in urban areas.
- By generating a large amount of smoke pollution and releasing greenhouse gases, urban fires can have a negative impact on human lives and property, as well as the environment and ecosystem.
- Despite major fires in the past, flagrant violations of building and fire safety standards persist, and fire accidents occur with alarming frequency. It is past time that fire safety was taken seriously and violators were prosecuted.
Current Fire Safety Provisions in India
- The fire service is one of the most important emergency response services in the country, and it is covered by the Indian Constitution’s 12th schedule, which deals with municipal functions.
- Currently, fire prevention and suppression services are organised by the respective states, union territories (UTs), and urban local bodies (ULBs).
- The 2016 National Building Code (NBC) of India: The Bureau of Indian Standards publishes NBC as a “recommendatory document,” and state governments are expected to incorporate it into their local building codes, making the recommendations mandatory.
- It is primarily composed of administrative regulations, general building requirements such as fire safety requirements, structural design and construction (including safety) provisions.
- 2003 Model Building Bye Laws: The Chief Fire Officer is responsible for fire clearance at each point under the Modern Building Bye Laws 2003. For clearance purposes, the concerned Development Authority must provide the building plans to the Chief Fire Officer.
- National Disaster Management Authority (NDMA): The National Disaster Management Authority’s guidelines specify fire safety requirements for public buildings, including hospitals, as well as design guidelines for maintaining a minimum level of open space, exit mechanisms, stairs, and evacuation drills.
Issues Contributing to Urban Fires in India
- Lack of Uniform Fire Safety Legislation: According to the Accidental Deaths & Suicides in India report 2020, 11,037 fire accidents occurred in the country in 2020. Despite this, there is no uniform fire safety legislation in India.
- Natural and Climatic Causes: Fires in urban areas are caused by natural weather phenomena such as lightning and extreme heat with low humidity.
- Absence of Smoke Management and Emergency Lighting: Because high-rise buildings frequently contain large enclosed spaces or voids, even a small fire can quickly become a fire hazard due to a lack of smoke management and a warning mechanism via emergency lighting.
- Lack of Vulnerability Analysis: Due to poor regulation and enforcement of the National Building Code 2016, a lack of vulnerability analysis in buildings leads to urban fires because vulnerability has a direct impact on preparedness, response, and recovery.
- Lack of Proper Electric Insulation: Polyurethane foam (PUF) used for plastic insulation is highly flammable due to its proximity to electrical wiring, which immediately catches fire when heated due to overloading or short circuit.
The Way Forward
- Fire Safety Legislation and Audit: To reduce the vulnerability of urban fires, India requires strong fire safety legislation as well as an effective time-to-time audit mechanism.
- Corporate Safety Responsibility: Building corporations must conduct proper vulnerability assessments prior to construction and keep basements clear of obstructions in order to maintain proper escape channels.
- Fire Hazard Response Plans: It is critical that every Urban Local Body develops a fire hazard plan in collaboration with administration, the fire brigade, and the health department, and conducts regular mock drills in public spaces to promote public awareness and rapid recovery from unforeseen fires.
- Modernization of Fire Safety Equipment: The government should provide funds and assistance to bolster and modernise fire departments with equipment such as smoke detectors, fire hose cabinets, and automatic sprinkler systems. | <urn:uuid:236d6294-c5b7-4e5e-94c8-55502d743fd8> | CC-MAIN-2023-50 | https://www.legacyias.com/india-concern-on-fire-safety-measures/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.924143 | 894 | 3.53125 | 4 |
No modern defense of democracy needs to rely solely on first principles. Unlike our liberal forebears who struggled to constrain the arbitrary and expansive powers of kings and aristocrats, we know that representative, constitutional democracy works. The hockey-stick plot of per capita income over the centuries that the economic historian Deirdre McCloskey refers to as the Great Enrichment—and what I like to call the Capabilities Explosion—was started and sustained with the spread of liberal ideas, including those of representative government. Democracies famously avoid famines, and typically avoid going to war with one another. But democracies also improve economic growth and a number of other indicators of human well-being, like health and education. This should be the backdrop for any discussion about the “failures of democracy.” Whatever arguments are deployed to show that voters are ignorant and irrational must confront these conspicuous correlations.
Nonetheless in the age of Brexit and Trump, democracy has taken some blows in terms of liberal credibility. It’s worth reconsidering the reasons why democracy is essential to the liberal worldview. Before doing this however, I should clarify exactly what it is I’ll be defending and what I won’t be. By “democracy” I mean a system of representational government where representatives are chosen by voters according to wide suffrage on the principle of one person, one vote. This representative government is coupled with a constitution—written or unwritten—which provides procedural rules and otherwise constrains the authority of the elected representatives; it is amendable, but not easily so.
By democracy I do not mean simple majority rule. Nor do I mean fetishizing referenda. Voters should elect representatives to do the work of government, and elections should provide stable and predictable opportunities to replace those representatives. The establishment of independent, technocratic bodies (e.g., the judiciary or central bank) is consistent with democratic principles as long as those doing the appointing are accountable to voters. Acknowledging that much government work is technocratic in nature, and the voters have no expertise in these matters, is common sense and not necessarily undemocratic.
In this essay I will argue that democracy is consistent with the essential requirements of a liberal government and that democracy is ethically and even epistemically superior to a close alternative, the now fashionable “epistocracy.”
The basic liberalism of democracy
In part liberalism is about figuring out how best to reap the benefits of living together in a large, diverse society instead of living on one’s own or in smaller, closed groups. But living in a large society of strangers requires coordinating on a set of rules. Knowledge of the rules and expectation that the rules will be followed maintains the order that gives the large society its value; without rules that allow for coordination of actions, a mass of people with diverse interests is just a chaotic mass of people. Coordinating on such a set of rules is the necessary and essential point of politics. Democracy respects the individual by granting them a voice in the essential social project of coordinating on a set of rules that impacts everyone.
Coercion is an unsavory but unavoidable aspect of living with other people. This is partly because human nature suggests whatever social rules obtain will be broken sometime somewhere by individuals seeking selfish advantage. But the more fundamental point is that many of our social rules themselves involve coercive limits to liberty. Private property, for example, imposes limits on an individual’s freedom to interact with the world, and these limits are ultimately backed by physical threats. I am coercively prevented from using your property as I see fit. To take another mundane example, it’s arbitrary whether we coordinate on driving on the left or right side of the street, but once we have settled on (say) the right side, we are constrained to limit ourselves to the right, and we are justified in preventing an intransigent left side driver from driving on their preferred side, by force if necessary. Democracy respects the individual by giving them a voice in how the coercive apparatuses of society are organized and deployed.
Thus democratic procedures have intrinsic—and not merely instrumental—value. Without the option to participate in crafting the rules governing society, an individual is a mere political object—subordinated to their political betters—and not a political subject with agency. It’s certainly difficult to argue such persons could be the social equal of those who do craft the rules. This intrinsic value suggests any tampering with core political rights like voting (and the freedoms of speech, association, and assembly, with public offices formally open to all comers) must overcome a presumption in favor of political liberty. It’s possible to surmount this presumption. If I was unable to refer to the overwhelming empirical victories of human well-being then this hurdle would certainly be lower. And it’s possible in principle that some other social organization could improve on substantive outcomes over democracy. But suffrage should be universal by default.
The epistocratic challenge
It’s commonly objected that the right to vote is purely symbolic because the probability that any given individual’s vote will be decisive in an election is vanishing, and thus the outcome is indifferent to their voting versus abiding on the sofa. Thus, the argument goes, for all practical purposes the typical citizen is still subordinate to those with political power. The individual has no “right” to vote on their government, and no injury is done to them if government decision-making is restricted to some elite, provided it is shown that some social gain can be achieved by such restriction. This is the argument of modern critics of democracy who favor “epistocracy,” or rule of knowers.
It’s true that any individual’s vote will virtually never be decisive, but this just owes to the large populations involved in modern democracies. In a population of 10 people who all purport to respect one another as free and equal citizens, the notion that one of the 10 should have no vote—no formal say—on the coercive institutions of the group while the other nine did enjoy such a vote would seem blatantly disrespectful of the odd one out. Indeed the nine would be at pains to persuade the one to stay with the group instead of defecting.
Of course the disanalogy arises that effective political power diminishes as the population grows, and the epistocrat can reasonably suggest that populations of different scales need different kinds of government. But the optics will always remain. The disenfranchised will live amongst the enfranchised, and will be reminded of their difference every time conversations around the water coolers and social media threads turn to politics, and every time political news airs on the television or radio. The epistocrat might respond that this feeling of being left out is in principle no different than conversations turning obsessively to sports for the person with no particular interest in the topic. This will likely be a good comparison for some disenfranchised citizens, but others may feel more like being the person of modest income surrounded by rich folks discussing their yachts and Ferraris; or they may feel like the romantic unfortunate on Valentine’s Day. There is some latitude in how both the disenfranchised person and those around them feel about their distinction. This interpretive latitude represents a stability problem for epistocracy, as there are both psychological mechanisms (our tendency to key in on our differences) and political forces tending toward portraying the disenfranchised as sufferers of injustice (consider the grand suffragist narrative). This seems unstable relative to the “one person, one vote” principle, which has intuitive appeal and a kind of magnetic stability: its universalism pushes us to see more and more people as citizens, and it gives everyone at least symbolic buy-in to the system.
The lesser status the disenfranchised feel may simply be the cost of providing better government, but this should be recognized as a real cost rather than dismissed as mere symbolism. One may fantasize about a society in which politics just isn’t that important to the average person, but even in the best case such a society would have to be substantially more just so that the average person had no fear of sudden loss of expected entitlements, of losing a loved one to state violence or incarceration, of deportation, of rights to privacy and reproductive freedom, of freedom to practice their faith, etc. In other words, politics will always be seen as important—and thus loss of even symbolic political rights will warrant umbrage—as long as people have something substantial to lose in the political arena.
That’s the best case where we imagine it’s possible to eventually remove fear of loss from politics. The more realistic scenario realizes that reasonable people come to divergent conclusions about political questions even when engaging in good faith dialogue. Even the most just society will always feature high-stakes, irreconcilable disagreement and we will always have something to lose. This suggests there will always be a motivating force to view politics as important, and political inequality—however symbolic—as something to be avoided. Clearly the universal franchise doesn’t eliminate inequality in political power, but no system in history has ever achieved social equality. Restricting the franchise moves in the direction of less rather than more social equality.
This understanding of individual voting is also simplistic. Voters organize themselves into groups and vote en masse. We vote cooperatively to achieve cooperative aims. Pointing out that a voter can “achieve” the same goals by neglecting to vote is no more interesting than pointing out any other opportunity to free ride on the collective action of others. (Similarly, I can achieve roughly the same environmental quality by continuing to pollute since my actions will be inconsequential against the aggregate actions of my neighbors). Individuals belong to identity groups—often whether they would like to or not—and they derive individual benefits from the collective well-being of those identity groups. The historical facts of identity-based social and economic inequality suggest that collective aims advanced through political agitation, including voting, will often serve the substantive aims of individual group members. This is true even if some specific members may demur from these perceived advances (consider a conservative Christian woman who believes women should stay out of public life). It seems clear that in general the social advances of women as a group has expanded the capabilities of the typical woman, and the same can be said for other historically oppressed classes.
The epistocratic theorist Jason Brennan grants that the franchise can empower “large collections of individuals,” but insists this doesn’t mean individuals themselves are thereby empowered (all emphases Brennan’s):
If we deprive all black people of the right to vote and run for office, then this will help facilitate people of other races in exploiting, dominating, and oppressing blacks. Yet this doesn’t show that it’s valuable for any individual black person to possess the political liberties or participate in politics. Instead, at most it demonstrates that it’s valuable to each black person that a sufficient number of black people possess the political liberties. Because individual votes and individual participation almost never matter, a black person should be nearly indifferent between situations A and B:
- All black people except an individual have the political liberties.
- All black people (including the individual) have the political liberties.
If A isn’t enough to stop the individual black person from being dominated, then, except in unusual circumstances, neither is B. The political liberties and political participation may very well empower a group of which I am a part, but it doesn’t follow that they empower me.
Empowering people like me to vote tends to protect me only if the people like me tend to vote in ways that protect me. I am a member of many different groups; there are many different overlapping groups that qualify as people like me. Some of these groups are large, while others are small. Some of these groups tend to vote in groupish ways (i.e., membership in that group turns out to affect voter behavior), while others do not. Whether the voting behavior of a group tends to protect or promote individuals’ interests within that group is a complicated empirical question. We don’t want to gloss over it by imagining that empowering everyone within a group to vote protects that group. After all, that depends on how they vote, including whether they are well informed enough to vote in ways that protect their interests. It also depends on how others outside the group vote, including whether they vote to harm other groups or not.
In the end, it seems false that I need the political liberties to prevent others from dominating and exploiting me. What prevents me from being dominated is that other citizens either choose to restrain themselves or are in some way restrained. If they decide to act badly, my rights to vote or run for office can’t stop them. The moral majority stops the unjust minority, the courts stop them, various procedural checks and balances stop them, or they stop themselves. Yet if tomorrow everyone in my country decides they want to interfere with me or subject me to their collective will, my political rights provide me no more protection than a bucket provides against a flood. [Against Democracy, Kindle location 1798]
There are a number of problems with this passage. First, disenfranchisement confers disrespect to the disenfranchised person as I’ve argued somewhat abstractly above. Brennan elsewhere carefully points out that in our present social understanding, rights to vote do as a matter of fact convey public respect and so disenfranchising a person does require justification. He just believes there’s nothing intrinsic to the right to vote to lead to the franchise-respect relationship and that we should try to move to a world where this relationship doesn’t hold. But this is armchair philosophizing to a dangerous fault. Democracy occurs in an historical social context, and in every real world case democracies have witnessed power struggles over who counts as socially deserving of the vote. Suffrage campaigns have always been part of bigger campaigns for marginalized groups to achieve social equality. This isn’t just a quaint historical footnote: as recently as 2016 the 4th Circuit Court struck down a North Carolina law because its provisions “target African Americans with almost surgical precision.”
None of Brennan’s epistocratic proposals suggest directly allocating the franchise according to race or sex. Yet even if epistocratic disenfranchisement is applied in a truly neutral way, it will disproportionately impact presently disadvantaged demographic groups whose members, because of present and legacy systemic oppression, will be less able to clear the epistocratic hurdles (whether these take the form of a voter civics test or poll tax or some other means). Moreover, any actual epistocratic proposals will go through deliberative bodies like the North Carolina legislature, who are likely to massage the details to their advantage. A move toward epistocratic governance would likely legitimize disenfranchisement as a political tool and we would likely see more of it done for unsavory reasons than we would for the enlightened reasons of sharpening the electorate.
Brennan attempts to address this fear by pointing out that the empirical evidence overwhelmingly suggests that people vote not to advance their own narrow self-interest but to advance the public interest as they genuinely understand it. Thus for example young people support social security even though the program effectively transfers wealth from the young to the old. I don’t dispute this, but it is also clear that a voter’s understanding of the public interest critically depends on who counts as the public. It’s often pointed out that racially diverse countries tend to have a less generous social safety net, and the usual explanation for this is that voters understand the public to mean people like them, and they often vote accordingly.
But even if the epistocratic elite voters hailing disproportionately from socioeconomic advantage could be expected to have the genuine interests of the disadvantaged and marginalized in mind, it’s not clear they would have the requisite knowledge. They may simply not understand or notice that public policies disproportionately impact say, women or people of color. It’s difficult for white people to know or understand that black men have much to fear in their interactions with the police. For most whites, the police feature as benign and helpful figures in the backgrounds of their lives. And it’s very easy for men to doubt the lengths women go to to avoid sexual harassment and sexual assault, and further the degree to which most women simply chin up and live with sexism. These groups and others can talk about their problems all they want, but if they were systematically weakened in the franchise they would be to the same degree even less likely to be heard and understood.
Brennan insists that an individual’s vote doesn’t matter, and that the only thing preventing domination is the restraint of those who would dominate. But the same individualist instrumental logic that insists an oppressed person shouldn’t care that they have been disenfranchised—because their lone vote doesn’t matter—also applies to the still enfranchised cognitive elites. Why vote against oppressive policies and bigoted authoritarian candidates for office when any individual’s vote will fail to make a difference?
My Liberal Currents colleague is correct: voting does have intrinsic symbolic power. The central point of democracy is to ensure the peaceful transition of power. Every vote is a vote in favor of democratic institutions. Brennan’s assault on democracy—which has enjoyed enthusiastic support among many of his libertarian followers, who incidentally often ridicule voting and take pride in abstaining from the ballot—etches away the social understanding that the individual’s vote is sacred. It etches away our belief that we can and should participate in collective political causes. If Brennan’s view of democracy gains ground in the popular understanding, then it may mean there is no moral majority around to stop the unjust minority.
Improving, not poisoning, democracy
I do not at all mean to convey that democracy is immune to critique. The problems of political ignorance, rational irrationality, and tribal polarization, among various cognitive biases, are all real. But the epistocratic approach is a non-starter. The legal scholar Ilya Somin brings similar allegations, yet he reaches a different conclusion: we should encourage greater competition among governing jurisdictions by embracing federalism, make it easier for more people to vote by foot instead of relying so much on political voice, and in general remove more facets of human life from the political nexus. This is an old and esteemed part of the liberal political program. Though as I’ve suggested above the political nexus will never empty entirely, it can nevertheless be reduced. Importantly, this is a political program, and it can and should take place within rather than against democratic institutions. We can argue for degovernmentalizing more areas of life without arguing against democratic politics altogether.
It’s worth considering potential reforms that lessen the damage done by political ignorance and irrationality. Brennan includes among his discussion of the varieties of epistocracy the idea of “universal suffrage with epistocratic veto.” The idea is that democracy would work just as before but there would be an additional body comprising some number of persons (maybe dozens, hundreds, or more) selected for general intelligence or some proxy for governing wisdom. This body is not itself legislative—it can write no bills of its own. It merely has the power to veto (say by reaching some supermajority agreement) certain laws passed by the legislature and perhaps some actions taken by the executive. This differs from the other proposals in that it disenfranchises no one. Indeed the Supreme Court of the United States in some of its capacities can be viewed as just such an epistocratic body. It is—as Brennan himself acknowledges—fundamentally democratic, albeit with an epistocratic twist.
I describe this proposal not because I necessarily believe it is the way forward, but because it takes the problems of political irrationality seriously without compromising democracy itself. It proves we can grapple with the shortcomings of democracy without trying to take away cherished, hard-fought political liberties and without disrespecting entire classes of citizens. It’s important to understand that democracy can be reformed without losing its democratic character. Representative democracy, which adds certain epistemic benefits as well as some “cooling off” delays in policymaking, can be thought of as a reform of direct democracy. Independent technocratic bodies (like a supreme court or central bank) are well understood to be acceptable institutions within democracies even though the officials are appointed rather than elected. (They’re still seen to be accountable to voters indirectly because their appointers are elected.) And of course constitutions aiming to protect the rights of individuals and minorities not only from the government but from the tyranny of an impassioned majority are seen as not only consistent with democracy but positively essential. The democratic theorist Hélène Landemore, author of Democratic Reason, suggests that we can view these innovations as the learnings of democracy. Democracies learn and adapt as they persist through time.
Democracy has limitations, but it is an essential component of a liberal society. The basic institution of “one person, one vote” is a straightforward application of liberal principles. It is universal and respects the moral equality of persons. It acknowledges the distinctness of individuals rather than assuming individual interests are subordinate to the race or class or religion they belong to. And it respects the fundamental diversity of individuals—of diverse motivations, projects, and understandings—in an obvious yet deep way. We think differently and we disagree. Yet it’s almost always worth living together in peace. Voting as equals allows us to live and vote another day.
Featured image is Suffragists at the the White House, Washington, District of Columbia. Harris & Ewing, Photographer (NARA record: 1123803) | <urn:uuid:e65d8a58-3283-4720-b8af-e995bd50a763> | CC-MAIN-2023-50 | https://www.liberalcurrents.com/democracy-strikes-back/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.952023 | 4,460 | 2.640625 | 3 |
In this series about Effective Strategies and Tools for learning we have been looking at helping students with the psychology and practicalities of taking greater responsibility for their own learning, so that they have both the motivation and the ability to study independently. This time, we will be looking at small shifts in mindset that can make a big difference.
The self-belief that is required to work more independently, comes from a person’s concept of themselves as a learner. That concept was set for all of us a long time ago, by the environment in which we spent the first few years of our lives. It is interactions with our main care givers and other adults, plus childhood experiences that provides the view we have of ourselves and our abilities. Some of us are lucky enough for our early years to be positive ones, but many are not so lucky!
So many students are stuck in a fixed mindset where they feel destined not to succeed in certain areas because of previous experience. To overcome this and help learners to see the potential for growth within themselves, there are several subtle mind-shifts that we can support them with.
The first one I always introduce is to stop using the word can’t, either out loud or even as part of an internal dialogue! I explain the impact that this word has on the sub-conscious brain which will always do as we tell it, and so will actually make sure we don’t succeed in that instance! The obvious solution is to say ‘I can’ instead, which sends the sub-conscious a more positive message to respond to, but there is still a serious flaw in that approach. If we are struggling, that feels like a lie, so the sub-conscious will still respond negatively! The solution? To always say (and think), ‘I can do this, I just need some help’! This acknowledges the struggle, but has sent the brain the strong message that we will be able to do it once we have received the help we need!
The next step is to work out the most appropriate way to get that help, firstly by deciding who is in the best position to provide it, and secondly what format would be most helpful. We discussed in previous blogs the need to teach students how to plan for improvement, which includes choosing who best to approach for support. We have also discussed that everyone picks up information in different ways, so support needs to be tailored to the needs of the student. It therefore helps if they can learn to ask for it themselves, in line with the way that they learn best. ‘Can you repeat that please’ will only help some students, others may need to say, ‘can you show me again’ please, or even ‘what do I need to do to get this right’?
Obviously, this approach requires that the student learns to embrace challenge, because even with help, greater effort is required for them to achieve. My students and I re-visit the idea at this point of the Challenging Zone as opposed to the Comfort Zone. Facing the fact that we only learn if we come out of our comfort zone and show a willingness to feel challenged, is really important. Some learners battle to stay in their comfort zone where everything is easy and safe, without realising that this is what is preventing them from learning. Learning is all about the brain registering something that has not been fully explored before and trying to make sense of it. That can be a challenge, but is a natural process, not something to run away from. For some reason, many students feel that sense of challenge is a bad thing that needs to be avoided. We need to help them to feel differently!
I find it helps to reinforce this idea with a discussion around the word FAIL, using it as an acronym for First Attempt in Learning. So, getting it wrong the first time, is not a failure, it is just a first attempt, which can be followed by a second, third or fourth attempt. This is also the starting point for the idea behind practise. The saying goes that ‘practise makes perfect’ but we are not after perfection, so I help students to replace that with ‘practise makes permanent’.
We go back to their previous work on the brain and look at how each time we learn something new, some new connections are made in the brain within which to hold that memory. The memory will fade if not re-visited, but the more it is re-visited, the stronger the memory becomes. Students often feel that they should ‘know’ something even before they have learned it and then once they ‘know’ it that they should remember it straight off! Very few memories are that vivid unless accompanied at the time by very strong emotions.
For a memory to become permanent, the subject has to be re-visited many times before the brain recognises it as something you ‘need’ for future reference. When that happens, the brain lays down a substance called myelin as a sheath around the connections holding that memory, literally making it permanent! That doesn’t happen without revision and practise. Now you know why you can still recite your times tables after many years, that myelin sheath has kept them safely stored for you to use throughout life!
Our learners will be much more likely to make progress if they recognise what is going in their own minds and acknowledge the barriers. The changes to mindset that we have discussed here are all quite subtle, but they are all do-able! We want to equip learners to feel comfortable with challenge, to be more resilient when it comes to the amount of effort required to succeed sometimes, and to recognise the value of practise. Building up these skills ensures that a student is in a stronger position for independent learning. | <urn:uuid:0778fa12-5898-4368-b727-8fda66dea508> | CC-MAIN-2023-50 | https://www.lizkeable.com/articles/changing-mindset | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00800.warc.gz | en | 0.969293 | 1,195 | 3.234375 | 3 |
There is little difference in people, but that little difference makes a big difference. The little difference is attitude. The big difference is whether it is positive or negative.
— W. Clement Stone
When I was a teenager I was the primary target of an extremely persistent bully at my high school. One day I came home in tears and wrote this on the whiteboard hanging on my bedroom wall: “I hate bullies. They make me feel like a loser.”
The next day, while I was at school, my grandmother erased what I wrote on the whiteboard and replaced it with this: “An entire body of water the size of the Pacific Ocean can’t sink a ship unless it gets inside the ship. Similarly, all the negativity in the world can’t bring you down unless you allow it to get inside your head.”
And from that day forward I felt better. I made a conscious decision to stop letting the bully get inside my head. I changed my beliefs about his level of importance in my life.
It isn’t easy to remain positive when negativity surrounds you, but remember that you have full control over what you choose to believe. You can effectively defend yourself against all kinds of negativity by adopting simple, yet powerful, beliefs that support a positive outlook in the face of seemingly negative circumstances.
Below you will find 15 such beliefs that have helped free me from the grips of negativity. I have these beliefs written down in my journal, and I review them on a regular basis, as needed, just to keep them fresh in my mind. I hope you will join me by adopting them into your own belief system as well…
- What other people say about me is their problem, not mine. – Don’t take other people’s negativity personally. Most negative people behave negatively not just to you, but to everyone they interact with. What they say and do is a projection of their own reality. Even when a situation seems personal – even if someone insults you directly – it oftentimes has nothing to do with you. What others say and do, and the opinions they have, are based entirely on their own self-reflection.
- I am free to be ME. – Can you remember who you were before the world told you who you should be? Happiness is found when you stop comparing yourself to everyone else and what they want. Stop living for other people and their opinions. Be true to yourself. You are the only person in charge of your life. The only question is: What do you want to do with the rest of it?
- Life isn’t perfect, but it sure is great. – Our goal shouldn’t be to create a perfect life, but to live an imperfect life in radical amazement. To get up every morning and take and good look around in a way that takes nothing for granted. Everything is extraordinary. Every day is a gift. Never treat life casually. To be spiritual in any way is to be amazed in every way. (Read The Happiness Project.)
- It’s okay to have down days. – Expecting life to be wonderful all the time is wanting to swim in an ocean in which waves only rise up and never come crashing down. However, when you recognize that the rising and crashing waves are part of the exact same ocean, you are able to let go and be at peace with the reality of these ups and downs. It becomes clear that life’s ups require life’s downs.
- Even when I’m struggling, I have so much to be grateful for. – What if you awoke today with only the things you were thankful for yesterday? We tend to forget that happiness doesn’t come as a result of getting something we don’t have, but of appreciating everything we do have. Stress thrives when your worry list is longer than your gratitude list. Happiness thrives when your gratitude list is longer than your worry list. So find something to be thankful for right now.
- Every experience is just another important lesson. – Disappointments and failure are two of the surest stepping-stones to success. So don’t let a hard lesson harden your heart. When things go wrong, learn what you can and then push the tragedies and mistakes aside. Remember, life’s best lessons are often learned at the worst times and from the worst mistakes. We must fail in order to know, and hurt in order to grow. Good things often fall apart so better things can fall together in their place.
- Not everything is meant to stay. – Change can be terrifying, yet all positive growth and healing requires change. Sometimes you have to find the good in goodbye. Because the past is a place of reference, not a place of residence. Be strong when everything seems to be going wrong, keep taking small steps, and eventually you will find what you’re looking for. Learn to trust the journey, even when you do not understand it.
- Being wrong is the first step to being right. – Sometimes the wrong choices bring us to the right places. To be creative and productive in life, you must first lose your fear of being wrong. And remember, a fear like this can only survive inside you if you let it live there.
- I do not need to hold on to what’s holding me back. – You are not what has happened to you; you are what you choose to become. It’s time to break the beliefs and routines that have been holding you back. Respect yourself enough to walk away from anything that no longer grows you. Listen to your intuition, not your ego. When you stop chasing the wrong beliefs, you give the right ideas a chance to catch you. (Angel and I discuss this in detail in the “Adversity” chapter of 1,000 Little Things Happy, Successful People Do Differently.)
- My happiness today is simply the result of my thinking. – Happiness starts with you – not with your relationships, not with your job, not with your money, but WITH YOU. It is not always easy to find happiness in ourselves, but it is always impossible to find it elsewhere. Regardless of the situation you face, your attitude is your choice. Remember, you can’t have a positive life with a negative attitude. When negativity controls your thoughts, it limits your behavior, actions, and opportunities. If you realized how powerful your thoughts were, you would try your best to never think another negative thought again.
- Who I spend quality time with matters. – Surround yourself with people who lift you higher – those who see the great potential in you, even when you don’t see it in yourself.
- Drama and judgments are a waste of perfect happiness. – Make a promise to yourself. Promise to stop the drama before it begins, to breathe deeply and peacefully, and to love others and yourself without conditions. Promise to laugh at your own mistakes, and to realize that no one is perfect; we are all human. Feelings of self-worth can flourish only in an atmosphere where individual differences are appreciated, mistakes are tolerated, communication is open, and rules are flexible. (Read The Mastery of Love.)
- Most people are judging me far less than it seems. – The truth is, while you’re busy worrying about what others think of you, they’re busy worrying about what you think of them. Crazy? Yes, but true. The good news is this knowledge instantly frees you to let loose and do more of what YOU want. And while doing so, you’ll also liberate others to do the same.
- I can make the world a happier place. – Do your best to help one person every day in some small way. By becoming the answer to someone’s prayer, we often find the answers to our own. When the people around us are happier, it’s a lot easier to smile.
- The work is worth it. – Lose the expectation that everything in life should be easy. It rarely is. In fact, there are no shortcuts to any place worth going. Enjoy the challenge of your achievements. See the value in your efforts and be patient with yourself. And realize that patience is not about waiting; it’s the ability to keep a good attitude while working hard on your dreams. It’s knowing deep down that the work is well worth it in the end.
What is the biggest source of negativity in your life? What helps you stay motivated in the face of this negativity? Leave a comment below and share your thoughts.
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