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Major Section: BOOKS A book, say "arith", is said to have a ``certificate'' if there is a file named "arith.cert". Certificates are created by the certify-book and inspected by sums are used to help ensure that certificates are legitimate and that the corresponding book has not been modified since certification. But because the file system is insecure and check sums are not perfect it is possible for the inclusion of a book to cause inconsistency even though the book carries an impeccable The certificate includes the version number of the certifying ACL2. A book is considered uncertified if it is included in an ACL2 with a different version number. The presence of a ``valid'' certificate file for a book attests to two things: all of the events of the book are admissible in a certain extension of the initial ACL2 logic, and the non- events of the book are independent of the (see local-incompatibility). In addition, the certificate contains the commands used to construct the world in which certification occurred. Among those commands, of course, are the defpkgs defining the packages used in the book. When a book is included into a host world, that world is first extended by the commands listed in the certificate for the book. Unless that causes an error due to name conflicts, the extension ensures that all the packages used by the book are identically defined in the Because the host file system is insecure, there is no way ACL2 can guarantee that the contents of a book remain the same as when its certificate was written. That is, between the time a book is certified and the time it is used, it may be modified. Furthermore, certificates can be counterfeited. Check sums (see check-sum) are used to help detect such problems. But check sums provide imperfect security: two different files can have the same check sum. Therefore, from the strictly logical point of view, one must consider even the inclusion of certified books as placing a burden on the user: We say that a given execution of The non-erroneous inclusion of a certified book is consistency preserving provided (a) the objects read by include-bookfrom the certificate were the objects written there by a certify-bookand (b) the forms read by include-bookfrom the book itself are the forms read by the corresponding include-bookis ``certified'' if a certificate file for the book is present and well-formed and the check sum information contained within it supports the conclusion that the events read by the include-bookare the ones checked by certify-book. When an uncertified include-bookoccurs, warnings are printed or errors are caused. But even if no warning is printed, you must accept burdens (a) and (b) if you use books. These burdens are easier to live with if you protect your books so that other users cannot write to them, you abstain from running concurrent ACL2 jobs, and you abstain from counterfeiting certificates. But even on a single user uniprocessor, you can shoot yourself in the foot by using the ACL2 io primitives to fabricate an inconsistent book and the corresponding certificate. Note that part (a) of the burden described above implies, in particular, that there are no guarantees when a certificate is copied. When books are renamed (as by copying them), it is recommended that their certificates be removed and the books be recertified. The expectation is that recertification will go through without a hitch if relative pathnames are used. See pathname, which is not on the guided tour. Certificates essentially contain two parts, a portcullis and a keep. There is a third part, an expansion-alist, in order to record expansions if make-event has been used, but the user need not be concerned with that level of detail. See portcullis to continue the guided tour through books.

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An Enjoyable Hobby, Pastime & Necessity! Did You Know? - Cooking is the act of preparing food for eating by the application of heat. It encompasses a vast range of methods, tools and combinations of ingredients to alter the flavor or digestibility of food. It is the process of selecting, measuring and combining of ingredients in an ordered procedure in an effort to achieve the desired result. Factors affecting the final outcome include the variability of ingredients, ambient conditions, tools, and the skill of the individual doing the actual cooking. It Starts In The Garden We go to the local nurseries to gather seeds and plants We then prepare the garden and we do it in phases so we always have something going on The broccoli is beautiful Did You Know? - Broccoli is a plant in the cabbage family, whose large flower head is used as a vegetable. The word broccoli, from the Italian plural of broccolo, refers to "the flowering top of a cabbage". Broccoli is usually boiled or steamed but may be eaten raw and has become popular as a raw vegetable in hors d'œuvre trays. The leaves may also be eaten. The mulch is made of straw and we use about 5-6 bales a year mulching all the gardens around our home "Home cooking is a catalyst that brings people together. We are losing the daily ritual of sitting down around the table (without the intrusion of television), of having the opportunity to interact, to share our experiences and concerns, to listen to others. Home kitchens, despite the increase in designer appliances and cabinetry, are mostly quiet and empty today. Strangers are preparing much of our food. And our supermarkets, which once considered restaurants and fast-food places the enemy, have joined the trend by enlarging their delis and offering ready-to-eat food they call "home-replacement meals." But bringing ready-cooked meals home is not the same as cooking in your own kitchen, where you are in control of the ingredients you use, where you fill the house with good cooking smells, and where you all share in a single dish, taking a helping and passing the platter on to your neighbor. Nothing can replace that." — Marion Cunningham, from the introduction to Lost Recipes. Around Our House Sue has a great hobby and it is called cooking. Paul had a matching hobby, eating and gardening! On this site we will share some of the receipts we use to create meals. See our favorites such as home-made tomato sauce We grow our own veggies, please visit our little garden Chop chop slice slice! Cooking classes circa 1903. Chop chop slice slice! Progress is being made. Electric is being used in 1928! Chop chop slice slice! Electric light bulbs and other modern marvels being used in 1928! Why This hobby? Easy, it allows creativity. Taking the results from our garden, cleaning whatever we picked, and then saying to herself "What can I do with this?" It's better than a puzzle and a lot better tasting! "Cooking is like love. It should be entered into with abandon or not at all." - Harriet Van Horne "I feel a recipe is only a theme, which an intelligent cook can play each time with a variation." - Madam Benoit “Nouvelle Cuisine, roughly translated, means: I can't believe I paid ninety-six dollars and I'm still hungry.” - Mike Cain "The highway is replete with culinary land mines disguised as quaint local restaurants that carry such reassuring names as Millie's, Pop's and Capt'n Dick's". - Bryan Miller "A good cook is like a sorceress who dispenses happiness." - Elsa Schiapirelli "My mother's menu consisted of two choices: Take it or leave it." - Buddy Hackett A good cook is the peculiar gift of the gods. He must be a perfect creature from the brain to the palate, from the palate to the finger's end. ~ Walter Savage Landor Kissing don't last: cookery do. ~ George Meredith Cooking is like love. It should be entered into with abandon or not at all. ~ Harriet Van Horne Savory seasonings stimulate the appetite. ~ Latin Proverb Fish, to taste right, must swim three times -- in water, in butter and in wine. ~ Polish Proverb Man is what he eats. ~ German Proverb

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Moon Light World Map The map below shows where the Moon is visible from the Earth, depending on weather conditions and moon phases. The white dot symbolizes the position of the Moon, and the yellow sun symbolizes the position of the sun. View Day and Night Map - The bright part of the map shows where the moon is over the horizon on Saturday, November 12, 2011 at 12:58:00 UTC. - The Sun's position is marked with this symbol: . At this location, the Sun will be at its zenith (directly overhead) in relation to an observer. - The Moon's position is marked with this symbol: . At this location, the Moon will be at its zenith in relation to an observer. Note that the symbol is not showing the current phase of the Moon. Fraction of moon illuminated: 97% Position of the Moon On Saturday, November 12, 2011 at 12:58:00 UTC the Moon is at its zenith at these coordinates: |Latitude: ||22° 14' ||North| |Longitude: ||179° 29' ||West| The ground speed of the movement is currently 415.09 meters/second, 1494.3 km/hour, 928.5 miles/hour or 806.9 knots.The table below shows the Moon position compared to the time and date above: |Time||Longitude difference||Latitude difference||Total| |1 minute||0° 14' 29.7"||15.48 mi||west||0° 00' 02.0"||0.04 mi||north||15.48 mi| |1 hour||14° 29' 43.6"||928.22 mi||west||0° 01' 59.6"||2.29 mi||north||928.12 mi| |24 hours||12° 13' 16.6"||782.68 mi||east||0° 17' 13.1"||19.75 mi||north||782.13 mi| Locations with the moon near zenith The following table shows 10 locations with moon near zenith position in the sky. |Midway||Sat 1:58 AM||695 km||432 miles||375 nm|| NNE| |Wake Island||Sun 12:58 AM||1480 km||920 miles||799 nm|| W| |Majuro||Sun 12:58 AM||1946 km||1209 miles||1051 nm|| SSW| |Honolulu||Sat 2:58 AM||2237 km||1390 miles||1208 nm|| E| |Tarawa||Sun 12:58 AM||2443 km||1518 miles||1319 nm|| SSW| |Baker Island||Sat 12:58 AM||2460 km||1529 miles||1329 nm|| S| |Yaren||Sun 12:58 AM||2920 km||1814 miles||1577 nm|| SSW| |Palikir||Sat 11:58 PM||2938 km||1825 miles||1586 nm|| WSW| |Kiritimati||Sun 2:58 AM||3290 km||2044 miles||1776 nm|| SE| |Adak||Sat 2:58 AM||3297 km||2049 miles||1780 nm|| N| Related time zone tools

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The Kalevala is a curious creature that evades easy categorisation. At its most basic level it is a united, flowing, epic poem assembled in its final form in 1849 by Elias Lönnrot. Only 3% of the work is thought to be of his own invention, however. Taking a step back it is built on a collection of Finnish folk poetry that was originally penned sometime in the 1600s over a vast area of Finland. The poetry was originally performed in song and is consequently fairly rigid in form and meter (for any music or literature geeks - specifically the trochaic tetrameter). These 17th century songs are not nearly the beginning of the material. They reflect much older oral traditions, which are evident in many of the themes the Kalevala expresses. The oldest deal with the creation of the Earth and are notoriously difficult to date, although some speculate a figure of about 3000 years ago. Of particular fascination to me, is the amount of lyrics in the saga dedicated to beer. An interesting and frequently quoted figure, albeit overstated, is that nearly 400 lines in the Kalevala deal with beer, while but 200 deal with creation. In the 13th poem we have the retelling of the origin of beer. This poem has proved an important but hotly contested source in trying to nail down the elusive place or time when hops began to be used in the brewing process. Based largely on the premise that the lore in the Kalevala come from much earlier oral traditions, some have proposed that the Scandinavians were the first to grow hops specifically for beer. [For more on this debate see Ian S. Hornsey, A History of Beer and Brewing, London: Royal Society of Chemistry, 2004. Pps. 303-14] “Takes the golden grains of barley, Taking six of barley-kernels, Taking seven tips of hop-fruit, Filling seven cups with water, On the fire she sets the caldron, Boils the barley, hops, and water, Lets them steep, and seethe, and bubble Brewing thus the beer delicious, In the hottest days of summer, On the foggy promontory, On the island forest-covered; Poured it into birch-wood barrels, Into hogsheads made of oak-wood.” Thus far so good, but the beer does not ferment. So growing troubled she queries, “What will bring the effervescence, Who will add the needed factor, That the beer may foam and sparkle, May ferment and be delightful?” Enlisting the help of Kalevatar, the magical maiden, they conjure creatures to fetch ingredients to ferment the beer. The first is a snow-white squirrel which is sent into the forests of the mountains to retrieve cones from a fir tree. Sadly, when they “Laid them in the beer for ferment, But it brought no effervescence, And the beer was cold and lifeless.” The second creature, a golden-breasted marten, was sent on the unenviable mission of fetching foam from the mouths of bears in battle (presumed to contain yeast). The marten returns successful and unscathed, yet the foam “brought no effervescence, Did not make the liquor sparkle.” Finally a honey-bee is summoned and is instructed to fly to an island in the ocean, and to collect the sweetened juices from the flowering grass beside a sleeping maid. Upon the bees return, the pollen is added to the birch-wood barrels, and the fermentation takes off in earnest, overflowing the barrels and runs in streams into Pahjola. Osmata is distraught, believing she has failed and that the wedding feast will be a failure. But the birds in the trees assure her that the beer is good, and so she barrels some more and the feast is a great success. Thus, the Finnish origin of beer: “Great indeed the reputation Of the ancient beer of Kalew, Said to make the feeble hardy, Famed to dry the tears of women, Famed to cheer the broken-hearted, Make the aged young and supple, Make the timid brave and mighty, Make the brave men ever braver, Fill the heart with joy and gladness, Fill the mind with wisdom-sayings, Fill the tongue with ancient legends, Only makes the fool more foolish." And for Lord of the Rings fans - Tolkien stated that the Kalevala saga was one of his sources that inspired the Silmarillion. You’ll find that several characters and events in the book are readily identifiable in the epic. * All quotes from the Kalevala are taken from John Martin Crawford’s 1888 English translation.

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Teach Them to Land First Jason Nunn MS, CSCS Plyometrics have been a part of most athletic development programs for many years. It has become quite commonplace for coaches to implement these sort of hops, jumps, and triple jump variations during the speed and acceleration development periods of their programs. These sorts of drills have been proven time and again to improve both starting strength and elastic strength in athletes. In most of the beginning literature from the Soviets, the thought was that an athlete must be able to squat two and a half times their own bodyweight to be able to perform plyometrics. However, in most athletic programs, this simply will not work. Most athletes today will not have the time to develop this type of strength. Honestly, this would limit most athletes from being able to perform this type of exercise. For example, Hossein Rezzazadeh weighs three hundred and sixty pounds, can clean and jerk five hundred and eighty pounds and squat eight hundred and sixty pounds (raw I might add). Yet, by these rules, he cannot do plyometrics. Sorry Mr. Rezzazadeh, I know you can clean and jerk a house, but you can’t do box Jumps. Given this, I do not think an old way of measuring strength is applicable to today’s athlete. Rather than just looking at squatting strength, let’s look at their relative and functional strength. By relative strength, I mean the ratio of an athlete’s strength to their bodyweight, and by functional strength, I mean the ability of an athlete to “stick” a landing without a valgus of the knees (adduction of the knee relative to the hip and ankle) and collapsing the core (excessive forward lean). Excessive Forward Lean It is my opinion that many strength coaches tend to put the carriage before the horse. That is, they are in such a great hurry to get their athletes “stronger”, that they neglect any type of progression or injury prevention in their periodization scheme. Most of all athletic injuries occur during deceleration and in the transverse plane. That means that most of the athletes are trying to simultaneously stop and turn at the same time when they are injured. This is the most common in females, due to the natural angle of their hips. Let’s break this down a little bit and discuss the excessive forward lean and torso vertical stability and torso rotational stability first. Then, we’ll look at the valgus knee issue. Excessive Forward Lean In training the core (anything between the hips and the chest) it is important to remember that the primary responsibility of these muscle groups is lumbar spine stability, not mobility. This is key when addressing the excessive forward lean. Most times, the excessive forward lean is due to having a weak core. If the athlete’s core is not strong enough to absorb the force of the landing, the core will collapse causing them to buckle forward. To prevent this from happening, you must first focus on the isometric strengthening of the core musculature (pelvic floor, transverse abdominus, diaphragm, internal and external obliques, erector spinae, and rectus abdominus). Here are some exercises to incorporate into your program to do so: Pull the naval in towards the spine and squeeze the gultes Keep the hips even with the shoulders. Side Bridge with Glute Activation Press the knee firmly into the ground. Bent Knee Bridge Hold each of these 6 – 30 seconds depending on the athlete’s strength level. Like stated earlier, valgus knees are the adduction of the knees in relation to the hip and ankle. This is a very dangerous position that can lead to many knee injuries, as well as, several other hip and low back problems throughout the kinetic chain. For most athletes, this is just a simple matter of re-learning the motor pattern. If this is the case, the easiest way to do this is doing a drill I call “Landing Mechanics”. (Very creative, I know) This is a drill that I incorporate at the end of my dynamic warm up. Frontal Landing x 5 Starting Position Landing Position Have the athlete start on a bench or plyo box that is about knee height and fall into a good landing position. If you’ve done the following drills for a couple weeks and the athlete is still exhibiting the same valgus knees, this may be a sign that there are bigger problems that may need some extra attention. A little corrective exercise training may be order. First off, let’s look at the problem. The knees are moving inward. Let’s take the Janda approach and look at which muscles are locked long (weak) and which opposing muscles are locked short (tight). I think that Gray Cook put it best when he said, “The knee is a slave to the hip and the ankle. For dysfunction in the knee, look either a foot north or a foot south, you will find your problem.” Possible Tight Areas IT – Band Tensor Fasciae Latae Outer Head of the Gastrocnemeus Possible Weak Areas Vastus Medialis (VMO) Corrective Exercise Training for the Valgus Knees Now that we’ve identified which muscles are tight and which ones are weak, let’s look at how to fix the situation. First, we will start with lengthening the short muscles by: IT – Band Start with the roller at the greater trochanter and work your way towards the lesser trochanter. Hold each tender spot thirty seconds. Roll from the head of the fibula to the lateral malleolus. Hold each tender spot thirty seconds. Be sure that the arch of the back foot does not collapse Squeeze the glutes and keep the shoulders back. Following the foam rolling and static stretching, you will implement a comprehensive dynamic warmup. Then, you will be able to incorporate the core above mentioned isometric core exercises, as well as, the following: Lateral Tube Walks Begin with a mini band just above the knees and the feet just a little wider than hip width. Then, while maintaining core stability, step out just wider than shoulder width. Then, step back to starting stance. Do this 10x to the right and 10x to the left. Begin with one leg bent just past 90 degrees at the knee and the other pointed straight up. Press the heal of the foot into the ground, squeeze the glute, and press the hips up as high as possible. Repeat 10x each leg. Athletes get injured for three reasons. They either aren’t strong enough, aren’t flexible enough, or by contact. If the athlete gets hit by a car, you can’t help that, but you may be able to fix the other two! By spending a little time working on preventative maintenance, the coach greatly reduces the risk of injury to their athletes. Janda V. Muscles and cervicogenic pain syndromes. In: Grant R., editor.Physical therapy of the cervical and thoracic spine. New York: Churchill Livingstone; 1988. p. 153-66. Meyer, G.D., et. Al., Neuromuscular Training Improves Performance and Movement Biomechanics. J. Strength Cond. Res. 19:51 – 60. 2005 Rodger, Robb, Kids Jump Down. Sbcoachescollege.com Jason Nunn is a Personal Trainer and Sports Performance Coach in Indianapolis, Indiana. He is the Owner of Nunn’s Performance Training, LLC. He works with clients of all levels from weekend warriors to division I athletes. Check out http://www.nunnstronger.com for more info.

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LETTER TO THE EDITOR: Remember American frontiers To the Times: Absorbing its Western frontier gave 19th century America a core task. In 1890 the Census Bureau, which tracked frontier settlement, declared the job done. Yet the American frontier persists, its needs largely invisible. Today’s task is to recognize its survival and ensure its people and places get fair treatment. The 19th century census defined the frontier by population density. A place with under six people per square mile was frontier -- a figure New York State already exceeded (barely) in 1790, the census’ first year. Anywhere over that density was settled land. In its reporting, the census mapped a north-south line separating the two zones that steadily moved westward. The 1880 line mostly ran along the 98th meridian and bulged west in Nebraska halfway across the state. But the 1890 census found no clear edge: settlement mission accomplished. Contemporary understandings of progress meant the frontier would be sure to fill. The great historian Frederick Jackson Turner used the census’ technical demographic decision about the frontier line’s disappearance to begin his hugely influential 1893 essay, “The Significance of the Frontier in American History.” His declaration that the frontier was closed or quickly closing soon became a vital part of the American creed. Yet the American frontier stayed mostly intact after 1890. Most of the land from the country’s midsection to the Sierra-Cascades still has less than six people per square mile. Nearly all of Alaska and parts of the Appalachian Mountains and the North Woods from Maine to Minnesota also remain at frontier density. This vast remnant frontier has never drawn the national attention the pre-1890 one got. The New Mexico-based National Center for Frontier Communities (on whose board we serve) estimates that the frontier has approximately 5.6 million people, about 1.8 percent of the population on 46.7 percent of the land area. The NCFC definition, which depends on both density and distance from metropolitan areas, shows that people living in small, remote places with poor transportation and communication links to the rest of the country are disproportionately poor and elderly. Many Americans visit the frontier. It has the country’s best outdoor adventure and ecotourism — glorious national parks and inspiriting fly-fishing. All of us depend on its agriculture, energy, mining, and timber. But in important ways it remains invisible, not truly seen, its special needs overlooked. In some moods Americans romanticize the frontier as the last bastion of community-minded neighborliness, with a rural can-do spirit once exemplified by barn-raising. But that model does not serve the surviving American frontier. Many essential services urban/suburban Americans take for granted are costly and hard to deliver in isolated Western desert, plains, mountain, or forest settings that may have five-month winters or 115 degree summers. Frontier communities have trouble attracting or retaining doctors, nurses, teachers, and clergy. Their few professionals suffer from limited equipment, scant back-up, and meager pay. Frontier places need telemedicine, yet their broadband capacity and cell reception are frequently spotty. Frontier places often lack the resources for adequate law enforcement and fire protection, which have to cover vast areas with bad, hard-to-navigate roads. The frontier is a prime spot for meth labs, supremacist groups, and militias. It has space for waste-disposal services, but few resources to ensure safe disposal. Continued... Many frontier tourist and second-home areas experience big seasonal population swings that increase demands on their small public sectors. They must handle upticks in accidents or illnesses, rescue lost or overconfident hikers, and restrain hard-partying groups. They must satisfy visitors who put money into the local economy, but often less than they take from it. Longer-term population swings — say, for energy boomtowns -- also strain local resources and finances. Housing, health, library, school, water, road, electric, and waste services must suddenly accommodate transients and newcomers. Frontier communities tend to have a small tax base, but many lack control of it because often they are tiny enclaves amid vast federal land holdings like national forests and parks. They must rely on a complex federal in-lieu of payment system with rates set in Washington. Frontier communities have difficulty seeking public- or private-sector funds. They have small staffs, few grant-writing skills, and some lack the computer capacity to submit their applications as demanded. Simple obstacles hold frontier communities back. The barriers are not deliberate. Americans mostly assume the frontier vanished. Therefore it cannot have distinctive issues or needs that demand unorthodox responses. Frontier justice once meant gunslingers and local lawmen, vigilantes and posses. It was often rough, terrible. Today we need a new kind of frontier justice, fairer national treatment for a vital but overlooked American place. DEBORAH E. POPPER City University of New York’s College of Staten Island and Graduate Center FRANK J. POPPER Princeton University Continued... Location, ST | website.com - Boy struck and killed by pickup truck Chester; 2nd badly injured (4098) - Upper Darby man charged with rape after ex found video on phone (3678) - Drugs, weapons seized by cops in Upland after two traffic stops (2812) - U.D. woman enters signed confession in Bonner track mischief (2226) - A day later, Merion proves just as tough for visitors (With Video) (1868) - Ryan Howard starts to heat up; Dom Brown wins it with single in 9th (1102) - Editorial: No defense for a history of sexual abuse (771) - Eagles' Jackson needs action to back talk (87) - Upper Chichester eyeing cameras for Johnson Avenue trouble spot (8) - Party on the 10th: Merion gives Golf View Road residents an easy excuse to have fun (7) - Slain Prospect Park mom remembered as 'kind, loving person' (With Video Slideshow) (5) - Bruce Johnston Jr., son of notorious Chesco crime lord, still running afoul of law (5) - World War II veterans honored in Springfield (5) - In the Community: Scott Spangler, Dave Brown making difference through soccer (5) Recent Activity on Facebook Phil Heron uses this site to turn back the curtain a bit on the great mystery involved in creating a newspaper and his other general thoughts on life and the news. Your daily wake up call with updated traffic, weather and few fun things to get you through the morning. Presenting Chester City's news and views to Delco Times web visitors who want to know more of what's going on in the City besides the stories they read in the paper. Promotes family friendly events and activities held in and around Delco on a weekly basis. Cliff Wilson served as chairman of the Delaware County Democratic Party for 16 years (1994-2010). He will write on politics and other issues he feels strongly about. Offers timely health advice for pets, behavioral tricks of the trade, follow-up success stories, and more. Updated regularly by ACDC's all-volunteer staff that includes long-time foster parents and pet owners who have years of experience. Kent Davidson covers local politics, events, and goings-on in the borough of Media, PA.

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Photo by Mjmonty. Often, our New Year’s resolutions are us promising ourselves we’ll form good habits this year: whether it’s something big like “I’m going to eat better” or “I’m going to keep my computer backed up” to “I’m going to actually start flossing every day”. So often, though, these habits end up dying off pretty quickly. Here are a few ways to make sure your resolutions become habits and don’t become another resolution in the garbage. Make Sure Your Life Is In Order Photo by Magic Madzik. While there’s a certain charm to the “no better time than now” idea behind forming good habits, the fact of the matter is that your willpower is limited. Psychology Today recommends waiting until your life is in order (at least somewhat) before forming a new habit. If stressed, working on some other form of personal growth, or otherwise not in a normal daily routine, you’ll find it much harder to keep up with a good habit. Focus On One Good Habit We won’t sugarcoat it for you: forming good habits can be tough. Habits are something that are deeply ingrained in our behaviour, which is why quitting a bad habit is so hard. Similarly, starting up a good habit is going to take a lot of work and conditioning before it becomes something automatic. If you try to take on too much at once, you are probably setting yourself up for failure. So focus on just one good habit for now—even if it’s a small one—and move on to the others later. Work Yourself Into It Gradually While your goal may be to end up doing something every day (like, say, exercising), it’s unlikely that you’re going to be able to reach that goal right out of the gate. It’s going to take time and willpower to condition yourself, so don’t beat yourself up if you miss days at the beginning. Start ramping up that good habit gradually for more successful habit forming. Part of this is setting goals for yourself. If you can set a different goal, say, each week, you can motivate yourself without getting overwhelmed. Try exercising just two or three days the first week, then set a slightly higher goal for the next week, and so on. As you get more used to the act of exercising during the day, it’ll become easier for you to work toward your end goal of working out every day. Piggyback It With Other, Already-Formed Habits Or Routines eHow notes that a really great way to help yourself remember to do certain things is to “piggyback” them with other habits or routines you already have. Say you want to start flossing daily. Flossing is one of those habits that we neglect more often because we forget, rather than us just being lazy. Put the floss in a conspicuous place by your toothbrush, and every time you brush your teeth, grab the floss and do a quick run-through. Similarly, if you want to start taking vitamins, stick the bottle in your coffee mug so every time you go to make your coffee in the morning, you can pop your multivitamin for the day. Get An Accountability Buddy Photo by Lululemon Athletica. We’ve talked about this before, and it’s an oldie but a goodie: get a buddy to help you stay accountable. Motivating yourself to go to the gym every day or start eating better can be difficult when you’re on your own, but if you have someone else around with whom you can exercise or eat with often, you’re more likely to keep up with those activities. Stick With It For 21 Days When you decide on that final goal, it can seem a bit overwhelming (“I want to exercise every day…for the rest of my life“). Once you turn a resolution into a habit, though, things are going to get a lot easier, and research shows it shouldn’t take that long. It takes about 21 days for a habit to form, so as long as you keep up your motivation, set your gradual goals, and kept up that resolution for three or four weeks, the hard part’s probably over. That habit’s now ingrained in your brain to the point where remembering it and being motivated to do it has become automatic instead of something you need to force yourself to do. This doesn’t mean quit trying after 21 days, of course—it’ll still probably take a bit of work—but if you’re feeling discouraged at any point in the process, it’s a good thing to aim for, knowing that in just a few weeks it’ll be a bit less difficult. We’ve all tried to form good habits in the past, and while these are some great tips for starting out, they certainly aren’t the only strategies in the habit-former’s arsenal. If you’ve successfully formed a good habit in the past, share with us what worked for you (and what didn’t) in the comments.

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NEW YORK (Reuters Health) - There are no clear signs that eating cured meats like ham, bacon or hot dogs could increase the odds of getting pancreatic cancer, according to a new study. Some research has hinted that might be the case, because the preservatives used for curing, nitrate and nitrite, cause tumors in lab animals. Because pancreatic cancer is highly lethal, scientists have been on a quest to identify factors that might trigger it. Every year, some 43,000 Americans are diagnosed with the disease, and 95 percent die within five years. "Prevention is really the best way to save a life," said Dr. Daniel Chang, a cancer specialist at Stanford University in Palo Alto, California, who was not involved in the new work. To probe the role of curing chemicals, researchers from the National Cancer Institute used a 124-item food questionnaire to test how much nitrate and nitrite people got from their diet. Of the more than 300,000 people who filled out the questionnaire, just over 1,000 -- about a third of one percent -- developed pancreatic cancer over the next 10 years. Men who ate the most of the preservatives did appear to have a slightly higher chance of getting the disease, but that increase was so small it might as well have been due to chance, according to the study. There was no hint of a higher risk among women. The new work adds to a growing body of evidence that has failed to link pancreatic cancer to certain foods or nutrients, such as dietary fiber and vitamin D. "We don't have a consistent trend of studies showing that eating more of this or less of that is clearly contributing to the risk of pancreatic cancer," said Dr. Andrew Ko, a cancer researcher at the University of California, San Francisco. The authors, whose report is published in the American Journal of Epidemiology, could not be reached for comment. Regardless of whether cured meats are linked to pancreatic cancer, experts say the study doesn't mean people shouldn't strive to eat a healthy diet rich in fruits and vegetables, and low in fatty foods such as cured meats. "There are a number of good reasons to practice improved dietary habits -- not just for cancer prevention," said Dr. Al Benson, a cancer specialist at Northwestern University's Feinberg School of Medicine in Chicago. "We routinely recommend people limit their intake of fatty foods, and many of these animal products also contain nitrite and nitrate salts." Lighting up, eating lots of sugar, and being obese have all been tied to a higher risk of pancreatic cancer in earlier work. "By and large, the best we can do to prevent pancreatic and other cancers," said Benson, "is to encourage people to avoid smoking, to avoid obesity, and to practice improved dietary habits." SOURCE: http://bit.ly/ijofp8 American Journal of Epidemiology, online June 17, 2011. The #1 daily resource for health and lifestyle news! Your daily resource for losing weight and staying fit. We could all use some encouragement now and then - we're human! Explore your destiny as you discover what's written in your stars. The latest news, tips and recipes for people with diabetes. Healthy food that tastes delicious too? No kidding. Latin Recipesfor Diabetes 5 Arthritis Workouts A Fool's Errand Lowered OvarianCancer Risk What's YourSodium IQ?

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"A List of the Names of Provincials..." |Resource Bank Contents| click image for close-up Despite initial resistance to their participation, black soldiers fought for the patriot cause in every major battle of the Revolutionary War, including the military engagement that began it on April 19, 1775 -- the battles of Lexington and Concord. Prince Easterbrooks (also referred to as Estabrook) served in nearly every major campaign of the war. An undated broadside identifying him as " a Negro Man" lists Easterbrooks among the wounded from Lexington "in the late Engagement with His Majesty's Troops at Concord, &c." Easterbrooks had enlisted in the company of Captain John Parker, the first to engage the British at Lexington. Peter Salem, whose Framingham masters had freed him so that he could enlist, was also among the dozen or more black men, slave and free, who fought that day. Salem and Cuff Whitemore later gained fame and commendation for their parts in the Battle of Bunker Hill. Lemuel Haynes, a free black man who would later become a renowned minister, did not join the battle against the British until late in April; nevertheless, he wrote a poem about the battle at Lexington. Image Credit: Courtesy Massachusetts Historical Society, Boston Free black Patriots Part 2: Narrative | Resource Bank Contents | Teacher's Guide Africans in America: Home | Resource Bank Index | Search | Shop WGBH | PBS Online | ©

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Morris Frank & Buddy made history in 1928 when they arrived in New York City as the first dog guide team in the United States. Frank stepped off the curb to cross West Street, astounding the throng of reporters when he and Buddy safely reached the other side. This European drawing depicts a man being led by a dog guide in 1639. Other clues exist that suggest that the use of dogs to lead people who are blind began as early as 79 A.D After reading an article by Dorothy Harrison Eustis, Morris Frank wrote Mrs. Eustis and asked that she train him with a dog guide. In return, he traveled across North America, spreading the word about these specially trained dogs. Eustis and Frank founded The Seeing Eye. A Seeing Eye instructor follows behind two female students as their dogs lead them across a busy street. The streets of Morristown have served as The Seeing Eye's extended classroom since 1931. Shepherd puppies await a ride in one of the school's earliest puppy vans. Today, about 800 volunteer families raise Seeing Eye puppies in conjunction with 4-H Clubs in New Jersey, Pennsylvania, Maryland, and parts of Delaware and New York. The Seeing Eye's main campus is about 90 acres, situated just outside the Morristown, N.J., town limits. It overlooks the historic Washington Valley and includes an administrative building, student boarding and dining facilities, kennels, and a canine health center. Instructor Georges Debetaz, one of the school's first instructors, was with The Seeing Eye for 43 years. His statue, on the front lawn of the main campus, also honors all those who trained thousands of dogs and their owners over the past eight decades. A one-third mile walking path provides a relaxing place to unwind, for students, staff, and dogs. The campus overlooks the bucolic Washington Valley, which replicates the rural settings of some students home towns. Just minutes away, downtown Morristown reproduces the busy streets, frequent construction projects, and tempting smells of city life. Instructors spend four months training about 10 dogs at a time, then spend the fifth month instructing in-class students in the use of those dogs. Dogs must learn intelligent disobedience, which means that they must disobey any command that would lead to danger. Here, an instructor follows behind a student as he and his Seeing Eye dog practice working around an obstacle on the sidewalk. Seeing Eye dogs learn five basic commands: "forward," "left," "right," "hup-up" to quicken the pace, and "pfui" to correct a mistake. After introducing a dog to these commands and to the harness for a few days on campus, the instructor begins in "real-world" settings. One day each year, every puppy-raising volunteer is invited to The Seeing Eye to watch training demonstrations, pictured here, and learn more about the school's programs. It's just a small way to say "thanks" for all our puppy raisers do! With basic skills mastered, dogs are ready to learn more about traffic. Seeing Eye instructors drive cars in controlled situations to teach dogs the danger of traffic and the tools to respond to it, as well as to teach students how to interpret their dogs' reactions to nearby traffic. The Breeding Station in Chester, N.J., houses about 60 adult dogs, especially selected for breeding based on factors such as family history, health, temperament, breed, and size. The kennel design is based on interconnected geometric pavilions so that the dogs can see each other and see people enter the room. This litter of Labrador retrievers catches a snooze in between playtime. Once they're a little older, staff members and volunteers entertain and socialize the puppies in special playrooms equipped with toys designed to build confidence and knowledge. This mom and her pup thrive in a sun-filled pavilion where all the dogs have access to private outdoor areas. Throughout the Breeding Station, special care is taken to guard against introduction of germs or contaminants. Breeding Station employees enjoy a visit by television celebrity Betty White. About 640 puppies are born each year at the facility, which opened in 2002. The Seeing Eye breeds and trains, from left, yellow Labs, German shepherds, black Labs, golden retrievers, and chocolate Labs. We also breed and train Lab/golden crosses and occasionally train boxers. When puppies reach the age of about 7 weeks, like these three golden retriever pups, they leave the Breeding Station to spend the next 15 to 17 months of their lives with volunteer puppy raisers. Before conception even occurs, throughout training, and until the end of its working career, a Seeing Eye dog has been directed to its special destiny with the benefit of science. The Seeing Eye continues to lead the way in its research in canine genetics, breeding, disease control, and behavior. This playful German shepherd puppy might someday become the perfect half of a dog guide team. Variations in temperament, size, strength, stride, and energy are characteristics that must be closely matched to create a successful partnership. Exposure to all types of settings and situations, as this puppy enjoying a professional baseball game can attest, ensures that dogs entering formal training have the best chance of success. Puppy-raising clubs plan frequent outings so that as adults the dogs are calm and confident under a variety of circumstances. When puppies return to The Seeing Eye for formal training, the importance of playtime does not diminish. Play yards in the kennels are equipped with lots of toys and are staffed by people who spend their days in constant interaction with dogs. A teenager gets his first experience traveling with a dog guide after first walking the same route with his cane. Several times a year, The Seeing Eye Seminar for Youth hosts teens who are beginning to investigate whether or not travel with a dog guide is right for them. Global Positioning Systems open up the world to the blind. This graduate wears equipment that verbally tells him his exact location. Seeing Eye instructors work with graduates to help them maintain the safety of the team while learning to integrate GPS into their travels. A sculpture of The Seeing Eye's co-founder Morris Frank and his dog Buddy now stands in downtown Morristown. In 2005, current President Jim Kutsch, left, unveiled the statue as sculptor J. Seward Johnson and former President Kenneth Rosenthal looked on.

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Note: This website is no longer being updated and is being maintained for archive purposes by the Department of Botany, National Museum of Natural History, Smithsonian Institution. Please see About the Project for further details. The Juréia-Itatins Ecological Station (Estação Ecológica Juréia-Itatins) (EEJI) occupies portions of the municipalities Peruíbe, Itariri, Miracatu and Iguape in the valley of the Ribeira de Iguape River, 210 km south-west of the city São Paulo. The EEJI has roughly the shape of an inverted triangle 90 km wide and 45 km from north to south (Map 53). It is crossed by the Una do Prelado River, a black-water river that winds north-eastward more or less parallel to the Atlantic coast for 80 km, isolating the Serra da Juréia. To the north-east the region is delimited by the Paranapu massif, a buttress of the Serra dos Itatins. The Serra da Juréia (which means prominent point in Tupi-Guaraní) is an inselberg connected to the rest of the mainland by a plain of alluvial sands, which formed during a post-glacial submersion by the sea. This is known as the Cananéia Transgression, which took place some 5100 years ago when the sea was c. 3 m above its present level (Por and Imperatriz-Fonseca 1984). For long periods the Una do Prelado River and its principal tributary the Cacunduva River were for much of their length turned into saltwater gulfs, which cut off the Serra da Juréia from the mainland. Evidence of this insular past includes the occurrence of "sambaquis" deposits of shells and other debris left by prehistoric indigenous populations c. 30 km inland from the estuary of the Una. The isolation brought about by the Cananéia Transgression and the fact that the forests on the flanks and top of this massif are even now separated from the body of the Atlantic forest by the alluvial plains, may be interpreted as conditions suitable for speciation. The Serra da Juréia is a Precambrian horst. The Juréia massif covers an area of 58 km² and reaches elevations of 400-800 m. It is divided by a depression occupied by the Verde River, whose clear water and steep southern course are fed by the waterfalls of Juréia. The eastern face of the massif falls abruptly to the ocean, forming a steeply sloping coastline. The Una do Prelado River rises in the region of Banhado Grande south-west of the Serra da Juréia and is formed almost exclusively by rainwater; it is nutrient poor though rich in humic substances, with a pH of 3.7 (Por 1986; Por et al. 1984). The Una runs over a low plain (up to 4 m above sea-level) and is influenced by the tides over almost its entire course. In times of drought, seawater penetrates as far as 30 km into the estuary. The salinity of the waters of the Una and Cacunduva rivers is regulated entirely by rainfall and tides. Mangrove swamps extend as far as c. 5 km inland from the estuary. The watercourses that arise on the Serra da Juréia contain clear nutrient-poor water with a pH of 5-6.5. There are springs in the natural campo, but most of the streams are intermittent and come from rainfall. During periods of intense rain, small waterfalls may turn into large cataracts. The hydrological wealth of the region results from two principal factors lithology and climate. The Ribeira lowland (Baixada do Ribeira) is characterized by average annual temperatures of c. 21°-22°C and the higher elevations with c. 17°-18°C. Relative humidity is above 80% and the average annual rainfall is c. 2200 mm (Camargo, Pinto and Troppmair 1972). High rainfall is due to the influence of two air masses: the Tropical Atlantic Mass originates in the South Atlantic and is active throughout the year, directly influencing the distribution and quantity of rainfall; the Polar Atlantic Mass arises in Patagonia and is more limited in its effect but still of great importance, causing abrupt drops in temperature that may cause frost at the higher elevations (Tôha 1985). On the tops of the mountains the climate has favoured the formation of soils, which have an average depth of 2-3 m. On the slopes, which may be as steep as 35°, the soils are shallower and in the absence of vegetation are soon eroded. In the lowlands between the mountains lie the alluvial soils that result from recent sedimentation. The nature of the mountain soils hinders the infiltration of water to deeper layers; thus the water table does not lie deep, and water surfaces as a large number of springs and watercourses. The vegetation of the region varies according to altitude and soil. There are five main types: open campo, forest, scrub, herbaceous restinga vegetation, and mangrove (Eiten 1970). The open "campo" vegetation, which covers the tops of the mountains at elevations over 300 m, is grass-herb-subshrub fields with scattered low to medium-tall xeromorphic shrubs. The forest formation includes a series of evergreen tropical forest types covering the slopes and base of the mountains (Coutinho 1962). The three most important types are: (1) a moist tall forest on the seaward slope of the Serra do Mar; (2) littoral tall forest, a low-altitude forest on alluvial and lacustrine clays (and occasionally sands) of the inner part of the littoral plain; and (3) restinga forest, a low to medium-tall forest, with a composition very different from the slopes of the Serra do Mar. The other formations that occur in the "restinga", a littoral sandy plain c. 40 km in extent (Silva and Leito-Filho 1982), are: (1) restinga closed scrub, a low to tall and very dense evergreen scrub forest; (2) restinga open scrub ("nhundu"), composed of evergreen shrubs and low twisted trees; and (3) herbaceous beach vegetation, closed to sparse evergreen grass-herb fields covering the low dunes and beaches (Hueck 1955). The mangrove vegetation is an evergreen low forest, or low to tall and closed scrub, of Rhizophora mangle, Avicennia schaueriana, Laguncularia racemosa and Hibiscus pernambucensis, usually with distinct boundaries between it and the restinga forest. The flora of Brazil's Atlantic Coast forest is incompletely known, with new species and even new genera being discovered. Random samples of the moist forest indicate significant endemism, which has been estimated as 53.5% among tree species (Mori et al. 1983) and 37.5% in non-arborescent families - or 74.4% including Bromeliaceae. Endemism of palms is a rather high 64%, with 49 species endemic to the Atlantic coastal forests; 11 are considered threatened. Endemism for bamboo genera has been estimated at 40.9%; the region has been a refuge for various primitive species of bambusoid grasses and some woody groups (Soderstrom and Calderón 1974). The isolation of the Atlantic forest from Amazonia took place in the late Tertiary, which explains why this region has many plant species in common with the Amazon, but also many endemics. A Flora of the Serra da Juréia is in preparation. Preliminary results on the slope forest indicate the presence of 76 families of dicotyledons, 21 of monocotyledons and 14 of ferns and fern allies; c. 500-600 species are estimated for the region. The canopy varies in height from 20-30 m, with emergents reaching 35 m. The families most numerous in tree species are Myrtaceae (18 spp.), Leguminosae (16), Melastomataceae (10) and Annonaceae (9). The shrub layer varies in height from 2 m to 5 m, and is distinguished by many species of Rubiaceae (15), Acanthaceae (9), Piperaceae (5), Rutaceae (5) and Myrtaceae (5). The tree and shrub layers also contain a wide diversity of lianas, creepers and epiphytes. Among the epiphytes, most of the species are in Orchidaceae, Bromeliaceae, Araceae and Gesneriaceae or ferns, whereas most lianas and vines are in Compositae, Malpighiaceae and Bignoniaceae. Results of a three-year inventory programme confirm the wealth of the flora and a number of facts point to the importance of its conservation: the occurrence of rare species (known from few specimens), such as Passiflora watsoniana and Piper bowei; the occurrence of species with disjunct distributions, such as Loreya spruceana (Melastomataceae), known from the Amazon region; a large number of saprophytes of the families Orchidaceae, Burmanniaceae, Gentianaceae, and Triuridaceae (so uncommon in herbarium collections); and the discovery of new species - Anthurium jureianum (Araceae) and others not yet described in Sinningia (Gesneriaceae), Merostachys (Poaceae - Bambusoideae), Sorocea (Moraceae) and Barbacenia (Velloziaceae). The region includes important reserves of timber, such as Ocotea spp., Nectandra spp. ("canelas, niúva, sassafrás"), Macrosamanea pedicellaris ("timboúva"), Hymenaea courbaril ("jatobá"), Cariniana estrellensis ("jequitibá"), Cabralea canjerana ("canjerana"), Tabebuia cassinoides ("caxeta"); fibres, such as Eriotheca pentaphylla ("ouvira"), Bactris setosa ("tucum"), Hibiscus pernambucensis; and edible plants, such as Euterpe edulis (palm heart), Psidium cattleianum ("araçá"), Rheedia gardneriana ("bacupari"). These resources were traditionally used by local people, but this usage is now prohibited by environmental legislation. Most of the inhabitants in the region ("caiçaras") have a rich pharmacopoeia based mostly on medicinal plants. Species used include Psidium guajava ("goiaba"), P. cattleianum and Solanum inaequale ("quina-branca") for diarrhoea; Renealmia petasites ("capitiu") for malaria; Rheedia pachiptera ("bálsamo") and Struthanthus spp. ("enxertinho") for external wounds; Aphelandra ornata ("erva-de-lagarto") for snake bite; and Casearia sylvestris ("erva-de-macaco") and Bactris sp. ("tucum-branco") for bruises (Born, Diniz and Rossi 1989). Studies begun during the last four years will certainly reveal more species with medicinal properties. Social and environmental values Despite its status as an Ecological Station, Juréia is inhabited by 365 families of caiçaras, the descendants of an old Amerindian-European mixture, who are grouped in 22 villages or live in widely isolated huts along the beaches and rivers (Por and Imperatriz-Fonseca 1984). There is just one small fishing community, at the mouth of the Una do Prelado River. The government of São Paulo State has a plan for management of the station, to make possible the maintenance of the communities with minimal disturbance to the environment, and intends to eradicate almost all banana plantations and insure forest regeneration. Geographical isolation has helped to allow persistence of sites of historical interest, such as the Caminho do Imperador (Imperial Highway), which was opened in 1545 at the behest of the Governor General of the province to link the townships of Cananéia and Iguape with São Vicente. The road is still used by local people, mostly for religious pilgrimages. The region has been used for ecological tourism on account of its scenic beauty and the presence of several threatened species of animals and plants. Routine tourism occurs at only a few sites such as Cachoeira do Paraíso, yet brings a considerable number of people to the region each year. The Serra da Juréia is particularly useful for research on speciation because of its natural isolation from the rest of the Atlantic forest. In the long run, the greatest economic value of the Juréia-Itatins Ecological Station may be the preservation of a good sample of Atlantic forest biodiversity, allowing for studies and sustainable exploitation of indigenous species in the future. Other uses include the academic training of scientists and environmental education through ecological tourism. The forest has undergone relatively few disturbances, mainly from agriculture (banana plantations) developed in the lowlands more intensively in the past, before establishment of the Ecological Station. Despite its isolation, hunting and logging do occur. Nowadays the area is threatened mostly by palm-heart gatherers. The natural conservation of the region can be explained by its isolation. The mountains of the Juréia-Itatins massif make access to c. 40 km of restinga impossible by road. The area has thus been preserved over the years. On 8 April 1958, State Decree No. 31,650 created Serra dos Itatins Reserva Florestal Estadual (State Forest Reserve). On 28 January 1963, SD No. 41,538 turned the area of the Serra dos Itatins over to the Guaraní Amerindians. In 1979 the Secretaria Especial do Meio Ambiente (an agency of the federal government) was granted an area in the Juréia massif, where a Biological Reserve was created. In 1980 the president signed a decree whereby 236 km² of Juréia were disappropriated and could not be used for construction of two nuclear power plants (Iguape I and II); in 1985 the idea of constructing the power plants and the area were abandoned by the federal government. On 20 January 1986, the state government of São Paulo created the Juréia-Itatins Ecological Station by SD No. 24,646. On 28 April 1987, the government approved Law No. 5649, whereby the EEJI actual area of 792 km² was defined (indigenous and other lands were excluded). The region is now an official ecological sanctuary. Juréia provides protection for example for timber species and palmito palm, and dozens of rare and threatened mammal and bird species, including spider monkey, jaguar, otter, capybara and tinamou. Map 53. Juréia-Itatins Ecological Station, South-eastern Brazil (CPD Site SA17) Born, G.C.C., Diniz, P.S.N.B. and Rossi, L. (1989). Levantamento etnofarmacológico e etnobotânico nas comunidades da Cachoeira do Guilherme e parte do Rio Comprido (sítio Ribeirão Branco sítio Morrote de Fora) da Estação Ecológica de Juréia-Itatins, Iguape, São Paulo. Secretaria do Meio Ambiente do Estado de São Paulo, São Paulo. 94 pp. Camargo, J.C.G., Pinto, S.A.F. and Troppmair, H. (1972). Estudo fitogeográfico e ecológico da bacia hidrográfica paulista do Rio da Ribeira. Biogeografia, Inst. Geogr., Univ. So Paulo 5: 1-30. Capobianco, J.P. (1988). Juréia. Horizonte Geográfico 1(2): 30-39. Coutinho, L.M. (1962). Contribuiço ao conhecimento da mata pluvial tropical. Bol. Fac. Filos. Ciênc. Letr., Univ. So Paulo 257, Botânica 18: 12-19. Eiten, G. (1970). A vegetação do estado de São Paulo. Bol. Inst. Bot. 7: 11-47. Hueck, K. (1955). Plantas e formaço organogênica das dunas do litoral paulista. Parte 1. Instituto de Botânica, Secretaria da Agricultura do Estado de São Paulo. 130 pp. Mori, S.A., Boom, B.M., Carvalho, A.M. de and Santos, T.S. dos (1983). Southern Bahian moist forests. Bot. Rev. 49: 155-232. Por, F.D. (1986). Stream type diversity in the Atlantic lowland of the Juréia area (subtropical Brazil). Hydrobiologia 131: 39-45. Por, F.D. and Imperatriz-Fonseca, V.L. (1984). The Juréia Ecological Reserve, São Paulo, Brazil facts and plans. Environm. Conserv. 11: 67-70. Por, F.D., Shimizu, G.Y., Almeida-Por, M.S., Tôha, F.A.L. and Rocha Oliveira, I. (1984). The blackwater river estuary of Rio Una do Prelado (São Paulo, Brazil): preliminary hydrobiological data. Rev. Hydrobiol. Trop. 17: 245-258. Silva, A.F. da and Leitão Filho, H.F. (1982). Composição florística e estrutura de um trecho da Mata Atlântica de encosta no município de Ubatuba (São Paulo, Brasil). Revista Brasil. Bot. 5: 43-52. Soderstrom, T.R. and Calderón, C.E. (1974). Primitive forest grasses and evolution of the Bambusoideae. Biotropica 6: 141-153. Tôha, F.A.L. (1985). Ecologia de zoopláncton do estuário do Rio Una do Prelado (São Paulo, Brasil). Ph.D. thesis, Universidade de São Paulo, São Paulo. This Data Sheet was written by Dra. Maria Candida H. Mamede, Dra. Inês Cordeiro and Lucia Rossi (Secretaria de Estado do Meio Ambiente, Instituto de Botânica, Caixa Postal 4005, 01061-970 São Paulo, SP, Brazil). North | Middle | South Botany Home Page | Smithsonian Home Page

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Many of you have probably heard about asteroid 2005 YU55, the massive rocky body that tomorrow night will collide with Earth in a ball of flames pass the planet safely, albeit closer than any asteroid in the last 35 years. And while astronomers are certain we'll be spared this time, the brush with such a massive rock raises important questions about so-called near-Earth objects like asteroids, comets, and meteoroids. So without further ado, here are ten things you probably didn't know about our solar system's more minor bodies. 10. The difference between asteroids, comets, meteoroids, meteors and meteorites Let's just get this out of the way, shall we? According to NASA's Near Earth Object (NEO) Program, a large, rocky body in orbit around the Sun is referred to as either an asteroid or a minor planet. Asteroids are thought to have been created in the "warmer" solar system, i.e. within Jupiter's orbit. Comets, on the other hand, are believed to have formed in the cold, outer solar system — beyond the orbit of our solar system's outermost planets. Comets and asteroids also differ in composition, the most notable difference being the comet's possession of an icy nucleus, which, when subjected to the relatively warmer temperatures of the inner solar system, begins to vaporize, creating a distinctive glow called a "coma," and a long, bright tail of dust and debris. There are other features that distinguish asteroids and comets, but recent findings continue to blur the lines between the two. Smaller Sun-orbiting particles, thought to originate from comets and asteroids, are known as meteoroids. When a meteoroid enters Earth's atmosphere, it usually vaporizes, becoming a meteor in the process (aka a "shooting star"). If a meteoroid is large enough to make it through Earth's atmo and make landfall without vaporizing completely, it's no longer a meteor, but a meteorite. The same goes for asteroids. (For more info, see NASA's NEO FAQ page, which is also the source of the handy chart featured here.) 9. Meteoroids: there's a lot of them Seeing as a meteoroid can be classified as pretty much anything bigger than a speck of dust and smaller than an asteroid, it makes sense that there would be quite a few of them orbiting the Sun and burning up in Earth's atmo at any given moment. The International Space Station, for example is the most heavily shielded spacecraft ever to occupy Earth's orbit. Why? To keep its astronauts and equipment safe from meteoroids. It's estimated that 100,000 of the buggers will make contact with the ISS over the course of its 20-year stint in space, and while the majority of these wont measure larger than a centimeter across, medium size particles (between 1cm and 10cm across) still pose a grave threat to the space station and its crew, and call for impressive sounding defensive measures like "multi-layered hypervelocity Whipple shields." (For more info on the safety measures employed on the International Space Station, see this informational sheet prepared by NASA's Micrometeoroid and Orbital Debris (MMOD) Protection program.) 8. Your odds of getting smacked by a meteorite They're slim, even if Earth is constantly being bombarded by meteoroids. The fact is that most of them simply don't survive long enough once breaking atmo to attain meteorite status, and those that do have barely any chance of actually hitting anybody. Such an event is only confirmed to have happened once, when Annie Hodges of Sylacauga, Alabama (pictured here) was struck in the hip by an eight pound meteorite after it crashed through her roof and bounced off a radio. Several studies have attempted to calculate the likelihood of a meteorite actually hitting a human target, taking into consideration everything from the average time a person spends outside to the amount of Earth's surface that the average person takes up. One of the most commonly cited figures is from a paper published in Nature in 1985, that calculates the rate of impacts to humans as .005 per year, or once every 180 years. 7. Why you need a telescope to spot 2005 YU55 YU55 is what's known as a C-type — or "carbonaceous" — asteroid, meaning it is especially rich in carbon. The composition of C-type asteroids makes them extremely dark (think darker than charcoal), and therefore difficult to spot with anything weaker than a telescope with at least a 6" mirror. (For those of you with scopes with this much imaging power, be sure to check our instructional on how to spot 2005 YU55 tomorrow night.) 6. 2005 YU55 could help us learn more about Panspermia Panspermia is the hypothesis that the building blocks for life are found throughout the universe, and are carried around on asteroids, comets and the like. If you've ever heard someone say that life on Earth may have come from space, they were probably talking about Panspermia (or the related astrobiological hypothesis of exogenesis). According to Dan Yeomans, manager of NASA's Near-Earth Object Program, the 2005 YU55 flyby presents a unique opportunity to learn about C-type asteroids, without which, Yeoman speculates, humans probably wouldn't exist. Since we rarely get an opportunity to see an asteroid so close (the last time we saw an asteroid like this so close to home was over 30 years ago), astronomers and astrophysicists the world over will be observing the asteroid to learn as much as possible about its composition. Objects like 2005 YU55 play an important part in the Panspermia hypothesis for their role in bringing carbon-based materials to a young Earth. If astronomers were to observe evidence that 2005 YU55 also harbors other organic materials (or even frozen water — see the note above about blurring the lines between asteroids and comets), it would go a long way in supporting the Panspermia hypothesis. 5. Getting hit by 2005 YU55 would suck Ok, so you almost definitely knew this, but just how much would it suck, exactly? After all, Yoemans says that the NASA's Near-Earth Object program is "extremely confident, 100 percent confident" that 2005 YU55 will not make contact with Earth, but that doesn't mean we can't speculate over how catastrophic it would be were the asteroid actually to hit us. Well, according to Jay Melosh, professor of Earth and atmospheric sciences at Purdue University, if 2005 YU55 were to hit the planet, it would likely produce a crater about 4 miles wide and 1700 feet deep, generating 7+ magnitude earthquakes and, depending on where it struck, devastating tsunami waves (for more info see Impact: Earth! which is based on Melosh's calculations). Again, will this actually happen? No. But observing the asteroid will help us be better prepared for when one does plot a course for Earth. As Yoeman says, "this [asteroid] is not a threat... But it is an opportunity." 4. Speaking of catastrophic Earth-asteroid impacts, aren't we about due for one of those? Maybe, but it's not likely. Some of you may have heard about an asteroid named Apophis. Astronomers believe Apophis to be 885 feet across, and estimate that on April 13, 2029, the asteroid will fly within 20,000 miles of Earth's surface — that's closer than the orbit of many of the planet's satellites. Astronomers are confident that Apophis will spare us on its 2029 flyby, but say that there is a 1/250,000 chance that it will pass through a "gravitational keyhole" that would set the asteroid on course for a future planetary impact exactly 7 years later. Could it happen? Yes. Is it likely? No. ...But it could totally happen. 3. But Michael Bay told me we could deflect an incoming asteroid with nuclear weapons... we can do that, right? Actually, yes. Back in 2007, NASA issued a report claiming that the best way to deflect asteroids and other near Earth objects away from Earth was with the use of nuclear devices... in space. Except NASA wouldn't do it by planting it in the asteroid's core, ala Armageddon, they'd do it by triggering the explosion in the vicinity of the asteroid. The power of the explosion would amounts to a nuclear-bomb-sized "nudge" capable of throwing the Asteroid off-course and preventing a collision with Earth. 2. We can even "finesse" an asteroid off a collision course with Earth. That is to say, WITHOUT the use of nuclear explosions... ...because some people think the idea of "weaponizing" space isn't such a good idea, chief among them being the group of astronauts and scientists comprising The B612 Foundation (The Little Prince, anyone?). One of the methods of deflection proposed by The B612 Foundation is to launch a probe of significant mass (weighing 1—2 tons, but depending upon the size of the asteroid) and "parking" it in space — not on the asteroid, but near it. The gravity of the asteroid would pull on the probe, but the mass of the probe would be just enough to pull ever so slightly on the asteroid, as well. If we were to move the probe very slowly with jet propulsion, we could, in theory, gently tug on the asteroid, "finessing" it into a safe orbit. (For more details on this approach, check out this brilliant TED talk on asteroids and the technologies we can use to deflect them away from Earth, delivered earlier this year by Bad Astronomy's Phil Plait at TEDxBoulder. 1. We have found almost all of the asteroids that pose a threat to Earth. We think. Recent findings from NASA's WISE satellite indicate that there are actually far fewer asteroids and near-Earth objects threatening life on Earth than we once thought. What's more, the so called "Near-Earth Asteroid Census" found that 90 percent of NEOs have now been mapped, which should allow us to keep an eye on them in the event one decides to make a bee-line for Earth.

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Methyl bromide is an important part of ornamental production. The combination of methyl bromide and chloropicrin has long been used to control weeds, nematodes and plant pathogens like Pythium. The majority of this fumigant is used for strawberries, fruit trees and vegetables in Florida and California, but there is a substantial amount of the product used in floriculture production. Some industries have found acceptable alternatives over the past five years and no longer use methyl bromide. Floriculture has been struggling to find an acceptable alternative. The production of field-grown cut flowers, some in-ground shade house flowers and caladiums rely on availability of methyl bromide (MBr) for economically acceptable crops. I have even met a few greenhouse growers who still use soil as a part of their potting medium and fumigate the resulting blend with MBr before use. The California Cut Flower Commission (CCFC) took the lead in funding research on MBr alternatives in ornamental production in the early 1990s. Research has involved everything from alternative fumigants; solarization; treatment of soil with steam, microwaves or UV rays; soil fertility; and amendment with green manures and biological agents. Current alternative fumigants are 1, 3-D (Telone), chloropicrin and metam sodium (Vapam), which can be applied alone and in combination. In some cases, application through drip irrigation systems has been developed with excellent results. In addition, the use of granular Basamid has been researched extensively, often in conjunction with Telone or chloropicrin. Much of the new research sponsored by the California Cut Flower industry has concentrated on weed control. Research on Fusarium wilt fungi (on mini-carnations and bulbs such as Dutch iris) and nematodes is also ongoing. Some of the key crops in these trials have been ranunculus, gladiolus, callas lilies, delphiniums and stock. Although MBr is used in saran houses in both California and Florida, the bulk of the product is used in field production, and therefore, much of the research has been done in the field. In the early 1990s, a group of scientists at the University of California, led by Dr. Jim Sims (UC-Riverside) started extensive research into the use of methyl iodide (MI) as a replacement for MBr. Their results were very encouraging, but it was not until 1999 that Arvesta (formerly Tomen-Agro) began to develop MI as a new product. Arvesta has continued research into MI (trade name will be Midas), and a label was submitted to the EPA a little over a year ago. The initial label will include bulbs and ornamentals, as well as tomatoes, peppers and strawberries. Midas is a liquid at room temperature, making it a little safer to handle than MBr (gaseous at room temperature). It also has a much shorter half-life than MBr and is unlikely to damage the ozone layer since it falls apart before it can reach the ozone. Midas can be applied through a drip irrigation system, making it more flexible in use patterns than MBr. It has much the same spectrum of activity -- works on weeds, nematodes and fungal pathogens and appears to remain in the soil longer than MBr, again because it is a liquid at room temperature. When fields are planted too quickly after pulling the plastic used in Midas application, some toxicity has been reported. Many other alternatives are being researched at this time, including sodium azide. This poison as been around for at least 50 years but has no agricultural uses at this time. In fact, development of sodium azide was probably curtailed when MBr became widely available in the 1970s. Under some conditions, sodium azide explodes, which can obviously be a problem with its usage. Presently, there are two companies developing a liquid sodium azide. The first is American Pacific, which is working with Auburn University. The second is Cal-Agri Products. Trials with these newer experimental formulations have had mixed results in both California and Florida, but research continues. An annual MBr alternatives meeting provides a forum for the many USDA, university and private researchers to exchange ideas, report results and learn the latest in the political arena. For 2003, the meeting will be held in San Diego in November and will rotate to Orlando the following year. Over the past two years, Chase Research Gardens has been helping out with some MBr alternative trials for cut flower production. Many of the trials we visited in 2001 and 2002 were conducted by Dr. Clyde Elmore, a recently retired weed scientist from the University of California-Davis. Clyde has been conducting trials at The Flower Fields (Carlsbad, Calif.) in cooperation with Mellano and Company. One of the trials was designed to evaluate Iodomethane (Midas) in a 50:50 combination with chloropicrin. Treatments were shank applied and tarped. Two rates were compared to a MBr/chloropicrin standard at 350 lbs per acre and an untreated control. We have also rated the trials periodically, and some of the results from this year's trials are presented in Figure 1, left. Compared to the tarped-only control, plant vigor (rated on a scale from 1 [dead] to 5 [excellent]) was better for all fumigated plots on both the March 18 and the April 4 evaluations. The degree of flowering was also evaluated and looked identical to vigor for the April 4 rating. All fumigant treatments were very effective in killing last year's white flower seed, compared to the tarped-only control. Those that did grow were on bed ends where the fumigant concentration was apparently too low for 100-percent kill. On April 22, 2003, the Pythium severity of each plot was rated using the following scale: 1 = none, 2 = few plants with wilting or stunting, 3 = up to 25 percent of plants dead and/or showing wilting and stunting, 4 = 26-50 percent of plants showing wilting and stunting or dead and missing, and 5 = more than 75 percent of plants in plots missing or showing wilting and stunting. Disease was moderate in the control plot, but both Midas/chloropicrin (300 lbs.) and MBr/chloropicrin (350 lbs.) had little if any disease apparent. However, the higher rate of Midas/chloropicrin showed slight disease or at least what appears to be disease. It is possible that the wilting and yellowing typical of Pythium are due to some other factor in this Dr. Elmore has been working with Glad-A-Way (one of the world's largest producers of gladiolus) in Santa Maria, Calif., as well. Last fall a trial was run using Midas and chloropicrin (33:67, 50:50 and 67:33) applied at 300 lbs. per acre compared to MBr and chloropicrin in a 50:50 mix applied at 350 lbs. per acre and an untreated control. Dr. Elmore's weed data showed excellent results with Midas when it was used at 50 or 67 percent of the fumigant mix but slightly reduced control when used at only 33 percent. The ability of these mixtures to kill cormlets from previous crops was also shown. The image above shows an untreated area with many cormlets (new gladiolus propagules) growing between the rows. The other image above shows the ability of Midas and chloropicrin to kill these weed cormlets when used at 50 or 67 percent of the fumigant mix. A second gladiolus trial at the same site, compared Vapam and Basamid combined with Inline (a mixture of 1, 3-D and chloropicrin) to an untreated control and to an experimental formulation of sodium azide. Sodium azide was very effective in killing many of the weeds that were present but not as effective in killing the cormlets (40-percent kill). All three of the commercial alternatives were very effective in weed control, as well as cormlet eradication. Other similar trials showed the benefit of adding Inline treatments to either Vapam or Basamid to reduce weeds. One final set of trials has recently been completed by Dr. Elmore working with Ano Nuevo Flowers (located just north of Santa Cruz, Calif.). One of his trials at this site evaluated a 50:50 mixture of Midas and chloropicrin used at 100, 200 or 300 lbs. per acre. These treatments were compared to an untreated but tarped control. In addition, a virtually impermeable film (VIF) was compared to the normal high density (HD) plastic. Along with weed count data, Dr. Elmore calculated the costs of hand weeding each treatment. Figure 3, page 45 shows that under the HD plastic 300 lbs. per acre of Midas:chloropicrin was needed to achieve the same level of control as 200 lbs. per acre under the VIF. These data are critical to our success in using Midas once it is legal. Dr. Husein Ajwa (chemist, University of California-Davis) has been instrumental in setting up several drip applied trials with Dr. Elmore. This year's trial at The Flower Fields included the same treatments described above and also accounted for occurrence of white flowers and weeds (see Figure 2, page 45). Applications were made late fall 2002. We again rated vigor on March 18 and April 4. All drip applied products significantly reduced the severity of Pythium compared to the control. Chloropicrin (300 lbs.) and both Inline treatments (at 150 and 300 lbs.) showed no signs of Pythium at this rating. The 150-lb. chloropicrin rate and the Midas/chloropicrin treatments had very few diseased plants. Sodium azide had an overall rating of about 2 (slight disease) that was mainly affected by a single replicate with higher than average disease expression (for that treatment). This may have been due to differences in application efficiency, soil conditions or even distribution of the naturally occurring Pythium inoculum. The Vapam treatment was less effective than the others at this rating. All drip-applied products reduced the number of white flowers that grew from last year's crop. In many treatments, the white flowers were on bed shoulders, indicating that the products had not reached the entire bed as applied. Lowest counts of white flowers occurred in Metam, Midas/chloropicrin and the 300-lb. rate of chloropicrin. At this point, it appears that there will be a number of alternatives for MBr for control of weeds and diseases on cut flowers. Products such as Vapam, Basamid, Telone and Inline can each be valuable tools, especially when used in conjunction with each other. Although Midas looks like a very good product, we cannot use it yet, and learning the correct application ratio (with chloropicrin) and rate per acre will be critical to insure a safe and successful fumigation. I have not covered many of the truly experimental products that are being researched at this time. They are in various stages of development, and none look to be as promising yet as Midas. I want to thank the California Cut Flower Commission and the Society of American Florists (on behalf of the Florida growers) for the opportunity to work on this critical topic with them. As the deadline approaches for complete Methyl Bromide phase-out, more research is proving the efficacy of replacements.

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To the Noongar traditional owners and custodians, Western Australia’s Swan River, the Derbal Yerrigan has remained at the heart of their culture and heritage for more than 40,000 years. Aboriginal people cared for the land and its waters as an integral part of their spirit and culture prior to the arrival of Europeans. They would have seen periods of climate change and sea level rises. They lived in harmony with their land and waters, firing the bush, crossing the River, camping along the River banks, getting water from springs, hunting and fishing. Mythologically the River was created by the Waugals (giant serpents), who carved waterways and valleys as they made their way to the mouth of the river at Fremantle. Noongar people have a responsibility to protect and care for the land and its waters as an integral part of their spirit and culture. Noel Nannup writes about Boorloo, the Nyungar name for Perth and the Derbal Yerrigan (the Swan River): "Boorloo had a series of lakes and big mobs of kwulla, the mullet, would come up from the sea around March to lay their eggs in the shallows where they wouldn’t be disturbed. Also the Swan River, we call it the Derbal Yerrigan. Now the word derbal, to my knowledge, means mixing; because it is where you have the sweet water and the salt water coming together, especially near the islands at Burswood. That is where you have got your tidal movement. Water flows under there too…" The traditional owners of the land were deeply connected with the River. The Aboriginal people themselves came from the creation beings that created life and imparted knowledge and law. Len Collard describes the powerful Rainbow Serpent: "The Waakal is the creator, the keeper of the freshwater sources. He gave us life and our trilogy of belief in the boodjar – the land – as our mother and nurturer of the Nyungar moort – family and relations – and our katitjin Law – knowledge so that we could weave the intricate tapestry known as the ‘web of life’." The Waugal has also been described as easing and coiling his way down the Swan River: "Creating the bends in the river at Belmont and Maylands as he went. Before he reached the islands at the Causeway, he rattled his skin, shaking all the scales off in the mud as he wrestled to gain access to Perth Water. When he finally emerged through the Narrows, he made another big coil to create the open expanse of water downstream of the Narrows. Waugal then ascended Mount Eliza through a gap in the limestone cliffs, by way of the small valley or stormwater gully situated behind where the Swan Brewery Stables were built." Page last updated: Tuesday 23 November 2010

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Radiologic technologists use radiation to create images used to diagnose patients. Working from doctors' orders, they use x-rays, fluoroscopes and other techniques to make these pictures. They position patients for each procedure and calculate the appropriate exposure for the x-ray including duration, distance from the patient and strength of the x-ray. They may also give injections of substances that help produce clearer images. During the x-ray process, they monitor patient condition and reactions. They then develop the x-ray film for the physician to view. Radiologic technologists also make sure that all equipment is ready and working correctly and that supplies are available. Some radiologic technologists take additional training in diagnostic mammograms for breast cancer screening and become a certified mammography radiologic technologist. They operate specialized x-ray equipment used to detect breast tumors. Magnetic resonance imaging (MRI) technologists, computerized tomographic (CT) technologists and ultrasound technologists are specialties within the radiologic technologist field that are described separately in this chapter. A Radiologic Technologist requires a prerequisite of Chemistry, Math and a recommended minimum placement test in English or completion of ESL. A Radiologic Technologist must be licensed as a Certified Radiologic Technologist by the California Department of Health Services. To take the State examination, the applicant must have completed a radiologic technologist program offered by a community college, vocational school, hospital or university. Most programs in California are two-year programs leading to a certificate or associate degree and 77 units of college credit. Some programs offer a Bachelor's degree. Most employers also require certification given by the American Registry of Radiologic Technologists. Mammogram radiologic technologists must have additional training and be certified by the State. Some clinics and doctors' offices hire radiation technologists with a limited California license to x-ray specific parts of the body, such as head and neck or extremities. Links to Additional Career Information California Department of Public Health (916) 445-0931 www.dhs.ca.gov/rhb Radiological Society of North America (630) 571-2670 http://www.rsna.org/ American Society of Radiologic Technologists (800) 444-2778 http://www.asrt.org/ American Registry of Radiologic Technologists (651) 687-0048 http://www.arrt.org/ Salary/Wage: Click Here

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Forest and illegal logging News (update April 2011) - 15-17/03/2011 Fifth negotiation session with Liberia - 15-17/02/2011 First negotiation session with DRC - 19/01/11 Consents of the European Parliament to the conclusion of the FLEGT agreements with Congo and with Cameroon - 12-14/01/11 FLEGT 6th Annual Coordination meeting (Final Report , Final Projects Handbook ) - 21/12/10 Initialing of the FLEGT agreement with the Central African Republic - 24/09/10 1st round of negotiations with Gabon Illegal logging – issues A major problem for many timber-producing developing countries, illegal logging: - causes environmental damage - costs governments billions of dollars in lost revenue - promotes corruption - undermines the rule of law and good governance - and in some places has financed armed conflict. Consumer countries contribute to these problems by importing timber and wood products without ensuring they are legally sourced. In recent years, however, producer and consumer countries alike have paid increasing attention to illegal logging. EU response – FLEGT action plan The FLEGT action plan – adopted in 2003 – combines measures in producer and consumer countries to facilitate trade in legal timber and eliminate illegal timber trading with the EU, through measures such as: - support for timber–producing countries - activities to promote trade in legal timber - promoting ethical public procurement policies FLEGT licensed timber and EU Member State Procurement Policies - support for private-sector initiatives to promote corporate social responsibility - safeguards for financing and investment - use of existing legislative instruments or adoption of new laws to support the plan - addressing the problem of conflict timber. Commission action: voluntary partnership agreements (VPAs) A VPA is a WTO-compatible trade agreement between a producer country and the EU to work together to stop illegal logging. Although voluntary, VPAs are legally-binding on the 2 parties, once agreed. Goals of VPAs - policy and legal reform - governance and transparency - capacity building - improve control, track & verify legal compliance - better capture revenues and rents - secure & improve market share VPAs incorporate a national legality assurance system that: - defines what constitutes legal timber - verifies compliance with this definition - traces products from forest to export - licenses exports, to provide assurance to markets - independently checks all elements of the system In each country, the VPA will need to take account of the inherent national differences in forest governance issues, forest-related legislation, the nature of forest and land rights, the nature of timber trade, current forest sector initiatives and the capacity to implement agreements. In some developing countries, meeting these commitments will require considerable institutional strengthening and capacity building. VPAs will identify areas where there is a need for technical and financial assistance. Series of briefing notes explain the EU's expectations for Voluntary Partnership Agreements (VPAs): - What is a Voluntary Partnership Agreement ? The European Union approach - briefing nr 3 (2009) - Forest Law, Enforcement and Trade : the European Union approach – briefing nr 2 (2008) - What is FLEGT? - What is legal timber? - A timber legality assurance system - Control of the supply chain - Legality assurance systems: requirements for verification - Voluntary Partnership Agreements - Guidelines for independent monitoring Countries with VPAs - Ghana ( latest press release, September 2008 / Ghana VPA, November 2009 / VPA July 2011) - Republic of Congo ( latest press release, May 2009 ) - Cameroon ( Conclusions of negotiations - 6 May 2010 , Information note ) - Central African Republic ( Information Note ) The agreements are being ratified and the legality assurance systems developed. First FLEGT licence expected by 2011. Countries currently negotiating - Liberia: The 5th negotiation session, March 2011 - Republic Democratic of Congo ( Signed joint declaration / First negotiation session 15-17/02/2011 , Negotiation roadmap ) - Gabon: Summary of the 1st negotiation session / Common declaration for FLEGT negotiations opening Lessons learnt from negotiations - Negotiations provide a platform to address difficult forest governance issues, clarify legal framework and improve technical systems - Time-bound, output-oriented stakeholder engagement helps foster understanding between stakeholders and make major, practical changes to VPAs - Bilateral negotiation dynamic can help build country ownership of results - EU regulation 2173/2005 for FLEGT licensing scheme (OJ L347 of 30 December 2005 ) - Implementation rules - FLEGT licensing of timber imports to EU (2008) Due diligence for timber products Action is needed to tackle timber trade with countries that have not signed VPAs, since the FLEGT licensing scheme doesn’t deal directly with this. To further support FLEGT, the Commission and EU governments have examined other options. A public consultation canvassed views on how to combat illegal logging and especially prevent the EU being a market for such timber. A new regulation (2010) The European Parliament and the Council have adopted a new regulation: Regulation (EU) No 995/2010 of the European Parliament and of the Council of 20 October 2010 laying down the obligations of operators who place timber and timber products on the market. (OJ L295/23 of 12 November 2010 ) This regulation introduces 3 obligations: - Prohibition of placing illegal timber on the EU market - Use of Due Diligence systems to ascertain that products are legal - Apply traceability systems Timber from VPA countries will be considered legal, and traders will not have to implement specific due diligence measures. This provides an incentive for timber-producing countries to sign VPAs. Regional forest law enforcement Regional initiatives have led to ministerial declarations in: There are also regional processes in: - Central Africa (COMIFAC) and (OFAC) - Caribbean and Latin America (Puembo initiative) - East Africa (2005 - EAC protocol on Environment and natural resources management article 11 ) Those processes have created political support for forest governance reform initiatives linking producer and consumer countries, and in some cases have led to voluntary partnership agreements. Regional timber studies - Central Africa - cross-border timber flows in COMIFAC (2008) ( Summary , full report annexes ) - West Africa - timber flows between Guinea and Nigeria (2008) ( final report Commission action: support to FLEGT projects Activities to implement the FLEGT action plan are financed through: European Development Fund - FLEGT-related projects or support programmes under national indicative programmes (in Ghana, Cameroon, Congo, Indonesia...) - FLEGT support project for ACP countries (managed by FAO) EU environment and natural resources programme (development aid) - EFI FLEGT facility (European Forest Institute) - Numerous forest governance pilot projects with NGOs and private associations (covering advocacy and capacity building, support for private sector, support for FLEGT processes, research and analytical forest governance projects) 6th annual coordination meeting 12-14/01/2011 - European Neighbourhood and Partnership Instrument FLEGT & climate change (REDD) Tropical deforestation and forest degradation are responsible for almost 20% of global carbon emissions. In the framework of the Climate negotiations, REDD stands for "reducing carbon emissions from deforestation and forest degradation". Some REDD actions support necessary policy and governance reforms. Sources of additional information on external websites:

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Introduction | Diagnostic Indications and Contraindications | Evidence for Acute-Phase Efficacy | Evidence for Continuation- and Maintenance-Phase Efficacy | Side Effects and Serious Adverse Events | Clinical Applications of Combined Treatment | Conclusion | References Both drugs and psychotherapy have a role to play in the treatment of the mood disorders. Pharmacotherapy has been shown to be effective in literally hundreds of placebo-controlled trials and represents the current standard of treatment for both depression and mania (American Psychiatric Association 2000). Psychotherapy is widely practiced but has been less intensively studied. It has fared well in direct comparisons with pharmacotherapy, particularly the newer approaches tailored specifically for depressed populations (Hollon et al. 2002). Given the apparent efficacy of both monotherapies, it is not surprising that the two are sometimes combined. Both biological and psychosocial factors have been implicated in the etiology of the mood disorders, and it is often assumed that both medications and psychotherapy work through different mechanisms for different types of patients. Concerns among advocates that combined treatment might undercut the efficacy of their preferred modality have proved to be largely unfounded, and many patients are now treated with a combination of medication and psychotherapy (Thase and Jindal 2004).

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Maryland Public Lands Managed by the Wildlife and Heritage Service The Wildlife & Heritage Service (WHS) oversees the management of 47 Wildlife Management Areas (WMAs), ranging in size from under 20 acres to over 29,000 acres. The WMA system encompasses a total of 111,000 acres, with WMAs located in 18 of Maryland's 23 counties. Mission of the WMA System To conserve and enhance diverse wildlife populations and associated habitats while providing for public enjoyment of the State’s wildlife resources through hunting and other wildlife-dependent recreation. Goals of the WMA System The Wildlife and Heritage Service manages the WMAs for diverse wildlife populations and their habitats in a number of ways, such as applying prescribed burns, planting food plots, establishing native grasses, managing wetlands and performing timber stand work. Some habitats, such as forested areas, provide for wildlife without any direct management. Providing for wildlife-dependent recreation involves the installation and maintenance of parking lots, roads, trails, boat access facilities, and user areas for the disabled. Property boundaries, signs, and maps are also up-dated, as needed. WMAs are primarily managed for hunting, trapping and other wildlife-dependent recreational uses. On the more popular areas, a system of lotteries and reservations is in place to avoid over use and conflicts among users. Information about hunting and trapping on public lands in Maryland is updated annually and published in the Guide to Hunting & Trapping in Maryland. Our staff also manages wildlife populations on other DNR properties, including certain State Parks, State Forests and Natural Resource Management Areas, as well as some private lands and local government properties (called Cooperative WMAs). Expanding Public Use of WMA's The Wildlife & Heritage Service, working in concert with DNR's Nature Tourism Program, is expanding the public use of WMA properties. For example, the Fishing Bay WMA Water Trail is specially designed for kayak and canoe users with an interest in birding and wildlife photography. This water trail offers an outstanding opportunity for paddlers to observe a variety wetland wildlife species in their native habitats. For More Information on the Following: - Wildlife Management Areas - Public Hunting Lands - WMA Maps & Information - WMA Acres by Region - Public Lands Managed by Region - Public Dove Fields - Guide to Marylandís Natural Areas - Maryland State Parks - Guide to Hunting and Trapping - Hunting Seasons Calendar - Disabled Hunter Access - About Wildlife & Heritage Service

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"Report: Climate Change Could Devastate Agriculture" "A comprehensive USDA study concludes rising temperatures could cost farmers millions as they battle new pests, faster weed growth and get smaller yields as climate change continues." "Climate change could have a drastic and harmful effect on U.S. agriculture, forcing farmers and ranchers to alter where they grow crops and costing them millions of dollars in additional costs to tackle weeds, pests and diseases that threaten their operations, a sweeping government report said Tuesday. An analysis released by the Agriculture Department said that although U.S. crops and livestock have been able to adapt to changes in their surroundings for close to 150 years, the accelerating pace and intensity of global warming during the next few decades may soon be too much for the once-resilient sector to overcome. 'We're going to end up in a situation where we have a multitude of things happening that are going to negatively impact crop production,' said Jerry Hatfield, a laboratory director and plant physiologist with USDA's Agricultural Research Service and lead author of the study. 'In fact, we saw this in 2012 with the drought.'" SEE ALSO:Source: USA TODAY, 02/07/2013

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(Photo by Mario Tama/Getty Images UNDATED (CNN) -- "F as in Fat", that's the name of a new report on the future of America's waistline. The study conducted by the Trust for America's Health and the Robert Wood Johnson Foundation uses government data on obesity to make predictions about our weight in coming years. This year Mississippi topped the Centers for Disease Control list of chunkiest states, with a nearly 35-percent adult obesity rate. But according to the new report, by 2030, 13 states could have obesity rates over 60-percent. Some experts question the accuracy of this weighty research saying it is difficult to predict future weight trends accurately. The report proposes to put America on a weight-loss challenge saying if all adults reduced their body mass index by 5-percent, states could save billions of dollars on health care.

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From Sustainable Development To Green Economy – What Does This Mean For Women? FRIDAY FILE: Twenty years after the first United Nations Conference on Sustainable Development (UNCSD) that took place in Rio de Janeiro in 1992 it is clear that governments have failed to implement development models that are socially just and environmentally sustainable. It is in the context of revision of the of sustainable development framework that Rio+20 will take place. This article is part of a series of Friday Files to explore some of the issues and debates related to the AWID 2012 Forum theme and draw the connections between women’s rights issues and economic power. For more information related to the planet and ecological health click here. By Diana Aguiar In 1983 in response to the growing evidence of an ecological crisis, the United Nations (UN) General Assembly created the World Commission on Environment and Development to analyze the environmental situation and its relationship with development. In 1987 it presented recommendations for action in a report called “Our Common Future”, better known as the Brundtland Report. This report later became the basis for the negotiations of the UN Conference on Sustainable Development (UNCSD) that took place in Rio de Janeiro in 1992. Also known as the Earth Summit, UNCSD was a landmark UN conference of the 1990s, and a key process in shaping the international order in the post-Cold War era. Agenda 21, the resulting document of the Earth Summit, became the reference to the debate on sustainable development. From Sustainable Development to Green Economy Arguably one of the most important issues at stake now (as was the case then) is the question of the (in) compatibility of a development model based on growth with the goal of environmental sustainability. With over 50 years of international cooperation for development, the idea of development, together with human rights, has become one of the defining values of our times. It is the basis of policies and political agendas and has been used to justify revolutions and market conservatism alike. However, with the increasing prevalence of ecological disasters, such as those related to climate change, and growing scarcity of resources, the limits of the planet to sustain a development model based on growth were apparent then and continue to be so now. The Brundtland Report established “sustainable development” as one of the key concepts in terms of reenergizing the idea of development. Sustainable development was defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs" and was based on "interdependent and mutually reinforcing pillars" of economic development, social development, and environmental protection. However, critics argued that the report failed to acknowledge the need to rethink the logic of capital accumulation inherent in a model of development that has growth as the key objective. This model of development is based on the assumption that growth will naturally trickle down, ultimately reducing poverty. But accumulated experience has shown that – left only to the market – growth will not result in increased social, gender or race equality. In addition economic growth has often been based on the overconsumption of a few and the underconsumption of the majority. Instead of thinking of redistribution, this mainstream development model places the level of consumption by the elite as the goal for all, when we know this is unsustainable given the limited resources of our planet. In this framework, economic growth remains the goal, even though overproduction failed to lessen inequalities, has not led to redistribution, has further depleted natural resources and increased pollution, waste, etc. and global warming; leading our planet to a deadlock. Twenty years later, with clear shortcomings in the “sustainable” nature of the model, the Rio+20 process is again failing to recognize the limits of unrestricted faith in economic growth as the means for development. In fact, a new concept is being put forward as an answer to the environment/development-as-growth dilemma: Green Economy. What is Green Economy? The concept of green economy has created a lot of buzz, although many argue the concept is still “under construction”. According to its defenders, such as the EU, the US and UN agencies, it does not replace sustainable development, but is rather a means to achieve it. The UN Environment Programme (UNEP) has put a lot of effort in defining green economy in its 600 page report titled “Towards a Green Economy: Pathways to Sustainable Development and Poverty Eradication”. It defines “green economy [a]s one that results in improved human well-being and social equity, while significantly reducing environmental risks and ecological scarcities. In its simplest expression, a green economy can be thought of as one which is low carbon, resource efficient and socially inclusive." An analysis by the Transnational Institute states, that “according to the UNEP, through a transition to the green economy it will be possible to re-launch the global economy with rates of growth far higher than the current model. It will be possible to create more and better employment, reduce poverty, reach greater levels of equality, meet the millennium objectives, and all in a sustainable way, recognizing the value of nature and reducing greenhouse gas emissions. This would reduce pressure on the natural environment, allowing it to recover, while, at the same time, creating new and profitable areas of investment that will enable global capital to escape from the crisis and increase its profits.” If it sounds too good to be true that’s because it is. UNEP’s report on the green economy is based on the rejection of what it calls a myth of the dilemma between economic progress and environmental sustainability. It says that current multiples crises (financial, food, water, energy, environment and economic recession) were caused by “misallocation of capital” towards economic activities that are carbon intensive as opposed to “renewable energy, energy efficiency, public transportation, sustainable agriculture, ecosystem and biodiversity protection, and land and water conservation”. This misallocation of capital is seen as a “market failure” due to “faulty information” and inadequate public policies to incorporate the environmental costs of economic activities. The answer, they propose is “adequate” policies to increase access to information to markets to raise incentives to redirect allocation of capital from “brown investments” to “green investments and green innovations”. The report insists on the idea that a green economy will actually allow for higher growth rates, as long as markets perceive “green investments” as financially profitable, thus placing environmental sustainability under the neoliberal value of profit maximization. This is the logic behind one of the main (and much critiqued) instruments of the new “green deal”: carbon markets and the market-based Programme on Reducing Emissions from Deforestation and Forest Degradation (REDD+). But these arguments fail to recognize that decisions made by transnational corporations are often based on short-term profit maximization, not on lack of information regarding “green investments”. As Rio+20 draws closer, and the green economy framework is defined in those terms, it is likely that we will see an outcome document that only reinforces the contradictions of current mainstream model of development based on unrestricted faith on growth as the means to reach social and gender equality and environmental sustainability. Women’s and social movements engagement in Rio+20 Given what is at stake, Rio+20 has become the key process for social movements in 2012. The Women’s Major Group (WMG) has been the formal women’s platform following the official negotiations processes. In the most recent Rio+20 Intersessional, Anita Nayar from DAWN delivered the address from the WMG, raising the lack of reference to women in the current inter-governmental process, in contrast to 1992 UNCSD’s Agenda 21, which noted that gender must be cross-cutting. The WMG’s submission also argues for the need to “realize that limitless economic growth does not equate with wellbeing or sustainability” and therefore, there is the need for indicators that would lead to the recognition of “the unequal and unfair burden that women carry in sustaining collective well-being”, as well as recovering the consensus that “the major cause of the continued deterioration of the global environment is the unsustainable patterns of consumption and production, particularly in industrialized countries, which are a matter of grave concern and aggravate poverty and imbalances”. Furthermore, the WMG called for a “universal social protection floor” and the monitoring, regulating and holding accountable of corporations for “their ecologically and socially unsustainable practices”. The local committee organizing the Rio+20 People’s Summit is leading broad-based mobilizations by social movements. The Thematic Social Forum that took place in Porto Alegre from 24-29 January 2012 was a key moment for linking the various struggles of resistance to the neoliberal market-based model of development occurring throughout the world - from the Arab Spring, Indignados movements, Occupy Wall Street, mobilizations against Free Trade Agreements, against G20 agreements, and broadly the resistances to false market solutions (from REDD+ to biofuels and GMOs, etc.) to ecological crises. In January 2012, the zero draft of the negotiating text came out. It reflects the fears of social movements in terms of how little it provides for overcoming the failed development model. The negotiations are on course until the actual Conference in June and civil society has to move forward to do advocacy on the possible outcome document. - Let’s reinvent the world Group of Reflection and Support to the WSF Process (GRAPFSM). - Thematic Social Forum: Capitalist Crisis, Social and Environmental Justice. - Women’s major group position paper in preparation of the “Rio+20” United Nations Conference on Sustainable Development 2012. A Gender Perspective on the "Green Economy": Equitable, healthy and decent jobs and livelihoods. UNEP, 2011, Towards a Green Economy: Pathways to Sustainable Development and Poverty Eradication, p16 Edgardo Lander, “The Green Economy: the Wolf in Sheep’s clothing”. Transnational Institute (TNI), 2011, p4 Ibid p5

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Brown Algae needs light (your tank lights are perfect) and food (nitrates and silicates) to survive. The cure for Brown Algae is the same as the prevention: Starve it into oblivion. Nitrates can be introduced into an aquarium not only as the end product of the Nitrogen Cycling Process (ammonia/nitrite/nitrate), but also via some brands of commercial sea salts and tap water. You can scroll down to see methods for reducing nitrates. The silicates the Brown Algae requires can enter your tank through several avenues: Commercial sea salts, tap water used for top offs and make up and the substrate you may have on the bottom of your tank. If you did absolutely nothing to your tank, the Brown Algae would eventually consume the silicates present and die of starvation. Since you can't do absolutely nothing to your tank, the source of the silicates must be identified and eliminated, in order to get rid of the present brown algae bloom and prevent future outbreaks. - Check the source of any builders sand, play sand or other substrate materials in your tank which did not come from the ocean. There is a possibility that they may contain silicates which are leaching into your tank water. - Use only RO or RO/DI water whether you purchase an RO/DI unit or purchase RO/DI water from a commercial source. - Check to see if your commercial sea salts contain high levels of nitrates. If the salt mixture contains unacceptable nitrates, consider changing mixtures. Nitrates will always be something to contend with in your tank. For fast, immediate reduction, you can do a water change, using the Instant Nitrate Reduction Method. This will reduce your nitrates at the fastest rate, using the least amount of time and water. This will also get your nitrates down to a workable (10 mg/L area) level but it is only a Bandaid and does nothing to remove the source of the nitrates. Siphon out as much of the Brown Algae as possible. You will probably find that you will have to use several other methods (many of which are part of a good Aquarium Maintenance Routine) to keep your nitrates in check. If you have a protein skimmer in your aquarium system, you might find that using the "Vodka Method" of Nitrate Reduction works quite well. - Use only RO or RO/DI water whether you purchase an RO/DI unit or purchase RO/DI water from a commercial source. (Recommended) - Purchase and use Mangrove Plants in your tank or sump. (Recommended) - Check to see if your commercial sea salts contain high levels of ammonia/nitrogen. - Purchase and use a good "nitrate sponge". - Do not overfeed your tank. - Siphon uneaten food and other loose material (detritus) from the substrate. - Perform periodic water changes.

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Here’s this week’s Therapy Tip of the Week: Farm Animal Ideas This week’s segment provides ideas for using farm animals during play with toddlers to target language. Animals are universally appealing to young children, even for kids who live in metropolitan areas! Use this natural interest to keep a child engaged while teaching new words. Focus on teaching words beyond the nouns/names for animals and animal sounds. Introduce verbs/action words and prepositions/location words and even higher level language concepts like size words, plurals, and following two-step directions. Farm play is also great for helping a child learn to use two objects together in play which is a critical cognitive skill a child must master. For more ideas about using farm animals in play with toddlers with expressive and receptive language delays, check out these resources from teachmetotalk.com: For a more structured way to teach a child to understand and use more words, I highly recommend Teach Me To Talk: The Therapy Manual. While this book was written for therapists, many moms who are committed to providing the bulk of their child’s therapy at home have told me that this is their favorite resource for knowing what to work on and how to do it!

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Yellowing of Alkyd Paints The yellowing of alkyd paints, a common problem, is a natural part of a coating's drying and aging process. The lower VOCs in today's alkyd paints allow for higher vehicle solids in paint. Because solids contribute to yellowing, higher-vehicle solid paints have an increased tendency to yellow with age. Where Yellowing Shows The durability and water resistance of alkyd paints makes them ideal for use in kitchens and bathrooms, for aesthetic reasons. Yellowing is most visible when white or light-colored surfaces are next to similarly-colored surfaces of a different material- a white wall next to white tile, for example. Tile, countertops and lacquered cabinets are typically made from colorfast and non-yellowing materials, however. So even slight changes in an alkyd paint appear more pronounced next to these kinds of surfaces. To avoid yellowing, we recommend Benjamin Moore Waterborne Satin Impervo acrylic latex satin enamel 314 or K&B (Kitchen & Bath) 100% latex premium paint, designed especially for areas with high humidity. Its mildew resistance and wet adhesion make it an excellent choice for kitchens and bathrooms, and as a non-yellowing alternative to alkyds. Why Yellowing Occurs The yellowing process is accelerated in dark rooms or those lacking natural sunlight. Alkyd products used in rooms with no windows or natural sunlight will yellow quickly and to a deep degree. Consider using a latex product instead. Ammonia- from floor waxes, cleaners, and other household products- can contribute to yellowing and should be avoided, particularly when paint film is drying. Because some latex paints contain ammonia, they can cause yellowing if used in combination with alkyd or oil-based paints. To prevent this, paint with your latex product first and allow 24 hours of drying time before you apply an alkyd product. Remember to never apply alkyd and latex paints at the same time in an enclosed room. Most latex enamels are non-yellowing, which makes them an ideal choice for white or light colors. We offer a wide variety of latex coatings suitable for every project, including our Benjamin Moore Regal AquaGlo, Regal AquaPearl, Aura Satin, Regal Pearl Finish, and Regal Semi Gloss coatings.

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How much nitrogen is too much for corn? Growers could cut back on fertilizer and reap economic and environmental benefits by using a rapid test recently discovered by scientists to accurately predict nitrogen levels MADISON, WI, APRIL 23, 2007 -- North Carolina State researchers recently discovered a test that quickly predicts nitrogen levels in the humid soil conditions of the southeastern United States. These scientists report that the Illinois Soil Nitrogen Test (ISNT) can assess the nitrogen levels in soil with more accuracy than current soil-based tests. This test will allow growers to cut back on the amount of nitrogen-based fertilizer added to soil, leading to economic and environmental benefits. The proper management of nitrogen is critical to the success of many crop systems. Based on an assessment of the natural amount of nitrogen in soil, growers calculate their optimum nitrogen rates, the concentration of nitrogen that must be present in fertilizer in order to achieve expected crop yields. Under- and over-applying nitrogen fertilizer to corn crops often leads to adverse economic consequences for corn producers. Excess levels of nitrogen in nature also pose serious threats to environment. Agricultural application of nitrogen has been linked to rising nitrate levels and subsequent death of fish in the Gulf of Mexico and North Carolina’s Neuse River. "Although offsite nitrogen contamination of ground and surface waters could be reduced if nitrogen rates were adjusted based on actual field conditions, there is currently no effective soil nitrogen test for the humid southeastern U.S.," said Jared Williams, lead author of the North Carolina State study that was published in the March-April 2007 issue of the Soil Science Society of America Journal. This research was supported in part by USDA Initiative for Future Agricultural and Food Systems (IFAFS) grant. From 2001 to 2004, scientists collected and tested the soil from 35 different sites in North Carolina. According to the North Carolina scientists, the collected soil samples were representative of millions of hectares in agricultural production in the southeastern USA. Corn was planted at each site with a range of nitrogen fertilizer rates, and the optimum nitrogen rates and the soil assay results were compared among the sites. From the collected samples, researchers discovered that the Illinois Soil Nitrogen Test (ISNT) could be used to accurately measure the economic optimum nitrogen rates (EONR) of southeastern soils, despite moderate weather variation over the collection period. While the test can be used to predict the optimum nitrogen rates, the relationship between ISNT and EONR varied by soil drainage class. Researchers believe that these differences represent differences in organic matter that lead to less mineralization and/or more denitrification on poorly drained soils. The results indicate that the Illinois Soil Nitrogen Test can serve as a model for predicting economic optimum nitrogen rates on well- and poorly drained soils and show promise as a tool for nitrogen management. "Additional research is needed to calibrate and validate the EONR versus ISNT relationships under a wider variety of conditions," says Williams. "Because the Illinois Soil Nitrogen Test predicted EONR robustly to different cost/price ratios, ISNT has the potential to modify or replace current nitrogen recommendation methods for corn." American Society of Agronomy. April 2007. rating: 0.00 from 0 votes | updated on: 20 Jul 2008 | views: 470 |

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The words “wall lamps” and “sconces” are sometimes used interchangeably to describe lighting that is attached to a wall. Strictly speaking, though, the “lamp” is the thing that provides the illumination while the “sconce” is the piece that physically attaches to the wall. To make things a bit more confusing, the word “bracket” is frequently used to describe the brass or cast-iron armatures that held kerosene lamps far enough away from walls to keep 19th-century homes from burning to the ground. Some of these brass wall brackets had arms that were designed to swing so the lamp could be moved in a 180-degree horizontal arc. Cast iron kerosene lamp wall brackets from the period often had double joints, and many of either type had reflectors behind the lamp’s glass chimney, to aim light in different directions. Other types of brackets were known as doubles, which allowed two kerosene lamps to be mounted to the same fitting. At the opposite end of the spectrum was the kerosene nightlight... Early gas lamps from the late 19th century were also mounted to walls. Some of these gas lamps, which were called gasoliers, had three arms, each bearing a fixture. The brass work on these sconces was often ornate and detailed—floral patterns and curlicues were common motifs. The tubes that delivered gas to the various lights on a fixture were frequently designed to look like slender vines or branches, while the keys that regulated gas flow were cast to look like leaves or tassels. Shades for gasoliers tended to be simple, ranging from a single glass bowl to a candle-shaped chimney to an upturned flower such as a lily. One especially interesting class of vintage gasolier was equipped with a nickel-plated brass oculist bracket, which swiveled vertically as well as horizontally and took its name from its use by opticians, as well as doctors and dentists. When electricity started to become more common at the end of the 19th century, electrical wall lamps followed. In particular, the invention of the tungsten light bulb in 1907 spurred the demand for lamps of all sorts, including those attached to walls (tungsten used half the electricity of earlier incandescent models). Lamps from this era were designed in the Arts and Crafts style, as well as Mission and Art Nouveau. One of the great things about electricity was that wall lamps could now have shade instead of just a chimney, which by definition had to point up. Shades could now point down, illuminating rooms in completely different ways than kerosene and gas had permitted, although some shades still opened to the ceiling as style and interior-decorating schemes dictated. Shades could also be made out of materials other than glass; parchment and silk shades, for example, were quite typical and popular. Other shades harkened back the age of fire illumination, with bulbs shaped like flickering flames. One of the most visually arresting periods for vintage wall lamps and sconces was Art Deco. During this era, some lamps were all shade, with the fixture hidden from view behind it. White glass sconces with painted black decorations were typical. In other cases, such as for bathrooms, frosted glass shades were paired with rust-resistant, chrome-over-cast-brass fixtures. Interviews & Articles My grandparents were antique collectors all their lives, their whole house was furnished in antiques. They had a lot of oil lamps … [more]

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The Landsat program is the longest running enterprise for acquisition of imagery of Earth from space. The first Landsat satellite was launched in 1972; the most recent, Landsat 7, was launched on April 15, 1999. The instruments on the Landsat satellites have acquired millions of images. The images, archived in the United States and at Landsat receiving stations around the world, are a unique resource for global change research and applications in agriculture, cartography, geology, forestry, regional planning, surveillance, education and national security. Landsat 7 data has eight spectral bands with spatial resolutions ranging from 15 to 60 meters. The initial centerline for the primary layout of the MSS was drawn by Jim Kodak, the opto-mechanical design engineer who designed the Pioneer spacecraft optical camera, the first instrument to leave the solar system. The program was called the Earth Resources Observation Satellites Program when it was initiated in 1966, but the name was changed to Landsat in 1975. In 1979, Presidential Directive 54 under President of the United States Jimmy Carter transferred Landsat operations from NASA to NOAA, recommended development of long term operational system with four additional satellites beyond Landsat 3, and recommended transition to private sector operation of Landsat. This occurred in 1985 when the Earth Observation Satellite Company (EOSAT), a partnership of Hughes Aircraft and RCA, was selected by NOAA to operate the Landsat system under a ten year contract. EOSAT operated Landsats 4 and 5, had exclusive rights to market Landsat data, and was to build Landsats 6 and 7. In 1989, this transition had not been fully completed when NOAA's funding for the Landsat program ran out and NOAA directed that Landsats 4 and 5 be shut down, but an act of the United States Congress provided emergency funding for the rest of the year. Funding ran out again in 1990 and once again Congress provided emergency funding to NOAA for six more months of operations, requesting that agencies that used Landsat data provide the funding for the other six months of the upcoming year. The same funding problem and solution was repeated in 1991. In 1992, various efforts were made to finally procure funding for follow on Landsats and continued operations, but by the end of the year EOSAT ceased processing Landsat data. Landsat 6 was finally launched on October 5 1993, but was lost in a launch failure. Processing of Landsat 4 and 5 data was resumed by EOSAT in 1994. NASA finally launched Landsat 7 on April 15, 1999. The value of the Landsat program was recognized by Congress in October 1992 when it passed the Land Remote Sensing Policy Act (Public Law 102-555) authorizing the procurement of Landsat 7 and assuring the continued availability of Landsat digital data and images, at the lowest possible cost, to traditional and new users of the data. The Multi-Spectral-Scanner had a 9" fused silica dinner-plate mirror epoxy bonded to three invar tangent bars mounted to base of a Ni/ Au brazed Invar frame in a serreuire truss that was arranged with four "Hobbs-Links" (conceived by Dr. Gregg Hobbs) crossing at mid truss. This construct ensured the secondary mirror would simply oscillate about the primary optic axis to maintain focus despite vibration inherent from the Be scan mirror. This engineering solution allowed the US to develop LANDSAT at least five years ahead of French SPOT which first used CCD arrays to stare without need for a scanner. The MSS FPA, or Focal Plane Array consisted of 24 square optical fibers extruded down to .0002"square fiber tips in a 4x6 array to be scanned across the Nimbus spacecraft path in a +/-6 degree scan as the satellite was in a 10:30 polar orbit, hence it had to be launched from Vandenburg AFB. The fiber optic bundle was embedded in a fiber optic plate to be terminated at a relay optic device that transmitted fiber end signal on into six photodiodes and 18 photomultiplier tubes that were arrayed across a thick aluminum tool plate, with sensor weight balanced vs the telescope on opposite side. This main plate was assembled on a frame, then attached to the silver-loaded magnesium housing with helicoil fasteners. Key to MSS success was the scan monitor mounted on the underbelly of the Mg housing. It consisted of a diode source & sensor mounted at ends of four flat mirrors that were tilted so that it took 14 bounces for a beam to reflect length of the three mirrors from source to sender striking Be scan mirror seven times as it reflected seven times off the flat mirrors. It only sensed three positions, both ends of scan & the mid scan, but that was all that was required to determine where MSS was pointed and electronics scanning could be calibrated to display a map. NOAA, EOSAT ink remote sensing accord. (Earth Observation Satellite Company, National Oceanic and Atmospheric Administration) Feb 11, 1991; *SATELLITE SPOTLIGHT: NOAA, eosat INK REMOTE SENSING ACCORD* The Earth Observation Satellite Co. (eosat) and the...

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Tongueless Frogs, AglossaDavid Cannatella This tree diagram shows the relationships between several groups of organisms. The root of the current tree connects the organisms featured in this tree to their containing group and the rest of the Tree of Life. The basal branching point in the tree represents the ancestor of the other groups in the tree. This ancestor diversified over time into several descendent subgroups, which are represented as internal nodes and terminal taxa to the right. You can click on the root to travel down the Tree of Life all the way to the root of all Life, and you can click on the names of descendent subgroups to travel up the Tree of Life all the way to individual species.close box Pipids are highly aquatic frogs that rarely if ever venture out of water. They have several adaptations to aquatic life, including the loss of the tongue (tongues are not generally useful for feeding in water), and the presence of lateral line organs, which are used to detect wave motion in water (these are present in most groups of fishes). The group is sometimes called the Aglossa. Pipid frogs are found in Africa, South America, and just get into Panama. Some species in South America, such as the Surinam Toad (Pipa pipa) are extremely flattened and look like roadkills. Females of the genus Pipa have an elaborate mating behavior, in which eggs are deposited on the back of the female, and the skin swells up around the eggs to encase them in pockets in which the embryos develop. In some species the eggs hatch out as tadpoles, but in others fully formed froglets emerge from the mother's back. Tadpoles (when present) lack beaks and denticles, and have paired spiracles (if spiracles are present). This is the Orton type 1 tadpole, also found in Rhinophrynidae. There is much diversity in larval morphology and ecology in pipids. Tadpoles of Xenopus and Silurana are extremely efficient filter feeders. Tadpoles of Hymenochirus are carnivorous, eating larger prey items. In some species of Pipa the eggs (embedded in the mother's back) hatch out as tadpoles, but other species have direct development, in which froglets emerge. The genus Xenopus (African Clawed frogs) has undergone drastic evolution in chromosome number, producing tetraploid (4n), and octoploid (8n), and even dodecaploid (12n) species. These higher levels of ploidy may have resulted from hybridization of between species. One species, Xenopus laevis, is widely used as a lab animal in molecular and developmental biology. The Dwarf Clawed Frogs (Hymenochirus) are very small, about 20-30 mm, and are widely sold in aquarium stores. The call of many pipid frogs is a clicking sound, which in Xenopus borealis is produced by forcefully pulling apart the large arytenoid cartilages of the larynx (voice-box), thus producing a "pop" by implosion. The definition of the name Pipidae is problematic because of the relationships of Mesozoic and Tertiary taxa to living pipids (Báez, 1981). Báez' cladogram placed †Thoraciliacus, †Cordicephalus, †Saltenia, and †Eoxenopoides outside of the living Pipidae. She used two synapomorphies for Pipidae (including the aforementioned taxa): the absence of a quadratojugal and the absence of mentomeckelian bones. The first of these is also present in the closely related †Palaeobatrachidae, and may be diagnostic of a larger clade. Although mentomeckelians are reported in palaeobatrachids, the examination of †Palaeobatrachus fossils and figures in Spinar (1972) has not convinced Cannatella of their presence. Cannatella and Trueb (1988a) diagnosed the living Pipidae by a large number of synapomorphies including presence of an epipubis cartilage, an unpaired epipubic muscle, absence of a quadratojugal, free ribs in the larvae, a fused articulation between the coccyx and sacrum, a short, stocky scapula, elongate septomaxillary bones, ossified pubis, a single, median palatal opening of the eustachian tube, lateral line organs in the adults, and absence of a tongue. Several of these characters are present in fossil taxa, and thus may be diagnostic of larger clades. Several others cannot be assessed in fossils. By ignoring the fossils, Cannatella and Trueb (1988a) produced a diagnosis for the family that was misleading. Relationships within the living Pipidae were discussed by Báez (1981), Cannatella and de Sá (1993), Cannatella and Trueb (1988a,b), and de Sá and Hillis (1990). To ensure stability, Ford and Cannatella (1993) defined the node-based name Pipidae to be the most recent common ancestor of living pipids (Xenopus, Silurana, Hymenochirus, Pseudhymenochirus, and Pipa) and all of its descendants. Taxa considered to be fossil "pipids" (†Thoraciliacus, †Cordicephalus, †Saltenia, †Shomronella, and †Eoxenopoides) are assigned only to the level of Pipimorpha. Báez, A. M. 1981. Redescription and relationships of Saltenia ibanezi, a Late Cretaceous pipid frog from northwestern Argentina. Ameghiniana 18(3-4):127-154. Cannatella, D. C., and R. O. de Sa. 1993. Xenopus laevis as a model organism. Syst. Biol. 42(4):476-507. Cannatella, D. C., and L. Trueb. 1988a. Evolution of pipoid frogs: Intergeneric relationships of the aquatic frog family Pipidae (Anura). Zool. J. Linn. Soc. 94:1-38. Cannatella, D. C., and L. Trueb. 1988b. Evolution of pipoid frogs: morphology and phylogenetic relationships of Pseudhymenochirus. J. Herpetol. 22:439-456. de Sá, R. O., and D. M. Hillis. 1990. Phylogenetic relationships of the pipid frogs Xenopus and Silurana: an integration of ribosomal DNA and morphology. Mol. Biol. Evol. 7(4):365-376. Ford, L. S., and D. C. Cannatella. 1993. The major clades of frogs. Herp. Monogr. 7:94-117. Spinar, Z. V. 1972. Tertiary frogs from central Europe. W. Junk, The Hague. University of Texas, Austin, Texas, USA Correspondence regarding this page should be directed to David Cannatella at Page copyright © 1995 David Cannatella Page: Tree of Life Pipidae. Tongueless Frogs, Aglossa. Authored by David Cannatella. The TEXT of this page is licensed under the Creative Commons Attribution License - Version 3.0. Note that images and other media featured on this page are each governed by their own license, and they may or may not be available for reuse. Click on an image or a media link to access the media data window, which provides the relevant licensing information. For the general terms and conditions of ToL material reuse and redistribution, please see the Tree of Life Copyright Policies. Citing this page: Cannatella, David. 1995. Pipidae. Tongueless Frogs, Aglossa. Version 01 January 1995 (under construction). http://tolweb.org/Pipidae/16986/1995.01.01 in The Tree of Life Web Project, http://tolweb.org/

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Herihor was an official during the 20th Dynasty and usurped the throne of Egypt. He served as high priest of Amon during the reign of Ramesses XI. He came to Egypt as part of a group sent to stop a rebellion that had been started by a former high priest of Amon. Panhesy, who was in charge of the group to stop the rebellion, put Herihor in charge of the city. He quickly had himself named high priest and became the vizier of both Upper and Lower Egypt. The king was easily manipulated and did nothing to stop Herihor. Ramesses XI died and ended the 20th Dynasty and the New Kingdom. Herihor and a confederate, Smendes, divided up Egypt between them. Back to Who's Who of Ancient Egypt Last Updated: June 21st, 2011 Who are we? Tour Egypt aims to offer the ultimate Egyptian adventure and intimate knowledge about the country. We offer this unique experience in two ways, the first one is by organizing a tour and coming to Egypt for a visit, whether alone or in a group, and living it firsthand. The second way to experience Egypt is from the comfort of your own home: online.

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Number, Minimum, Maximum, Means and Standard Deviations of All Phoneme Awareness Measures, Age, Language Background and Reading Stage Values Note. LANG = language background rating; MANNE = English Mann Phoneme Segmentation Test; MANNS = Spanish adaptation of Mann Phoneme Segmentation Test; PPVTE = English Peabody Picture Vocabulary Test; PPVTS = Spanish adaptation of Peabody Picture Vocabulary Test; RESTAGE = reading stage rating; WORDATTK = Woodcock Word Attack nonsense word decoding subtest in English; WORDID = Woodcock Word Identification subtest in English; YSENG = English Yopp-Singer Phoneme Segmentation Test; YSSPAN = Spanish Yopp-Singer Phoneme Segmentation Test. The Analysis of variance showed a significant effect for reading group, F (3,39) = 9.182, p < .0001. Figure 1 shows mean performance on the phoneme awareness tests as a function of reading stage. Overall, the children who differed in the reading ability did differ in level of performance on the phoneme awareness tasks. There was a significant difference for reading group and the Mann English test, F (3,48) = 6.932, p < .001 as well as for the Spanish version, F (3,48) = 5.147, p < .004. Significant differences were also found for the Yopp-Singer tests, English, F (3,48) = 9.267, p < .0001, and Spanish, F (3,48) = 7.913, p < .0001. This replicates previous studies' results that showed that phoneme awareness is highly related to reading ability. No other significant differences were found for reading stage and any other variable. Mean scores on phoneme awareness tests as a function of reading ability. There were no significant differences for English and Spanish versions of the phoneme awareness tests. On the average, language of presentation did not affect the students' overall level of performance, p>.01. Additionally, no overall differences were found for language background of the children such that children who differ in language control of Spanish and English differed in overall performance. Thus, monolinguals did not perform better than bilinguals or vice versa, in general.

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Credit: Pedro Rodriguez and ESA How active does a galaxy have to be before it's an active galaxy? Messier 82, sometimes called the Cigar Galaxy, is one of the most active star forming galaxies known. The enormous rate of star formation (about 10 times higher than the Milky Way's birthrate of about 7 stars per year) is driven by the gravitational interaction with its neighbor, M81. The tug of gravity as the two galaxies rub elbows causes clouds of gas near the center of M82 to collapse and form stars, in a process that's still not fully understood. The image above is a beautiful montage of images from the XMM-Newton Observatory in the optical through the UV to the X-ray regime, created in celebration of this, the International Year of Astronomy, and as part of the 100 Hours of Astronomy cornerstone project. The disk of the galaxy is defined by the starlight in the optical and UV, while hot gas produced by the birth and death of stars is seen coming off the plane of the galaxy in the X-ray images. Published: April 20, 2009 HEA Dictionary * Archive * Search HEAPOW * Other Languages * HEAPOW on Facebook * Download all Images Each week the HEASARC brings you new, exciting and beautiful images from X-ray and Gamma ray astronomy. Check back each week and be sure to check out the HEAPOW archive! Page Author: Dr. Michael F. Corcoran Last modified Friday, 20-Apr-2012 15:25:29 EDT

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A method for generating biofuel by breaking down plastics using a low-cost catalyst will be developed further in the United Kingdom next month (16 July). Faiad won the European Fusion Development Agreement award at the 23rd European Union Contest for Young Scientists — involving 130 competitors from 37 countries — held in Finland last year (23–28 September). Her prize is a week-long placement at the Joint European Torus (JET) facility — the focal point of the European fusion research programme — at the UK-based Culham Centre for Fusion Energy, UK, where Faiad will present her project and receive help with its development. Faiad proposes exploiting Egypt’s high plastic consumption, which is estimated to be around one million tonnes per year. “Plastic waste is a real problem in Egypt — and in most developing countries — and this project is simply converting the problem into a solution”, said Nourwanda Sorour, a student at Alexandria University, Egypt, and one of Faiad’s mentors. Faiad has succeeded in converting plastic into fuel feedstocks — the bulk raw material for producing biofuel — by identifying a catalyst, calcium bentonite, for breaking down the plastic waste that is low in cost. When the waste is broken down, it produces gaseous products including methane, propane and ethane, which are then converted into ethanol for use as biofuel. Breaking down plastic and polymers by heating them to higher temperatures is not a new idea, but the type of catalyst used is what gives the idea its strength, Faiad said. “The project can be safely implemented, as it doesn’t emit any toxic gases, as long as its implementation abides by the safety measures applied for similar projects,” Sorour said. Mamdouh Elmelawy, from the Egyptian Petroleum Research Institute, said that the project is greatly needed in most countries to help substitute fossil fuels. “[The project] is a practical one that can be implemented on a larger scale either by the government in Egypt or by the private sector,” he said. Faiad said: “I will pursue my efforts to get my project patented this year through the Egyptian Patent Office and also to see the idea become a tangible project on the ground”.

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MySQL is an open source relational database management system that is a popular database option for web applications. MySQL is written using C and C++ and makes use of the SQL database language to access and manipulate data stored in the database. Although MySQL is primarily used with Linux operating systems it also offers support for Windows, BSD and UNIX based operating systems. MySQL is available as the database component with the LAMP stack. MySQL is simple and easy to use, yet at the same time powerful enough to handle large volumes of data. Icreon offers to use MySQL as the database layer in developing web applications.

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Point wand at target Summons an object from a distance - "And then he heard it, speeding through the air behind him; he turned and saw his Firebolt hurtling towards him around the edge of the woods, soaring into the enclosure, and stopping dead in mid-air beside him, waiting for him to mount." - —The Firebolt, under influence of this spell.[src] Casting and effects The Summoning Charm could not be used on buildings. In addition, it did not work on most living things, and those few on which it did were generally not considered worth Summoning, such as flobberworms. The farther the desired object was from the caster, the harder it was to Summon. However, there was apparently some controversy over this claim, as Hermione Granger stated that it did not matter how far away the object was — so long as the caster had it clearly in mind, they should be able to Summon it with ease. There were counterspells that could be placed on objects to keep them from being Summoned. Most wizarding goods sold as of the 20th century and early 21st century came pre-enchanted with anti-theft spells to keep them from being Summoned by anyone but their rightful owners. |Molly Weasley||1994||Molly Weasley used several Summoning Charms to find many different magical sweets Fred and George Weasley were trying to sneak out of the house to the Quidditch World Cup in 1994.| |1994||Hermione Granger taught the charm to Harry Potter, who later used it in the First Task of the Triwizard Tournament to Summon his broom to him to outmaneuver the Hungarian Horntail.| |Barty Crouch Jr.| (disguised as Alastor Moody) |1995||Barty Crouch Jr. used the Summoning Charm to take the Marauders Map away from Severus Snape before he could read it.| |Harry Potter||24 June, 1995||Harry Potter used this charm to Summon the Triwizard Cup, which had been made a Portkey, in order to escape Lord Voldemort and his Death Eaters in 1995.| |1996||During the Battle of the Department of Mysteries Hermione Granger used it to retrieve wands, and Ron Weasley Summoned a brain in a tank to himself while under the effects of a disorienting curse.| |Death Eaters||1996||During the Battle of the Department of Mysteries, Death Eaters attempting to pull the prophecy sphere from Harry's hands.| |Harry Potter||1997||Harry Potter Summoned Madam Rosmerta's brooms to himself and Albus Dumbledore to get back to Hogwarts in 1997.| |Hermione Granger||1997||Hermione Granger Summoned books about Horcruxes from the Headmaster's office in 1997.| |Harry Potter||31 July, 1997| |Fred Weasley||August 1997||Fred Summoned hairs from a Muggle boy in Ottery St. Catchpole in order to help Harry disguise himself for the wedding using Polyjuice Potion.| |Harry Potter||1997||Harry Potter attempts to Summon his wand back after his wand was knocked off by Nagini.| |Harry Potter||1994||Harry Potter tried to cast the charm while Hermione Granger was teaching him how to use it in preparation for the first task of the Triwizard Tournament.| |Harry Potter||Summer of 1995||Harry Potter tried to cast the charm wandlessly to retrieve his wand after Dudley hit him when they were attacked in 1995 by two Dementors sent by Dolores Umbridge.| |Death Eaters||1996||The Death Eaters tried to cast the charm on the prophecy during the Battle of the Department of Mysteries, but Harry managed to hold on to it.| |Harry Potter||1996||Harry Potter tried to cast the charm nonverbally and wandlessly to retrieve his wand after Draco Malfoy hit him with a Full Body-Bind Curse in 1996.| |Harry Potter||1997||Harry Potter tried the Charm to Summon Salazar Slytherin's fake locket in the Horcrux cave in 1997.| |Harry Potter||27 July, 1997||He tried it to Summon Hedwig and Rubeus Hagrid during the Battle of the Seven Potters.| |1997||Hermione Granger tried the Summoning Charm to Summon Salazar Slytherin's Locket in Regulus Black's bedroom at 12 Grimmauld Place. Harry also tried Summoning the locket while he was in Dolores Umbridge's office while they were infiltrating the Ministry of Magic.| |Harry Potter||24 December, 1997||Harry tried to Summon his wand after it had been knocked out of his hand during his fight with Nagini at Godric's Hollow.| |Harry Potter||1 May, 1998||Harry tried to Summon Helga Hufflepuff's Cup when he was in the Lestrange Vault at Gringotts Wizarding Bank during the break-in, but he was unsuccessful because the vault was bewitched.| |Hermione Granger||1998||Hermione Granger tried to use a Summoning Charm to Summon Rowena Ravenclaw's Diadem in the Room of Requirement and Helga Hufflepuff's Cup in the Lestrange Vault, but the protections on the Horcruxes made this impossible.| |A Death Eater||1998||A Death Eater tried the charm to Summon Harry's Cloak of Invisibility.| The Latin word accio means "I call" or "I summon". In the Hungarian translation, the spell is called "Invito", possibly from the word "to invite". Behind the scenes - In the 2006 short film The Queen's Handbag, Harry Potter and Ron Weasley both use the charm in an attempt to retrieve Queen Elizabeth II's handbag, which has been lost. They are unsuccessful and Hermione suggests they're too far away from it, suggesting the charm may have a maximum range. However, in Goblet of Fire, Hermione stated that distance didn't matter, as long as the caster was concentrating hard enough. Also, the short film's canonicity is uncertain, so it is unlikely this applies to mainstream continuity. - In the console and PC versions of LEGO Harry Potter: Years 1-4, it can be bought at Wiseacre's Wizarding Equipment in Diagon Alley. - In the handheld versions of LEGO Harry Potter: Years 1-4, Accio can move an object in any direction, not just towards the caster. In some cases, it moves an object directly away from the caster, working more like its opposite. - When Hermione Summoned Secrets of the Darkest Art from Dumbledore's office, she simply said "Accio Horcrux books", instead of the specific book name, meaning that this spell can function even when the item's description is not detailed. - According to Wonderbook, the hand motion is thus: - Harry Potter and the Goblet of Fire (First appearance) - Harry Potter and the Goblet of Fire (film) - Harry Potter and the Goblet of Fire (video game) - Harry Potter and the Order of the Phoenix - Harry Potter and the Order of the Phoenix (video game) - Harry Potter and the Half-Blood Prince - Harry Potter and the Half-Blood Prince (video game) - Harry Potter and the Deathly Hallows - Harry Potter and the Deathly Hallows: Part 1 - The Queen's Handbag - LEGO Harry Potter: Years 1-4 - Harry Potter Trading Card Game - Wonderbook: Book of Spells Notes and references - ↑ 1.0 1.1 1.2 See this video. - ↑ 2.0 2.1 2.2 Wonderbook: Book of Spells - ↑ Harry Potter and the Goblet of Fire, Chapter 20 - ↑ Harry Potter and the Deathly Hallows, Chapter 10 - ↑ Harry Potter and the Deathly Hallows, Chapter 26 - ↑ 6.0 6.1 6.2 6.3 Harry Potter and the Goblet of Fire - ↑ 7.0 7.1 Harry Potter and the Order of the Phoenix - ↑ 8.0 8.1 8.2 Harry Potter and the Half-Blood Prince - ↑ 9.0 9.1 9.2 Harry Potter and the Deathly Hallows |Professors: Filius Flitwick| |Textbooks: The Standard Book of Spells · Achievements in Charming · Quintessence: A Quest| |Charmbook writers and charm developers: Miranda Goshawk · Scarpin · Felix Summerbee · Randolph Keitch · Basil Horton · Mnemone Radford · Elliot Smethwyck · Jarleth Hobart · Delfina Crimp · Orabella Nuttley · Levina Monkstanley · Fred Weasley · George Weasley| |Charms studied at Hogwarts: Levitation Charm · Fire-Making Charm · Softening Charm · Skurge · Aresto Momentum · Cheering Charm · Freezing Spell · Seize and Pull Charm · Summoning Charm · Banishing Charm · Silencing Charm · Mending Charm · Reductor Curse · Colour Change Charm · Growth Charm · Water-Making Spell · Locomotion Charm · Vinegar into Wine · Bird-Conjuring Charm|

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AN EDUCATOR'S GUIDE: MEETING THE NEEDS OF THE EHLERS-DANLOS CHILD A PARENT'S GUIDE: HELPING YOUR CHILD SUCCEED AT SCHOOL The material in this guide has been prepared to help educators better understand and provide for the needs of the Ehlers-Danlos student. Each person with Ehlers-Danlos Syndrome is affected differently; therefore, the needs will be different for every student. The information has been compiled from a variety of resources including parents,administrators, teachers, guidance counselors and special education teachers. My sincere thanks to those who helped in this effort by sharing and providing personal and professional information. |Peggy Rocha Snuggs | |Ehlers-Danlos National Foundation | |November, 2003 | Before leaving the Board at the end of 2004, Peggy Rocha Snuggs was Director at Large for Children's Projects & Education, Board of Directors, Ehlers-Danlos National Foundation. She is an educator in the public school system in Tampa, Florida, and the mother of an EDS child. Many teachers and schools have contacted the Ehlers-Danlos National Foundation with questions about EDS, ranging from basic concerns for the safety of the student, to questions about accommodations to meet the needs of the EDS child. This booklet was prepared to answer some of the questions asked most commonly by school personnel. Additional information on medical aspects of this syndrome is available from the Ehlers-Danlos National Foundation, or at www.ednf.org Introduction to EDS What is Ehlers-Danlos Syndrome (EDS) The Ehlers-Danlos Syndrome (EDS) is a heterogeneous group of heritable connective tissue disorders affecting approximately 1 in 5,000 to 10,000 men and women of all ethnic backgrounds. EDS is named for two physicians (Ehlers and Danlos) who described the forms of the condition in the early 1900s. At least six forms of Ehlers-Danlos Syndrome have been described, which are not graduations in severity, but represent distinct disorders which "run-true" in a family. EDS is characterized by hyperextenisve skin, hypermobile joints, easy bruisability of the skin, and a bleeding diathesis. There are six major types of EDS, which are classified according to their different manifestation of signs and symptoms. Individuals with EDS have a defect in their connective tissue, the tissue which provides support to many parts of the body such as the skin, muscles and ligaments. The fragile skin and unstable joints found in EDS are the result of faulty collagen, the protein which acts as a "glue" in the body, adding strength and elasticity to connective tissue. What medical problems are associated with EDS? Due to the different types of EDS, and the varying degree of severity between individuals with EDS, it is difficult to generalize. However, most often, the manifestations are skin and joint related and may include: Soft velvet-like skin; variable hyperextensibility (stretchiness); fragile skin that tears or bruises easily (bruising may be severe); severe scarring; slow and poor wound healing; and fleshy lesions (molluscoid pseudotumors) associated with scars over pressure areas. Joint hypermobility; loose/unstable joints which are prone to frequent dislocations and/or subluxions; joint pain; hyperextensive joints (they move beyond the joint's normal range); early onset of osteoarthritis. Chronic, early onset, debilitating musculoskeletal pain; arterial/intestinal/uterine fragility or rupture (usually associated with Vascular Type of EDS); scoliosis; poor muscle tone; mitral valve prolapse; gum disease and vision problems. Medical Emergencies at School What medical emergencies may arise? It is wise to make all school staff, including lunchroom supervisors, nurses, and office, aware that a medical emergency may occur and to outline a basic plan of action. It is important to have a prepared, parent approved plan ahead on file. Current and updated parent contact information should be available at all times. These often occur due to the loose ligaments and commonly affect the knees, shoulders and hips, but may affect the fingers and wrists or other joints as well. Activity may cause the joint to lock or overextend. A physician may prescribe bracing to stabilize joints, or surgical repair of joints. Ice packs should be kept on hand. Occupational therapists and or physical therapists can help students learn how to strengthen their muscles and teach them how to properly use and preserve their joints. Cuts/lacerations may occur and may vary from minor to major wounds. Gaping wounds should be handled with care. Scarring is not uncommon. Proper repair of these wounds by a physician may be necessary. Excessive bleeding may occur with any cut. Severe bruising is also common. Excessive sun exposure should be avoided and sunscreen is recommended for outdoor activities. Vascular Type of EDS: The EDNF has prepared a CD-ROM and 20 page handbook to educate emergency room physicians and other health care professionals about the vascular type of EDS. This CD-Rom contains suggestions on life-saving surgical and postoperative techniques. In a trauma situation, time is of the essence. It would be beneficial for a school to retain a copy to accompany the child to the emergency room if it should become necessary. The CD-ROM is available from the EDNF shopping cart. To acquire a copy, please go to Shop at EDNF. Some children with EDS may complain of severe gastro pain and frequent stomach aches. A family plan, as well as a school plan for dealing with chronic stomach pain should be addressed with the parent and the teachers. STEPS FOR ACADEMIC SUCCESS Step 1: Providing a Safe Classroom/Physical Environment Although each person is affected differently by Ehlers-Danlos syndrome, the need for a safe environment at school is important to avoid injury. When possible, carpeted areas are preferable to slippery floors, and avoiding the use of stairs in favor of elevators. An evaluation of appropriate seating by a school based occupational therapist should be considered. Step 2: Providing Appropriate Physical Education - Sports, and Elective Classes It is important, for emotional well-being that students with EDS try to lead as normal a life as possible. This includes playing with other children and participating as much as possible in physical activity. Students with EDS will have different needs or restrictions concerning physical education and sports. Where there is only mild hypermobility and the skin is not fragile, physical education and sports may be allowed with an adapted program. When guiding students to his/her choices of electives and activities, it is helpful to consider whether the activity could cause stress to joints or possible injury. Common sense should prevail when designing sport programs. Contact sports or activities that require vigorous exertion, heavy lifting, blows to the head or chest or excessive strain on joints and ligaments may not be the best choice. Sports such as swimming & golf may be a more logical alternative if done at an easy pace with opportunity for resting. Certain musical instruments may stress some joints, where others may be more acceptable. Each activity should be accessed based on individual student abilities and restrictions. Most students with EDS do not want to appear different. A student may experience all or some if the following which would affect their success in physical activities: impaired mobility, weak hand control, and/or poor coordination. Being forced to participate in physical education classes may cause the EDS child to become disheartened and embarrassed. Asking the child to sit on the sidelines and watch may cause the child to feel isolated and different. Ideally, alternative classes should be available if physical education classes are not recommended. Some schools allow health/related classes to be substituted for physical education credits, and some waiver the credit altogether in favor of a more suitable elective. Step 3: Cognitive Profiles and Providing Testing Accommodations There is no evidence to indicate that EDS in itself, causes learning difficulties. Premature birth is a complication associated with EDS and these children may experience the delays often associated with it. There are some speech and hearing and visual problems associated with EDS that medical specialist in the field can diagnose. Formal IQ and performance testing can provide useful information. However, careful interpretation of formal evaluations should be made to assure that any occurrence of verbal-performance discrepancy, with performance scores being lower than verbal scores, is not due to motor problems instead of learning disability. Teachers should be aware of potential difficulties due to hand-wrist hypermobility which are associated with reduced scores on performance tests. Students may need extra time or may require alternate forms of assess-ing performance that requires less motor input. Wrist or finger splints, large or padded pens or pencils or pencil grips may be helpful. Some students may need additional testing accommodations such as oral evaluations. Step 4: Consideration for Chronic Absences Due to frequent absences, the EDS child may need additional time, additional tutorials, and other child-specific accommodations. In some cases, at-home instructions may need to be provided for long term recoveries. Allowing special pupil assignment to a school closer to parent's home or work is a viable consideration. Some schools post homework and class work assignments on a website for students who are absent. If the school has such a site, parents should be made aware of it. Some schools offer incentive grade points or exam exemptions based on attendance. The EDS child should not be penalized for EDS related absences. Step 5: Providing Teacher Support in the Classroom The inability to participate in some peer activities, the need for special accommodations, and the sense of "feeling different" may lead to frustration and isolation. Helping the EDS child feel accepted is something a teacher can help with. Addressing these issues by frequent discussions with the child about his or her feelings, identifying and encouraging development of other talents, and inclusion in activities that are not restricted are positive ways to help. Many EDS children feel comfortable talking about EDS, and may be willing to discuss or report on EDS in class. Some however are embarrassed and choose not to discuss their condition. Step 6: Meeting the Needs of the EDS Child In making plans to meet the needs of the EDS child, a 504 Plan or ESE program should be addressed. A physical therapist and occupational therapist would be beneficial in evaluating and planning for accessibility and adaptation needs in the school. Below is a list of some accommodation that other EDS students have found to be beneficial. Physical education/sports needs: - Modified physical education - Alternative health related credit in lieu of PE. - Restrict contact sports - Restrict weight bearing activities on arms, wrists (such as handstands, cartwheels) etc. - Limit exposure to the sun. - Allow storage of ice packs/gel packs - Allow doctor note permitting use of nonprescription pain medications - Rest periods in the middle of the day for fatigue - Two sets of text books: one for home, one for school - Priority seating - Allow use of a chair instead of floor for circle time - Adjusted chair /table height - Use of elevators - Allow passes for frequent bathroom breaks - Book bag on wheels - Help with note taking - Extra time to get to and from class (leave before the bell) - Stretching or walking to relieve stress - Extended time for tests and assignments - Extra time on timed/standardized tests - Eliminate handwriting grade in favor of grades for content and effort - Lockers: assign locker at eye level, allow digital lock instead of combination locks or alternative to standard locker such as a "safe" place to store belongings. - Copies of worksheets that allow fill in blanks or underlining in lieu of rewriting existing questions/sentences. - Chair with arms for upper body support - Height adjustments on chairs/desks - Pad for chair seat or back - Pencil grips - Pad for sitting on the floor - Use of computers with ergonomic keyboards or Alpha Smart Many parents and teachers have contacted the Ehlers-Danlos National Foundation with questions about EDS, ranging from basic concerns for the safety of the student, to questions about accommodations to meet the needs of the EDS child. This booklet was prepared to answer some of the questions asked most commonly by both parents and teachers. Additional information on medical aspects of this syndrome is available from the Ehlers-Danlos National Foundation, or at www.ednf.org. Meeting the Needs of the EDS Child It is wise to make all school staff, including lunchroom supervisors, nurses, and office, aware that a medical emergency may occur and to outline the basic plan of action. Although most children are accustomed to dealing with the problem and may give valuable advice at the time of the accident or injury, it is best to have a prepared/parent approved plan ahead of time. Always provide current updated parent contact information. In making plans to meet the needs of the EDS child, a 504 Plan or ESE program should be addressed. A physical and occupational therapist would be beneficial in evaluating and planning for accessibility and adaptation needs in the school. Below is a list of some accommodation that other EDS students have found to be beneficial. Physical education/sports needs: Modified physical education Alternative health related credit in lieu of PE. Restrict contact sports Restrict weight bearing activities on arms, wrists (such as hand-stands, cartwheels) etc. Limit exposure to the sun. Allow storage of ice packs/gel packs Allow doctor note permitting use of non-prescription pain medications Rest periods in the middle of the day for fatigue Two sets of text books: one for home, one for school Allow use of a chair instead of floor for circle time Adjusted chair /table height Use of elevators Allow passes for frequent bathroom breaks Book bag on wheels Help with note taking Extra time to get to and from class (leave before the bell) Stretching or walking to relieve stress Extended time for tests and assignments Extra time on timed/standardized tests Eliminate handwriting grade in favor of grades for content and effort Lockers: assign locker at eye level, allow digital lock instead of combination locks or alternative to standard locker such as a "safe" place to store belongings. Copies of worksheets that allow fill in blanks or underlining in lieu of rewriting existing questions/sentences. Chair with arms for upper body support Height adjustments on chairs/desks Pad for chair seat or back Pad for sitting on the floor Use of computers with ergonomic keyboards or Alpha Smart School Site Interventions You and your child have certain rights under the Section 504 of the Rehabilitation Act of 1973. (See document Appendix # 2). All students who are considered exceptional under the Individuals with Disabilities Act (IDEA) are also considered disabled under section 504. However, all 504 disabled students are not considered exceptional under IDEA. (See Appendices #3 for explanation of differences) In most districts, those children considered disabled under the IDEA, will have goals and objectives written in an Individual Education Plan (IEP). These often are written to include accommodations. A 504 plan is different than an IEP, as it addresses the accommodations needed instead of long and short term goals. Each school district handles these plans a little differently as far as referral method or request for services. Generally, it is the Guidance department who manages these cases. Knowing your rights is important, but having a good working relationship with school personnel and teachers is often more important. Go into all meeting with an attitude of cooperation. Being combative, intimidating, or demanding is not productive. Litigation takes a long time and your child's needs are immediate. The ideal situation is one where parents/teachers/schools are working together, not pulling apart. Solving your child's individual problems may require a new or unique approach. If the plan, as written, does not meet your child's needs, or if the needs change over time, be aware that you may request additional meetings to change the 504 plan or the IEP. You are your child's advocate, which means you are their voice. Ask you child what he/she needs most. Include the child in the plans. During meetings and discussions about your child's needs, keep your child as the center of discussion. When or if the topic sways to other focuses, draw the conversation back to the child and meeting his/her needs. Stick to the facts as you discuss EDS. Discuss options, and be open to new ideas for meeting your child's needs. When discussion is finished, ask for action. Below are helpful suggestions from parents who have already been where you are going. Be aware that asking the school for special considerations does not mean they must provide all the items you are requesting. For example, if the school allows your child to use a rolling backpack or to store therapeutic ice packs in the refrigerator, you will most likely be providing the items. · Check with your school system to see what programs are already in place at your school or in your system. · Ask your doctor to provide a letter of diagnosis and suggestions for the school. · Ask about 504 plans at your school, as well as occupational and physical therapy and evaluations. · Make appointments with the school guidance counselor, school nurse and the individual teachers BEFORE problems arise. Make a plan for emergencies to be posted with the nurse/teacher. · Try to educate the school ahead of time about EDS. Provide information on EDS for inclusion in the Cumulative Record. Provide an EDNF CD-ROM. · Do not assume that teachers know about your child's needs. You should be sure they are aware of the information each year. · If you or your child are comfortable presenting information, ask to do so for the teachers/faculty or students. · Make a list of the problems your child is having. What are some of the solutions you believe might help? · Be clear about the things your child should not do. Things he/she should do. · Be a creative problem solver. Think of ways to "make it happen". · Bring a list of possible suggestions with you to your meetings. Prioritize those that are important "all of the time", and those that "may" be needed some of the time. This list and plan can be revised at your request anytime during the year or as needs change. · Be prepared to discuss: - Accident/emergency plan - Physical Therapy needs - Assistive devises / braces/ wheelchair needs - Assistive technology needs - Occupational Therapy needs - Speech/Language needs - Class modifications and interventions/accommodations needs - Physical needs in room/hallways - Assignments/class work needs - Organization needs - Special considerations Appendix # 1. Definitions and Terms The following are definitions or words often used by people who work with exceptional children. The definitions are meant to help or guide you and are simplified for easier understanding and use. Different school districts and educators may use these words in somewhat different ways. You should feel free to ask for definitions of words and abbreviations being used when discussing or describing your child. Different states have specific Boards of Education rules and requirements for eligibility for services and programs. Academic - Having to do with subjects such as reading, writing, math, social studies, and science. Accommodation - Learning to do things differently from other students because of a handicap, impairment, or disability. Assessment - A way of collecting information about a student's special learning needs, strengths, and interests. This could include observing the student, looking at records, or evaluations and tests. Disability - A problem or condition which makes it hard for a student to learn or do things in the same ways as most other students. A disability may be short-term or permanent. Exceptional Student - A student who has special learning needs as described in state and local school board rules. This includes students with handicaps, a disability, or impairment, as well as those who are gifted. Exceptionality - A special learning need. Exceptionalities include handicaps, disabilities, or impairments. Gifted is also included as an exceptionality. Free appropriate Public Education - The words used in the federal law, the Education of the Handicapped Act, to describe an exceptional student's right to a special education which will meet his individual special learning needs, at no cost to his parents. Handicap - A problem or condition which makes it hard for a student to learn or do things in the same ways as most of the students. A handicap may be short-term or permanent. Homebound or Hospitalized - A kind of exceptional student education program for a student who must stay at home or in a hospital for a period of time because of a severe illness, injury, or health problem. In order to be eligible for such a program in most districts, a child must meet certain listed requirements to quality. Impairment - A problem or condition which makes it hard for a student to learn or do things in the same ways as most other students. An impairment may be short-term or permanent. Individual Education Plan ( IEP) - A written plan which describes an exceptional student's special individual learning needs and the exceptional education programs and services which will be given the student under IDEAS. Least Restrictive Environment - Part of the federal law and state laws that deals with determining a handicapped child's placement. This includes that, to the maximum extent appropriate, handicapped children are educated with children who are not handicapped, an that the removal of the child from the regular school environment occurs only when the handicap is such that the child cannot be satisfactorily educated in regular classes with the use of aids and services. In choosing a child's placement in the least restrictive environment, possible harmful effects of the child and the quality of services he needs are considered. Motor - Use of large and small muscles to move different parts of the body. Examples of motor skills are walking, holding and moving a pencil, or opening a door. Occupational Therapy (OT) - Treatment for an exceptional student which helps him to develop mental or physical well-being in areas of daily living such as self-care and prevocational skills, etc. This treatment is given by a licensed occupational therapist. In order to be eligible for "occupational therapy" programs and services, a student usually must meet requirements. Physically Impaired - A kind of disability or exceptionality. The physically impaired student is one who has a severe illness, condition, or disability which makes it hard for him to learn in the same ways as other students his age. In order to be eligible for "physically impaired" programs and services, a student must meet requirements. Physical Therapy (PT) - Treatment for an exceptional student which helps to maintain or improve his use of bones, joints, muscles, and nerves. This treatment is given by a licensed physical therapist. In order to be eligible for "physical therapy" programs and services, a student usually must meet requirements. Sensory - Having to do with the use of the senses of hearing, seeing, touching (feeling) smelling or tasting as a part of learning. An example of a sensory skill is being able to see the differences between letters of the alphabet. Speech-Language - Having to do with a student's ability to speak (talk), write, listen, or read. This includes understanding others and making himself understood. An example of a speech-language skill is being able to put words together into a good sentence. Speech-Language Impaired - A kind of handicap or exceptionality. The speech or language impaired student is one who has problems talking so that he can be understood, sharing ideas, expressing needs, or understanding what others are saying. IN order to be eligible for "speech language" programs and services, a student usually must meet requirements. Appendix #2. Section 504 of the Rehabilitation Act of 1973 Section 504 of the Rehabilitation Act of 1973 is civil rights legislation that protects the civil and constitutional rights of persons with disabilities. The law states that "No otherwise qualified disabled individual in the United States… shall, solely by reason of his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Students determined qualified under Section 504 cannot be discriminated against based on their disability. Students are considered disabled under Section 504 if they: (1) have a physical or mental impairment tat substantially limits one or more major life activities (learning or schooling is considered a major life activity), (2) have a record of such an impairment, or (3) are regarded as having such an impairment. All students who are considered exceptional under the Individuals with Disabilities Education Act (IDEA) are also considered disabled under Section 504. However, all 504 disabled students are not considered exceptional under IDEA. Some examples of types of discrimination that 504 prohibits are: 1. Denial of opportunity to participate in or benefit from a service, educational program, or activity which is afforded to students who are not disabled. 2. Provisions of opportunity to participate in or to benefit from service, educational program, or activity which is not equal to that afforded to others. 3. Provision of aids, benefits or services that are not as effective as those provided to others. 4. Provision of different or separate benefits or services unless such action is necessary to be effective. 5. Selecting a site or location which effectively excludes persons with disabilities or subjects them to discrimination. Appendix #3. Differences Between IDEA Disabilities and 504 Handicaps Most students are educated in regular or General Education. This is where students achieve through a general education program in the regular classroom. 504 Handicaps allow for education and achievement through a general education instructional program with modifications recorded in a 504 plan. IDEA Disabilities allow for education and achievement through Exceptional Student Education (ESE) instructional programs as documented in an Individual Education Plan (IEP). Below are some of the differences: What is it? IDEA - Individuals with Disabilities Act previously called Education for Handicapped Children Act or 94-142 504 - Section 504 of the Rehabilitation Act of 1973. IDEA - Disabilities (eligible) 504 - Handicaps (qualifies) Who is protected? IDEA - Students who meet qualifying conditions for 13 categories. 504 - Students who meet the definition of a physical, mental impairment which substantially limit a major life activity (including learning). IDEA - Disabling condition results in a need for Exceptional Student Education. 504 - Handicapping condition requires an education as effective as that provided other non handicapped students. Duty to Provide A Free Appropriate Education. Both require the provision of a free appropriate education to students covered under them. IDEA - Requires the district to develop IEPs. "Appropriate education" means a program designed to provide "educational benefit". 504 - Requires a district to develop a 504 Plan. "Appropriate" means an education comparable to the education provided to non handicapped students, requiring that reasonable modifications be made. IDEA - If a student is eligible under IDEA; the district receives additional funding (FTE) to provide special services. 504 - If a student qualifies under 504, the district receives no additional funds. 504 provides protection from discrimination, not special education services. The regulations are very similar for IDEA and 504. IDEA - Consent is required before an initial evaluation is conducted. Provides for independent evaluations. Reevaluation must be conducted every so many years (usually 3). 504 - Only notice, not consent, is required. Independent evaluations are not required. Requires periodic reevaluations. Both require notice to the parent or guardian with respect to identification, evaluation, and/or placement. IDEA - Compliance is monitored by the State's Bureau of Education for Exceptional Students Division for Public School in that particular State Department of Education. Complaints resolved by that same Bureau. 504 - Enforced by the US Office of Civil Rights Complaints resolved by that same office. Types of Disabilities and Handicaps Listed below are examples of some usual types of eligible IDEA disabilities and 504 qualified handicaps: IDEA - mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, serious emotional disturbances, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities 504 - asthma, allergies, Attention Deficit Disorder (ADD/ADHD), behavioral difficulties, cancer, diabetes, drug addiction, epilepsy, heart disease, hemophilia, HIV, Sickle-Cell Anemia, Tuberculosis, other diseases/disorders and physical handicaps. Appendix # 4. RIGHTS OF STUDENTS WITH DISABILITIES (IDEA & 504 PLAN) TO ASSISTIVE TECHNOLOGY The following is taken form the Advocacy Center for Persons with Disabilities fact sheet 11/97. This fact sheet is not intended as a substitute for legal advice. The 1997 Amendments to the IDEA (Individuals with Disabilities Education Act) require that the need for assistive technology be considered at the IEP meeting. By becoming familiar with the right to assistive technology, parents and student will be better prepared to advocate for needed assistive technology in the IEP, and also in the 504 Plan (equal access to all school programs), thereby promoting enhanced learning and functioning in inclusive environments. What is Assistive Technology? Assistive technology (AT) includes devices and services as well as training that help an individual to select and utilize a device or aid. AT devices are items, pieces of equipment or system (both off -the-shelf and customized) used to increase, maintain or improve the functional capabilities of students with disabilities. Assistive technology services include evaluation, maintenance or repair and training for students, professionals or families. AT devices or aids include, but are not limited to the following: · Augmentative communication devices, including talking computers · Assistive listening devices, including hearing aids, personal hearing aids, personal FM units, closed-caption TVs and teletype machines(TDDs) · Specially adapted learning games, toys and recreation equipment · Computer-assisted instruction, drawing software · Electronic tools (scanners with speech synthesizers, tape recorders, word processors) · Curriculum and textbook adaptations (e.g. audio format, large print format, Braille) · Copies of overheads, transparencies and notes · Adaptation of the learning environment, such a special desks, modified learning stations, computer touch screens or different computer keyboards · Adaptive mobility devices for driver's education · Orthotics such as hand braces to facilitate writing skills

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By NIKKI YOUNK FLORENCE, Wis. - Out of the five state-designated "wild rivers" in Wisconsin, two run through Florence County. LaSalle Falls is one of the seven waterfalls located on the wild Pine and Popple Rivers in Florence County. According to the Wisconsin Department of Natural Resources (DNR), the 1965 Wisconsin state legislature established the wild rivers system in order to allow residents and visitors the opportunity to enjoy natural rivers in a free-flowing condition and to protect the rivers from development. Wisconsin wild rivers include: - the Pine River, which runs through Florence and Forest counties. - the Popple River, which runs through Florence and Forest counties. - the Pike River, which runs through Marinette County. - the Totagatic River, which runs through Bayfield, Sawyer, Washburn, and Burnett counties. - the Martin Hanson Wild River, which is a portion of the Brunsweiler River that runs through Ashland County. Both the 89-mile-long Pine River and the 62-mile-long Popple River start in the Chequamegon-Nicolet National Forest in Forest County. The Pine River enters Florence County in the town of Long Lake, while the Popple River enters the county further south in the town of Fence. The Popple River feeds into the Pine River in the town of Fern, just south of State Highway 101. Combined, the rivers flow through the middle of the county in the towns of Fern and Commonwealth before emptying into the Menominee River along the town of Aurora/town of Florence border. Lori Moore, director of education and promotions at the Wild Rivers Interpretive Center in Florence, explained that management on land along the rivers is designed to show as few traces of human intervention as possible. "Stewardship of the wild rivers is shared by all land owners along the river," she said. "The Pine and Popple rivers shorelines are also protected from development impacts by Florence County's Wild River ordinance, which regulates activities on lands within 400 feet of a wild river or the visual horizon, whichever is greater." As a result, outdoors enthusiasts are free to enjoy a "true wild experience" on the rivers. Moore pointed out that for canoers and kayakers, different areas of the rivers will offer distinct experiences. "The upper Pine River, above LaSalle Falls, alternates between deep, slow meanders and rapids or waterfalls," she said. "The lower river, the last 10 miles downstream of the Pine River Flowage, offers relaxed paddling with a steady current and only a few gentle ripples." As for the Popple River, Moore said that the upper river, upstream of Morgan Lake Road, features easy but shallow rapids. More complex rapids await downstream of Morgan Lake Road, she added. "It is the most difficult white-water on the watershed, and it is recommended for only experts with suitable equipment and skills," said Moore. However, since the rivers are in their natural states, their water levels are highly variable. "The best season for river running, particularly on the white-water sections, is April through May when the snow melts and rains swell the river flow," Moore explained. "Typically, the Popple is not canoe-able after mid-May unless there is a lot of rain." Moore added that the lower Pine River is the exception, as it tends to offer good paddling conditions well into the summer. Anyone interested in checking the rivers' conditions can check the staff water level gauge near the State Highway 101 bridge over the Pine River. Of course, the rivers can also be enjoyed by those without canoes or kayaks. Moore said that most of the waterfalls on the two rivers are accessible by foot trails from either town or county forest roads. These trails are hilly and rugged, with the LaSalle Falls trail being the only maintained trail. There are seven named waterfalls on the Pine and Popple. At 22-feet high, LaSalle Falls on the Pine River is the largest. Others are Meyers Falls and Bull Falls on the Pine River, and Washburn Falls, Little Bull Falls, Big Bull Falls, and Jennings Falls on the Popple River. For more information on canoe and kayak put-in locations and trails to the waterfalls, contact the Wild Rivers Interpretive Center at (715) 528-5377. Nikki Younk's e-mail address is email@example.com.

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Once state-of-the-art mental healthcare facilities, Kirkbride buildings have long been relics of an obsolete therapeutic method known as Moral Treatment. In the latter half of the 19th century, these massive structures were conceived as ideal sanctuaries for the mentally ill and as an active participent in their recovery. Careful attention was given to every detail of their design to promote a healthy environment and convey a sense of respectable decorum. Placed in secluded areas within expansive grounds, many of these insane asylums seemed almost palace-like from the outside. But growing populations and insufficient funding led to unfortunate conditions, spoiling their idealistic promise. Within decades of their first conception, new treatment methods and hospital design concepts emerged and the Kirkbride plan was eventually discarded. Many existing Kirkbride buildings maintained a central place in the institutions which began within their walls, but by the end of the 20th century most had been completely abandoned or demolished. A few have managed to survive into the 21st century intact and still in use, but many that survive sit abandoned and decaying—their mysterious grandeur intensified by their derelict condition. More... Dr. Thomas Story Kirkbride was a founding member of the Association of Medical Superintendents of American Institutions for the Insane (AMSAII)—forerunner of the American Psychiatric Association—serving first as secretary, then later as president. Through this association and in his writings, Kirkbride promoted a standardized method of asylum construction and mental health treatment, popularly known as the Kirkbride Plan, which significantly influenced the entire American asylum community during his lifetime. More... Latest Blog Entries 10 Mar 2013 -- Christian VanAntwerpen had an idea recently to photograph “every inch” of the Fergus Falls, Minnesota, Kirkbride for posterity, and is now working to make his idea a reality. Christian has gathered a group of about forty photographers and cinematographers who plan to photograph the entire building together this year... read more Abandoned Asylums of New England 28 Feb 2013 -- John Gray is publishing a new edition of his Abandoned Asylums of New England photography book. The original version was self-published and came out a little over ten years ago... read more Help Save the Athens Kirkbride 13 Feb 2013 -- Please help the Athens County Historical Society and Museum save the Athens Kirkbride by signing this online petition. Ohio University (current owner of the former Athens State Hospital site now known as The Ridges) is set to tear down an historic building at the site next month... read more Hudson River Cameo in New Soundgarden Video 21 Jan 2013 -- A friend of mine recently posted photos from a Soundgarden show on Instagram. She was excited to see photos of the Hudson River State Hospital Kirkbride appear on the screen behind the band while they played their new song Been Away Too Long... read more Colliers International’s Fergus Falls Website 02 Oct 2012 -- Colliers International has launched a website as part of their campaign to find a developer for the Fergus Falls Kirkbride: Historic Campus Opportunity. It’ll be interesting to see if Colliers is successful... read more The Danvers Room 17 Aug 2012 -- The New York Times published an article Tuesday about John Archer’s eclectic house in Danvers, Massachusetts: Scrap Mansion. For those who don’t know, John Archer probably did more than anyone to try keeping the Danvers State Hospital Kirkbride intact... read more Prints of Kirkbride buildings are now available. Added a Saint Elizabeths Hospital page. Added an Harrisburg State Hospital page. Added chapters 51-60 to Kirkbride's book. Added a Cherokee State Hospital page. Expanded the Weston State Hospital gallery. - Athens State Hospital Architect: Levi T. Scofield Location: Athens, Ohio - Buffalo State Hospital Architect: Henry Hobson Richardson Location: Buffalo, New York - Cherokee State Hospital Architect: Henry F. Liebbe Location: Cherokee, Iowa - Clarinda State Hospital Architect: Foster & Liebbe Location: Clarinda, Iowa - Danvers State Hospital Architect: Nathaniel J. Bradlee Location: Danvers, Massachusetts - Dixmont State Hospital Architect: J.R. Kerr Location: Dixmont Township, Pennsylvania - Fergus Falls State Hospital Architect: Warren Dunnell Location: Fergus Falls, Minnesota - Greystone Park State Hospital Architect: Samuel Sloan Location: Morristown, New Jersey - Hudson River State Hospital Architect: Frederick Clarke Withers Location: Poughkeepsie, New York - Independence State Hospital Architect: Stephen Vaughn Shipman Location: Independence, Iowa - Northampton State Hospital Architect: Jonathan Preston Location: Northampton, Massachusetts - Saint Elizabeths Hospital Architect: Thomas U. Walters Location: Washington, DC - Taunton State Hospital Architect: Elbridge Boyden Location: Taunton, Massachusetts - Traverse City State Hospital Architect: Gordon W. Lloyd Location: Traverse City, Michigan - Weston State Hospital Architect: R. Snowden Andrews Location: Weston, West Virginia - Worcester State Hospital Architect: George Dutton Rand Location: Worcester, Massachusetts - Photo Prints Prints of selected Kirkbride photographs on this site are available for purchase in 8x10 and 11x14 formats. Please note that in some instances these buildings are off-limits to the general public and permission must be obtained if you wish to access the property and/or take photographs.

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HIRING A GARDENER Know what you are paying for and what impact it has on the environment. Gardeners frequently state that they would adopt environmentally preferable lawn care practices if their customers didn’t insist on "business as usual". Language barriers can create challenges communicating with your gardener. Read over the checklist and mark those practices that you would like your gardener to follow. Keeping your yard healthy will not only save you money, but will protect your family’s health and the environment. Make sure that you and your gardener understand that when debris enters the storm drains, it flows to the creeks where it decomposes, dropping oxygen levels in the water too low for fish to survive. Sediment from our yards usually accompanies the debris, which cause the creeks to be over silted, greatly impacting the environmental health of our waterways. Inquire if the gardener is a licensed landscape contractor. Often, when gardeners are licensed, their license no. is displayed on their business card and on their vehicle. When serious pest infestations do occur, call a licensed pest control operator and inquire if their practices are less-toxic. Ensure that your gardener is knowledgeable in pest identification and disease diagnosis as well as Integrated Pest Management. Integrated Pest Management (IPM) is a decision-making process that encourages people to use environmentally compatible techniques and products. IPM recognizes that pests are part of our eco-system, but seeks to prevent damage from pest populations reaching unacceptable levels. Regular monitoring and record-keeping of pest populations becomes a valuable reference to establish your own personal tolerance level. Once a pest infestation reaches beyond that threshold, a decision can be made as to which means of control will be used: cultural (modification of plant care activities, i.e., water, plant placement and pruning), physical (picking the pests off the plants by hand), mechanical (use of a weed-block or sticky traps), biological (use of beneficial insects to prey on harmful insects) or chemical (use of least toxic pesticides where serious damage would be done). When applying pesticides, please know that ‘the label is the law’, which means it is unlawful and environmentally unsound to use the pesticide in any manner other than how it is stated on the label. Pesticides are labeled either Caution, Warning or Danger. Even with Caution-labeled pesticides, there are safety practices users should follow. Quick Tips for Designing your lawn and garden: - If you have a yard that is being re-designed or hasn’t been landscape yet, you have an opportunity to be well-informed about the best foundation for your garden. - Select plants that grow well in our local environment while considering growth patterns and maintenance requirements to help your garden achieve and retain its optimal health... in other words, use the right plant in its right place. - Healthy plants have the most resistance to pest infestation. Looking at the plants and noting any changes in their condition will provide an opportunity to address any problems before the situation is serious. - Minimize annual flowers, which require as much water as a lawn and must be replaced 3-4 times each year. - Choose California native and Mediterranean-climate plants first. They are drought tolerant and hardy in this area. Quick Tips for Lawn Choice and Care: - Consider lawn alternatives that can handle some foot traffic: Caraway-Scented Thyme, (which doesn’t require any mowing), Woolly Yarrow, Mother of Thyme, O’Connor’s Legume or Garden Chamomile. - Plant Tall Fescue, Dwarf Tall Fescue, Red Fescue and Perennial Ryegrass. These are preferred grasses in the Bay Area that require fewer inputs of water, fertilizer, mowing, pesticide and maintenance time and are referred to as ‘cool season’ grasses. - Where you have an existing lawn, familiarize yourself with what soil and grass type you have. Know the potential problems and pests of your grass. Learn what time of year to monitor for those pests. When treatment is called for, select the least-toxic method as a preventive measure, rather than waiting until the problem requires a more aggressive treatment. - Consider some of the following and give your gardener clear instructions on how to maintain your lawn. These will help build fertile soil and vigorous, deep-rooted lawns. A healthy lawn can resist disease and drought damage, and out-compete most weeds without reliance on chemicals. It is when a lawn (or any tree or plant) becomes unhealthy, that it is prone to attacks by pests. - Use a mulching mower that leaves grass clippings on the lawn which provides free fertilizer, keeps refuse charges down and helps lawn grow greener and denser. - In fall and spring, aeration of the lawn by hand or with a power aerator eliminates thatch build up and allows water to penetrate to the root zone. Another option when there is an advanced pest infestation or disease on an annual or perennial, is to remove and replace the plant. It may be that the environmental cost of applying chemicals in this situation is greater than a removal and replacement. Analyze if the plant was in its preferred location, with proper soil, moisture and sun. Checklist for your gardener, if your landscaper or gardener also designs and chooses your plants: - Analyze and prepare soil for planting using appropriate amendments, tillage and grading. - Design and plan the garden based on how it will be used, water efficiency, ease of maintenance and low waste. - Design and install the irrigation system to efficiently water desired plants, minimizing weeds, waste, and costs. - Use the right plant in the right place. Plants will be their healthiest when placed in their preferred environment. Consider the sun exposure and shade received, amount of irrigation needed, and pruning practices. - Plant insectary plants - those that attract beneficial insects to your yard to prey on the harmful insects. - Maintain the perennial lawn without seeding with annual grass, retaining the drought tolerant, lower-maintenance perennial grass lawn. - Set mower height up to 2 - 2.5" on perennial tall fescues (1.5" on annual or bentgrass lawns) to increase drought tolerance and discourage invasive weedy grasses. - Aerate the soil by simply inserting a 6" garden fork every 4" and levering to loosen the soil. To eliminate thatch accumulation, avoid over-watering or over-fertilizing. - Avoid pesticides or weed killers on the lawn. Studies have shown that commonly used chemicals - quick-release fertilizers, pesticides and weed-&-feed products - can kill beneficial soil organisms and contribute to soil compaction, thatch build up and lawn disease. These same chemicals harm human health, pets, wildlife and the creeks, rivers and Bay. - Do not apply fertilizer on perennial lawns (no more than 2x/year for annual lawns, and slow-release fertilizers only). Over-fertilized lawns, blue green in color, are unhealthy and prone to thatch build-up, pest infestation and drought damage. - Use a rake or industrial-duty broom to clean up yard debris, pathways and sidewalks. Leaf blowers cause air and noise pollution, offer less control over the debris and require the same amount of time to do the same job by broom. Definitely don’t allow any area to be cleaned by hosing down method. Make it clear to your gardener to avoid any debris entering storm drains! - Control weeds with layers of mulch, biodegradable fabric, cultivation and water management to prevent nutrient loss and waste generation. - Water lawn deeply and evenly at a rate appropriate for the grass variety, climate and season. - Utilize a water-conserving irrigation schedule, delivering water to the root zones and not exceeding the amount needed by the plants. Watering in the morning avoids (when the sun and wind are low) the high-evaporation rates between 10am-4pm. For detailed information about irrigation schedules for your landscape, call the City of Santa Rosa Water Conservation Information Line @ 543.3985. - Store fertilizers, fungicides, pesticides and oils out of the way of rain or irrigation, as even the residues on the containers can be washed off and into storm drain system and flow to nearby creeks. - Place yard clippings in a compost pile and monitor it so that it effectively breaks down and can be used again in your yard. Or, place it in yard debris bins for pick up or ask your gardener to haul it away as part of their service. Composting provides high quality soil and helps keep refuse fees down.

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An interesting article about ancient Greek homosexuality. Its interesting- I can't vouch for its accuracy as this is a subject on which I'm woefully ignorant but have always been partly intrigued by given the many references in Plato to the practise. It turns out as you would expect that homosexuality in Greece evolved over the years- particularly by the end of the Athenian democracy you had people who were as the author suggests what we would recognise as homosexuals. Homosexuality for some men was a stage in development between asexual youth and the marriage bed- but others seemed to delight more in the company of men than of women. Its an interesting subject and if anyone knows more please enlighten me as to whether the assessment in the article is right or not. November 10, 2007 November 09, 2007 The first Emperor of China is a historical character and his legacy defines in many ways what China is today. He originally was not Emperor of China, but the Prince of a powerful western Kingdom Qin. During his reign as King of Qin, he conquered the other kingdoms which constituted ancient China. The King of Qin became an emperor in 221BC over a vast landmass, stretching perhaps over a third of what is modern China today. His power was extensive- Chinese histories credit him with an almost totalitarian ideology, an aim of unification which stretched to the elimination of any possible rival, including the massacre of 460 scholars and the destruction of older feudal patterns of service and government. He brought in a single currency and connected together the walls that previous Chinese governments had constructed to the north, to build the first defensive Great Wall. The Emperor's dynasty lasted a very short time- within years of his death in 210BC, his son the second Emperor was killed and chaos descended before the rise of the Han Emperors beggining in 202BC. The Emperor though left much behind him. The Han reigned to some extent in conformity with his principles especially of unity- and the shape of the currency that he had originally drafted remained the same right up until the early 20th Century. Much of our account of his acheivement comes from the Han historian, Sima Qian, who was born in 145BC and whose histories cover the whole of Chinese history from its mythical origins to his own lifetime. Sima Qian was hostile to the Qin Emperor partly because his dynasty replaced that of the Qin, and his history is not a history as we would recognise it in modern terms. Sima Qian writes fables and chronicles and treatises on subjects, the past for him is a set of exempla and a set of dates. He doesn't dwell as we might like him to on subjects relevant to us, but rather has the preoccupations of a Han civil servant: so his book tells us of stories about assassins, stories about how to govern and how not to govern, chronicles of dates and all from a perspective that denegrates the Qin. Despite that Sima Qian is one of the great historians of the ancient world- his name deserves to be up there with the great classical historians. However we are incredibly lucky when it comes to the Qin Emperor, for in the mid-1970s a peasant in China came across a stupendous find. In the soil his spade hit a terracotta head, and archaeologists coming across to work on the site found not one but thousands of terracotta bodies and artefacts scattered in the soil. Having reconstructed what the site must have been, they worked out that these terracotta bodies constituted a seperate state that the Qin Emperor hoped to rule in his afterlife. At the British Museum in London at the moment, some of those finds are being exhibited. You see all sorts of people that the Emperor required in his afterlife: he has strong men, acrobats, musicians, civil servants, soldiers of all types and even a royal charioteer. Some of these artefacts bring to life stories from Sima Qian's accounts. For example on the Emperor's death, his senior civil servant Li Si kept the Imperial demise secret. He did so by maintaining the illusion that the Emperor was still alive giving orders from his Imperial chariot- and to some extent when one sees the chariot, one can imagine how that worked. The Emperor closeted and secretive and Li Si and a couple of others conspicuously running in and out to receive orders. The terracotta army itself is shown in all its glory. It is incredible what the craftsmen (probably conscripted) could do. The skill with which the faces in particular are rendered is stunning- the visual impressiveness of what you see makes you reel back, considering that these are faces looking straight at you from thousands of years ago. The picture in particular of a fiery Turkish looking light infantryman stayed in my mind all of last night. The Museum have organised the exhibition in a very proffessional way- first they show you some Qin artefacts and describe the role of the Qin Emperor in Chinese history, avoiding much of the detail but trying to give a non-sinologist a good understanding of what this man was and what he represents. Then you proceed to see the terracotta army and court itself- which is a stunning experience and having it put in context before you see it, it becomes more impressive. The Emperor constructed this army to protect him in his afterlife- it appears they were stationed on the only open access route to his tomb in order to guard it. His tomb itself has never been opened and apart from Sima Qian's fantastic descriptions and some scientific work above the site on concentrations of metals found underneath, noone knows what is there. What we have though is these soldiers- we know they were painted and so their rather mundane colours today aren't as impressive as the gaudy way they were decorated- we know that irises for instance were painted in the eyes and we can tell all this thanks to chemical analysis of the surface of the statues. They are beautifully vibrant and vital. Each has its own character and facial expression, beard and overall look. China is one of the hardest societies I have ever tried to understand. I have only been there once- but that's once more than most Westerners. Reading its literature and looking at its art is a very foreign experience in the way that reading Islamic literature or even Indian literature is not. Through accidents of history, China seems like another region of the earth from Europe. But its an increasingly powerful and important place- from films by great directors like Zhang Yimou to its economic importance, China is not merely an object of curious interest for the West, it is a place we have to understand. This exhibition therefore is a wonderful opportunity to learn something about China and the way that it was created and its history. The terracotta warriors are so impressive that they are a reminder of the grandeur of Chinese civilisation. They are also an incentive because of their beauty to try and understand more about the culture from which they sprang, seeing their beauty inspired me to buy translated fragments from Sima Qian's history. An exhibition like this is precisely the thing that the world's museums should increasingly engage in- if there is to be dialogue between our cultures then this is a wonderful way of expressing it and I hope some British treasures make their way temporarily to Beijing. The Museum's exhibition reminds one of the importance of Chinese civilisation and the importance of cultivating an understanding of it. It also reminded me very visibly of the difficulties of historical research. There is so much that we do not know and will never know about the first Emperor. The history that we have is fragmented and written long after the Emperor's death. We have these artefacts but with many of them we are not sure of their use- and we have not yet seen inside the tomb of the Emperor to see what clues lie there. One thing I do regret about the museum's exhibition is that there was not more outside or inside from historians of the era, Chinese and Western, discussing the Emperor. There wasn't even a good academic biography for sale- an unpardonable lapse! Another gap was that the First Emperor's attitude to religion was left untouched. We were invited to see the army as a simplistic guard for the afterlife or as a manifestation of the Emperor's meglamania: but I would have liked to see something more about what Chinese people of that time beleived about the afterlife and how that connected to what the Emperor did. One interesting question that wasn't touched upon was why none of his successors made this kind of tomb- it could be that they did and the tombs are lost waiting a farmer to discover them, it could be that his example discredited the practice, it could be that beliefs had shifted, it could be that this is one of many such tombs, leaving the exhibition I was none the wiser. One felt like screaming for more information. But having said that, that is possibly the churlish attitude to take. The exhibition is wonderful- the fact that these statues have left China must have been a great diplomatic acheivement and the museum has arranged them suitably well. The First Emperor is one of those figures whose actions had momentous consequences spreading out through time, doubling and redoubling until his creation, a unified China, became one of the great powers of a globalised world in the 20th Century. Seeing the terracotta warriors, seeing the artefacts he collected around himself in his afterlife, one gets a sense of the immense power that he wielded, the creative wills that bent to his commanding will and the strength of his shortlived imperium. November 08, 2007 to race cars. Lord Drayson has fallen on his sword in order to join the Le Mans race. I have to say that I have no idea about Drayson's record as a minister but as soon as I saw this, I rejoiced, long live the politicians for whom the hinterland matters more than the greasy pole! November 07, 2007 Mark Steyn has a way of shocking me by producing some really good articles at times- I think he does this out of spite, he knows that I don't like some of his work and he wants me to be spinning in confusion unsure whether to like or dislike him. Sorry my sense of humour got the better of me tonight! Anyway today Steyn has produced I think an excellent article about popular music and the need for a canon. It is really a wonderful defence of learning for the sake of appreciation. Basically Steyn's point is that you can't understand why the Beatles are great unless you understand why Bach is great. The two go together- to understand the one is to understand the other. He makes a point about the way that in order to understand something's greatness, you have to be able to see it in its context, to see what developed around it, why that move was important. Its crucial that Picasso could paint landscapes and had been trained because then his other paintings developed a meaning, its vital that Duke Ellington could play the classic solos because then he could use them in his own work. I agree completely with him: one of the wonders of artistic knowledge is the way that it supports itself. Every time I watch a new film, or read a new book (those being the two art forms I know) they tell me something about all those previous artworks I've seen and watched. And there is a strict heirarchy of knowledge in art- I would listen to Martin Scorsese for hours on film if I could because he has watched everything, and has interesting ideas about all of what he has seen. Music is something sadly on which I'm not able to comment. One of the most illuminating moments of my life was sitting with a friend who understood music in a jazz bar in Prague. He described to me the way that what I saw as a cool sound, was actually the product of a complex interweaving of notes, a lattice of harmonies. Suddenly I saw music for a moment as this beautiful structure, which people played with, understood and manipulated- suddenly it became more than a simple nice tune, it became art, something I cared for and might grow to love. I think that appreciation is to be valued. It isn't easy to get to- appreciation of the arts is a real cost. Its something that takes time and effort, its something that you have to struggle to get to and it is something that relies on context. To take writing, its because I understand the history of English poetry that I can appreciate the opening line of the Wasteland, that April is the cruellest month- in that opening line Elliot tells us that everything that has gone before resting on Chaucer is wrong. That April is not the month of gentle showers but the month of cruelty. Poetry and novels are echoing always with previous works- the anxiety of influence was a disease that Harold Bloom diagnosed flowing through each and every author. The great writers though manage to combine that with accessibility. I learnt to read novels- and I have to say watch films (the great twentieth century entertainment) because I began through enjoying them, I ended appreciating the same books. Most of the early readers started the same way, Jonathan Rose writes illuminatingly about the way that the first Labour MPs for example read Dickens, Carlyle, Ruskin and others and thought about them in their own way. There is a wonderful novel which really describes this process which unfortunately I can't lay my hands on right now- as soon as I find my copy I'll review it- but what shines through that book is the importance of embibing cultural classics to discovering the world of culture. The route to Austen is the route through Austen, the same goes for all the great writers and indeed for filmmakers from Orson Welles and Michael Curtiz to David Cronenberg. Its when you are bitten with the bug that you know that you have fallen in love and through falling in love you learn to appreciate and to link everything together and understand this lattice of things which all have been created partly for your pleasure. Steyn is entirely right- you can enjoy the arts (I enjoy Music in this sense) without knowing much, but you enjoy them a hell of a lot more when you have exposed yourself to even more. Part of life is a continual adventure in self improvement- I definitely think that there are 'miles to go before I sleep' and probably will be when I'm dead- and I think that goes for art as well as anything else. There is always something 'further up and further in' to look at, there is always something which can prompt you to understand more or to reevaluate what was once familiar and now is strange. Sometimes I think in modern life we are too comfortable, the truth is that life is an adventure of understanding. For us who lag, it is worth looking up to those who are scaling the heights, but if they are worth looking up to then they are looking in admiration at the next climber. Nobody arrives at the summit, but the effort is what makes everything worth while- because by mastering that interesting novel you suddenly have another angle on human experience. Sitting down and saying no further is surrendering that knowledge and beauty that you might acquire by going up another notch- the world is limitless and its beauties are vast. Steyn is right. To step back is folly, to stop is folly, and in this quest the canon (the works judged before by others as good) is a useful if not flawless guide. Relaxing in a comfort zone of the works written in your own culture or your own time is a waste- there is more to see and life is too short not to read that Egyptian novelist, see that Iranian film, find out about that twelfth century monk's poetry and listen to some Beethoven before going to watch Belle and Sebastien. November 06, 2007 At the end of the First World War, the great empires of Eastern Europe, the Russian, Austrian, Prussian and Ottoman all collapsed and were replaced with a variety of successor states. Some of those states were carved out by the treaties like Lausanne and Versailles after the war, others were essentially created by military facts on the ground- and in most cases the treaty recognised what had already happened. Its worth remembering that most of the territorial changes in Europe occurred far away from the areas in which the dominant powers at Versailles- the US, UK and France- had their troops- ie the North East corner of France. Look at a map of Western Europe in 1914 and the frontiers haven't changed really that much up to today, look at a map of Eastern Europe and the world is completely different. What happened in 1918 in order to accomplish that, and happened in 1945 as well, was the massive transfer of populations across frontiers. We often think of that as a fairly harmless process- it wasn't. To take one example, for centuries, for millennia, numerous Greeks had lived in Asia Minor. Thales one of the first philosophers, if not the first, lived for example in Miletus on the coast of modern day Turkey. By the time of the Ottoman Empire, those people calling themselves Greeks still lived there- still constituted a large minority in cities like Istanbul, Smyrna and other places. In the period after World War One the Greeks and Turks battled over the frontier between their states, in 1922 the Greeks finally lost and withdrew from Asia Minor and as they did, the Greeks living there were forced out as well. I thought of this when I first heard of it, doing my history GCSE, as a fact of history, a bloodless fact- in fact of course it wasn't- there was great brutality. Just to appreciate how horrible that process of ethnic movement was, its worth looking at some of the accounts from Greeks at the time. Thalia Pandiri has collected some and published translations in the International Literary Quarterly- I suggest you go and have a read, but what she describes is truly horrifying. Women with sticks driven through their bodies till they emerge coming out of their mouths. Some of the stories are equally horrifying for the poverty they display- women feeding children flour in water for example or walking for miles with a bag gripped between their teeth and a child in each hand. When they arrived in Greece, many of them found a less than hospitable reception awaiting them as well. Many of them afterall looked not to the new Greece but to the Russian Tsar, traditional protector of orthodox Christians in the Ottoman Empire, as their prince. Bringing up old atrocities has more purpose to just wallowing in misfortune. The experience of Greeks moving from Asia Minor to European Greece was horrific, but it is relatively unknown. It highlights something though of worth to consider- that moving populations is always difficult. You encounter the fact that people don't want to leave their homes, you encounter the fact that newcomers aren't always welcome when they arrive. That is even true, when unlike say in Palestine, the moving population are in the end absorbed by another population- as in the Greek case where most of the immigrants report that they did eventually become successful Greeks. Ultimately though the experience of the Greeks moving across from Asia to Europe reminds us of two things: firstly that we should not be blase about moving populations around the globe- should for example climate change result in the destruction of Bangladesh we would see the events of Asia Minor on an even greater scale even if we found somewhere for those people to go. Secondly and perhaps more importantly, it reminds us of our own powerlessness. By the end of World War One, there was barely an army around apart from those of the Western Allies and even then in Eastern Europe, it was the facts on the ground that mattered, not the pious declarations from Paris, London and Washington. International politics requires modesty as well as ambition. November 05, 2007 An interesting piece in the Guardian reports comments from the MI5 head, Jonathan Evans, that increasingly Al Qaeda is targetting its recruitment efforts at younger and younger Muslims. In particular the organisation is looking to young British Muslims in their teens. Obviously the teenage years are amongst the prime years for people to form adult identities. One of the issues surrounding that is that people in their teenage years are often uncomfortable or unsure about where they are and what they are. They are thus prime for recruitment by groups like Al Qaeda which offer a strong identity and a purpose to life at a time when most people are going through confused emotional tempests. Part of the problem of course is what we do about this- ultimately it comes down in part to a working education system which isn't segregated (segregation is a wonderful way to manufacture resentment from afar). No doubt, youth workers, youth organisations, parents and mosques (as well as a host of others that I've forgotten) can help as well but the spectacle of the teenage suicide bomber may grow depressingly familiar as we go into the future. Well the Liberal Left Conspiracy came to the internet today- obviously as a group it has existed for a long time- liberals and lefties, the gay mafia, the illuminati and the free masons not to mention commies and various others have been conspiring for years which is why they have been quite so successful on both sides of the Atlantic in maintaining their control over the world. I am one of the conspirators as anyone looking at the roster will know- and I have to say I'm proud to be. The right has organised brilliantly on the internet- and Conservative Home is a really good clearing house for rightwing ideas- I know some of the best rightwing bloggers like say Matt Sinclair have written there. There isn't really any equivalent place to meet leftwing people and discuss politics on the net- Labour home is not as good as Conservative Home, its often too insular and focused in on Labour party internal affairs, other places are dominated by different sectional interests- its time the left came together in the UK on the net- and this is one option, lets hope it succeeds for doing that. Ok lets turn to the whole idea of the liberal left- what does it mean to be on the liberal left and why do those words fit together. Lets define them first: broadly speaking I think that to be on the left is to be concerned about equality, and that to be liberal is to be concerned about freedom. The point about equality is that it produces freedom. Wealth is power- money would be nothing unless it had a value and that value is the goods and services it commands. The more wealth that someone has and the more independent that wealth from the interference of others, the freer they are to gain what they want in life. Rightwingers believe that the only obstacle to a free will is a state: they are right that the state can be a significant obstacle to the exercise of a free will, noone with any knowledge of this century could deny that and many on the left stood against the state as it limited the freedom of will (Orwell is a great example) but rightwingers are wrong to say that it is only the state which obstructs freedom. Corporations do too- and even the wealthy can obstruct liberty- both can use the state as well in their own interests- you could argue that that is what the British libel laws do. Equality is married to freedom thus at a fundamental level- because without equality I cannot be free. Its encapsulated in that old piece of wisdom that beggars can't be choosers- something that the right tend to forget. This isn't an argument for state socialism, it could be but it isn't. It isn't an argument for any particular vision of society. But it is an argument that you cannot have real freedom without having equality, that you cannot be concerned about liberal things, without being concerned about leftwing things. And that goes as well for many of the other battles that the left are involved in, freeing women from the dominion of their husbands, freeing homosexual people from the legal restrictions of those that don't share their morality, freeing the innocent from the tyranny of a despot who would rather hold us all in jail than listen to any of us. All these things are both leftwing and liberal- how they are achieved is a totally separate issue but they can only be acheived if we think about equality and freedom together and try to acheive both through our policies. That's why I'm conspiring for the liberal left (though I have to say this blog will remain basically what it has always been)! November 04, 2007 Clive James is a figure unlike most others in our world- James has made a career of being an omnivore. From the chatshow couch to the comic circuit to the learned essay, James has succeeded everywhere he has gone. Writing and broadcasting, he has turned his natural wit to good account and provided a series of sparkling memoirs to furnish the bookshelves of the learned with. Cultural Amnesia, his latest book, is a fine effort to capture the unique folds of James's own mental landscape- he provides a short essay on over 100 cultural characters mainly from the last century. All the essays come out of a single quote- and often James doesn't even pause to ponder the life, instead pondering the importance of that quote. The quoted range from Duke Ellington to Hegel, Federico Fellini to Margerate Thatcher, from Tacitus and Edward Gibbon to Coco Chanel and Adolf Hitler. The range is astonishing- though the absense of any scientists is equally astonishing. James mentions an Albert Einstein but its the musician not his more famous namesake and relative the physicist. Indeed science is one of the leading absenses from the collection which is biassed very much towards the arts. Analytical philosophy is also underepresented- we have an essay on Wittgenstein but characteristically in it philosophy students are dismissed for giving him the 'credit for everything that would have struck them if they had ever been left along with the merest metaphysical lyric from the early seventeenth century.' The Wittgenstein that matters to philosophers is the one that 'they can prove only to each other' and what James is interested in is the Wittgenstein that matters to the writer- to the humanist. For that is what this book really is, a monument to what we might call humanism. A humanism that sees the limits of the human as surely as it does the extent of his range. James is limited- but to stress that is to undermine really his acheivement here- which is to gather and express particles of knowledge and understanding across many fields and many languages. He gets some judgements wrong- he dismisses Edward Gibbon as a poor stylist. James tells us that 'what he [Gibbon] wrote rarely lets you forget that it has been written'- possibly that's true but its also Gibbon's virtue and not to see that is to miss what Gibbon was trying to do and therefore to criticise him by a standerd he wasn't attempting to reach. James doesn't get Gibbon's historical breadth or depth either- doesn't see that the styllistic tics are made up for by the fact that Gibbon was another such as James who spanned centuries in a massive project that will probably never be attempted let alone completed again.Quotation has this feature that it inspires you to seek out the epigram- the fragment that illuminates rather than the rolling cadence of prose. Martial the great Latin poet is perhaps the most eminently quotable of Latin poets in that what he wrote was bitchy and short, James in these essays has the same quality. Like the greatest essayists he can skewer wonderfully. He can also at his best capture real nuance- his description of Edward Said in this sentence is perfect, 'As a critic and man of letters he has an enviable scope but it is continually invaded by his political strictness'. It captures the many sidedness of Said- the political lack of nuance which led him to some cartoonish descriptions of orientalists and of the orient but also the greatness- for Said who always recognised Israel and wanted Palestinians to recognise the sorrows of the Jews was a great man. James is able to capture that and through a quotation of Said's about the Battle of Algiers, bring to life the double sidedness of Said. But this book is not all nuance. James is more often than not on the good side and vows war against those who cravenly boosted tyranny. He writes eloquently about the Manns- Heinrich, Thomas and Golo- all of whom resisted Hitler from outside the boundaries of exile. Of all the praise though it is that devoted to Sophie Scholl which most resonated with me. Scholl, James tells us, 'was probably a saint' and died in complete silence. What James wants to do with praise is make us think- he points to the fact that in his judgement despite the fact that there is a perfect actress for the role alive today (Natalie Portman) Scholl should never be portrayed by Hollywood. The finality of her end is her tragedy- far better for it to be a more obscure German film starring the unknown Julia Jenstch to portray her for the public so that they too understand the finality of the fall of the ax upon her neck shut out one of the true heroines of the twentieth century and sent her to darkness. If Scholl volunteered to die, despite the fact she did not have to, to make a point against an odious regime, then James rightly eviscerates those who have supported those odious regimes. Though Sartre is his betenoir- he hates Sartre's evading of responsibility, hates the fact that 'Sartre was called profound because it sounded if he was either that or nothing' but ultimately his essay on Sartre is not the most interesting. Rather I think it is the essay on a much slighter figure- Peirre Drieu La Rochelle- a leading intellectual of Vichy that really made me think. For what he captures in that essay is the moment of victory in 1945, when the Germans were driven out and La Rochelle committed suicide. The key fact for James though is to evaluate the hysteria- a hysteria he informs us drily that Sartre backed and that Camus (who actually had a resistance record) disdained (though Camus thought there ought to be a reckoning). He leaves us in no doubt of the guilt of Pierre Drieu La Rochelle- but also paints a picture of France in those years which is terrifyingly accurate. Totalitarianism is one of the foci of this book- James argues long and hard against it. Whether it is Communist or Fascist, he suggests it is deeply repugnant and you get the sense that he thinks that clear writing, thinking and reading are its enemies. As he said recently to Stephen Colbert, intellectuals get things wrong all the time- but they get them wrong less than those who don't open themselves to intellectual pursuits. In reality this book is a book about heroes- but it is not a book about heroism. The essay structure enables there to be a convincing absense of structure- in the sense that James is not interested in archetypes but in individuals- his essays are at their most effective when they describe either of two things- the impact of writing upon him as an individual or the way that this individual's career worked. An essay on Nadezhda Mandelstam is incredibly effective at making you realise the pain that she must have felt as the Stalinist machinery of death whirled past her windows. It drives you to the reality of the statistics. Though James is reassuringly committed to the dry substance of the real world, he is most acute when he focuses on individual experiences, exploring them and rendering them to his reader. His selection is driven, as he argues in his essay on Chris Marker, by the solidity of the facts that he sees and understands but his talent is for explaining experience. This is a book which is unashamedly focused on reality- James gives postmodernism and its creeds of unreality very short shrift indeed. He is openly contemptuous of philosophical relativism and disdain for truth- openly praises the empirical and solidly researched. He bases his love for art upon a respect for reality. James's range of understanding in this book is incredible. James is a great evoker of what other authors do and write and film and play. He can convey the meaning of others' statements in such a way as to make you want to read and listen to and watch their books, music and films. He makes you want to stroll down the streets of Vienna in particular and pop into the cafes to hear the arguments and consume the culture. He makes you want to open the books, to understand what Contini means when he says that you need to learn poetry. He creates a desire in you to leap from cultural tree to tree- as James himself in these essays does- referring for instance in an essay on Marc Bloch to the seductions and disappointments of Pound's poetry. He made me want to learn languages- to read these authors in their original tongues and capture the calligraphy of sound that they all employed. Ultimately there isn't a greater compliment for a book like this than to say that- to say that this book is like the trunk of a great tree, along whose branches if you pursue them are fruit much more gaudy than anything found in the original bark. This is a book that leads to other books. Its a book that can be read at one sitting or dipped into- yes there are mistakes and there are manifold errors. But to forgive someone for misunderstanding that Gibbon is amongst the greatest English historians requires a great acheivement and this book is a great and interesting acheivement. The other day I wrote an article on analytical blogging, which got some negative attention from Dizzy, who makes a fairly amusing point against it though personally I'm not as convinced as he is that intelligence is only reserved for the elite. Its interesting as well that modern conservatives often have tended towards being unabashedly in favour of populism- that reinforces one of my feelings that modern conservatism and other historical forms of conservatism are not the same- I can't imagine Edmund Burke or Hayek even giving three cheers for the Sun in the way that Dizzy does! However that isn't the main point of this post. Matt Sinclair asks a much more interesting question about smart people and blogging, and I think he is right to ask it and the answer in the case of this blog demonstrates something which I think is interesting. Matt asks "Why should someone with interesting and novel things to say use the blogosphere as a medium?", he goes on to deliver some interesting answers, all of which depend mostly on the community as a whole providing a forum. Matt imagines that blogging is a bit like an intellectual salon on the net, in which we can throw around ideas, as he rightly points out that presumes a membership, there is no point talking to onesself. Somebody asked me on my thread about this, why I don't do more analytical work on politics. I do a bit, but nowhere near what Chris Dillow does on Stumbling and Mumbling- and I think this ties into another reason to maintain a blog, which is one of the basic reasons that Westminster Wisdom (the title is partly ironic) exists. This blog really isn't an analytical policy blog- though I do occasionally rummage through politics and policy, its really a purely egoistic exercise. For me a blog is the equivalent of an 18th Century common place book, ie its where I put down my impressions of the world so I can go back to them. An interesting quote, a fun video, a film review, even a review of a novel, anything which makes me remember how I reacted to something for the first time. I think that is a valid reason to keep a blog- partly because experience flows past me at such a rate that I can never really grab hold of it. Throughout my life, amongst my major vices is forgetfulness, and that means that I often lose hold of what I should know or should remember. Here I have a resource to which I can turn, when I want to, to find out about say Rousseau's walks or Bresson's Joan of Arc. Part of that is it forces me to think about what I see and read more acutely than ever before: because I know I'm going to have to write an article up here on it. That makes me look deeper and try and understand more. Its also a good resource to remember what an idiot I am occasionally- there are moments on this blog where I know I've been a complete fool- reminding onesself of that is a good thing and doing it on a blog is fairly harmless. (Which in a way brings me back to Dizzy, acute mockery of your own pretensions is always a good thing to read!) In answer to Matt's question therefore- I think there is another reason- in addition to the good ones he has given- for a person to keep a blog and that is as an online diary. Afterall that is what blogs started off being- and I wonder whether in the end that will be their principle use. LATER Incidentally Dizzy should probably go and watch this.

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Smoking Statistics Quiz Smoking statistics are about how much does one spend on smoking, the percent of chemicals present in smoke and the revenue spent on smoking. Answer this quiz to know these terms…. What Makes Smoking Addictive? Know how addicted you are to tobacco smoking and what consequences may arise with smoking by taking this simple quiz. Smokeless Cigarettes and FDA – The Ongoing Battle! The US Food and Drug Administration reported that testing of e-cigs from two popular smokeless cigarettes makers revealed many toxic, noxious chemicals, which include a main ingredient Medical Use of Marijuana Of late, there has been a lot of research on the benefits and risks of using marijuana for pain and other medical reasons. This article looks at the findings of a few studies on the medical use of marijuana. Surveys reveal that the U.S. has the most number of women smokers, followed by China. Indian women are placed third. The survey also reveals that Indian women - Respiratory Health Effects of Passive Smoking - How to Quit Smoking in Holiday Season? - Effects of Smoking in Public Places - The Five D’s of Smoking Cessation - Reasons to Quit Smoking - What are Light Cigarettes? - What are Menthol Cigarettes? - Does Smoking Weed Kill Brain Cells? - Anti-Smoking Slogans - Nicotine Addiction and Withdrawal - An Overview of Tobacco Treatments - How Smoking Affects the Environment - Is Hookah Smoking Safe? - How to Overcome Nicotine Cravings - What is Nicotine Replacement Therapy? - Effects of Crack - Smoking Around Children - Gory Anti-Smoking Campaigns - Teenage Smoking - Smoking Diseases and Illnesses

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Food and drink manufacturers that color their products with cochineal extract and carmine must now declare the ingredients on the label under a new Food and Drug Administration (FDA) ruling. The FDA said it has revised its requirements for these color additives in response to reports of severe allergic reactions, including anaphylaxis, to food containing cochineal extract and food and cosmetics containing carmine. Derived from the ground bodies of female cochineal beetles, the colorings are currently used in a variety of products such as ice creams, yogurts, fruit drinks, alcoholic drinks and candy products, to which they bring a characteristic pink, red or purple color. Under the ruling food and beverage manufacturers that use the color additives will soon be required to declare their presence by their respective names - "cochineal extract" or "carmine" - in the ingredient statement. The FDA said this “will allow consumers who are allergic to these color additives to identify and thus avoid products that contain these color additives”. Presently the colorings fall under the “artificial color”, “artificial color added” or “color added” banners on food labels, or by an equally informative term that makes clear that a color additive has been used in the food. The new regulation is effective 24 months after date of publication (January 5, 2009). Voluntary compliance may begin immediately. Objections and requests for hearing can be submitted 30 days after date of publication. The FDA said that the ruling was also in response to a citizen petition submitted by the Center for Science in the Public Interest (CSPI). CSPI said it petitioned the FDA in 1998 to require labeling after a study by a University of Michigan allergy expert who discovered that carmine was the cause of an allergic reaction in one of his patients. Subsequently, CSPI said it received adverse-reaction reports from several dozen consumers. Commenting on the new ruling, the CSPI said the FDA should have required labels to disclose that carmine and cochineal are extracted from insects, which many consumers, including vegetarians, Jews, and Muslims, would be interested to know. It added that carmine and cochineal extract remain in dozens of reddish-colored foods and beverages, including fruit drinks, ice creams, yogurts, and candies. The FDA said cosmetics containing carmine should specifically declare the presence of carmine “prominently and conspicuously at least once in the labeling”. An example would be: "Contains carmine as a color additive".

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Onuskis (Anishok or Anushishok in Yiddish) lies in the northeastern part of Lithuania, about 5 km. from the Latvian border and about 20 km. northwest of the District Administrative Center Rakishok (Rokiskis). Anishok is situated on a plain between forested hills which is very scenic. The lands of the town belonged to the Polish Graf Komar, to whom the Jews of the town and the farmers of the area paid rent. Wealthier Jews bought land from him on which they built their houses. The mansion of the Graf was situated near the town. The square in the center of town was ringed with shops, and the town's water supply well stood in the middle of the square. From the square a narrow alley led to the winding road to Rakishok. Most houses were built of wood, except for the tavern that was more substantial. This belonged to the Graf until he sold it to a Jew named Fain. Before World War I a tombstone from the mid-eighteenth century was found in the Jewish cemetery, which suggests that Jews had settled in Anishok by that time. In the nineteenth century the Jews were the majority in the town. Before World War I about 80 to 90 Jewish families lived in Anishok, but during the war years their number decreased to about 50 to 60 families. Most Anishok Jews had shops selling tools, grocery, haberdashery, hats and women's clothing. One Jew had a business in dyeing textiles. Others dealt in timber, horses and cattle. Others grew fruit. There were Jewish craftsmen and peddlers. Most income was earned on Sundays and on the Christian holidays when hundreds of peasants from the district came to church and afterwards did their shopping. Their best customers were the nearby Latvians, because at this time there was no border between Lithuania and Kurland (Latvia). Before World War I and until the establishment of the Lithuania-Latvia border, the economic situation of the Anishok Jews was fairly good. They all led traditional lives. The Mithnagdim and Hasidim attended separate prayer houses. There were Hadarim for the Jewish boys. Jewish children were sent to study in the Jewish schools of Rakishok, Vilkomir and Kovno, and a few attended the local Lithuanian pro-gymnasium. At the beginning of the twentieth century the ideals of Zionism and Haskalah gained support in Anishok. The Jewish youth embraced the Zionist and revolutionary ideas that were popular at the time. The names of many Anishok Jews appear in the published lists of donors for the settlement of Eretz-Yisrael for the years 1898, 1900 and 1903. The fund raisers were M. Kaplan, R. Kaplan and M. Fain. In 1902 and 1905 a circle of active revolutionaries was established in Anishok. Hirsh Lekert (1879-1902) was a member of this circle; he attempted to kill the Gubernator of Vilna, Fon Wal. The Gubernator was only injured and Lekert was caught and hanged. This assault made a great impression all over Russia and in particular among the Jews. Authors wrote about this event and the best known was the drama Hirsh Lekert by the Yiddish writer H. Leivik, that was performed for the first time in Vilna in 1931. With the outbreak of war in 1914, as the front moved toward Anishok many Jews escaped to Russia. A few returned home in 1922 and 1923, but many remained there. The returning Jews found the town plundered and desolate without any economic prospects. Many of them then chose to settle in the district center Rakishok or in Kovno. After the establishment of the Lithuanian state in 1918 and following the Law of Autonomies for Minorities issued by the new Lithuanian government, the Minister for Jewish Affairs, Dr. Menachem (Max) Soloveitshik, ordered elections for Community Committees (Va'adei Kehilah) to be held in the summer of 1919. In Anishok a community committee with five members was elected in 1920. It received administrative and financial support from the Ministry for Jewish Affairs in Kovno. Letters from the Ministry to the committee were written in three languages: Lithuanian, Yiddish and Hebrew. The committee was active in all aspects of Jewish life from 1920 until 1924. As stated above, the severing of the connection with markets in Latvia caused economic hardships in the town. The estate owners and the peasants, who lost their clients in Latvia, were forced take their produce to the district center in order to sell it, and they did much of their own shopping there. As a result of this many of the Jewish merchants in Anishok lost their livelihood. |A Jewish house in Anishok (1937)| According to the government survey of 1931 the Jewish businesses included a pharmacy and a general store. In 1937 there were fourteen Jewish artisans: five tailors, four shoemakers, two butchers, two bakers and one other. In 1939 there were no telephones in the town. The economic situation became worse from year to year and many, in particular the young, left town to build their future abroad. Also the elderly moved to Rakishok and Kovno or joined their families abroad. All this led to a decrease in the number of the Jewish families in Anishok. Only about twenty-five families remained in town, mostly elderly who were supported by their children in America and South Africa. Among the rabbis who officiated in Anishok were: Yisrael-Iser Klatzkin (1844-1921)Avraham-Dov Popel (1871-1923) who was among the builders of the Independence of Lithuania, later was Deputy Chairman of the Nationalrat (National Committee) of Lithuanian Jews, Chairman of the Association of Rabbis and a delegate to the Lithuanian Seimas where his speech against death penalty was printed in many newspapers around the world. Despite being active in the Agudath Yisrael party, he supported the funds for the settlement of Eretz-Yisrael. He died in Mariampol at the age of 52. Tsevi-Nathan Kaplan, the last rabbi of the community, was murdered by the Lithuanians in 1941. |Rabbi Avraham-Dov Popel| Anishok Jews purchased Shekalim and took part in elections for the Zionist congresses. In 1927, 20 Shekalim were sold. In 1937, 55 Zionists voted for the nineteenth Zionist congress as follows: 20 for the Labor party, 24 voted for the General Zionists B, 6 for the General Zionists A and 5 for Mizrahi. Jewish personages born in Anishok include: Hirsh Lekert, who is mentioned above; Yehoshua Bodzon (1858-1929), writer; Beinush Belek, a melamed (teacher of a Heder). One of his sons, Leib Belek became a leader of the British Labor party and his second son Ben Zion was a leader of the leftist movement in Lithuania; Yehoshua Bodzon wrote many popular novels in Yiddish that were published in Vilna in the 1890s. He later became an accountant. In 1941 the Jews of Anishok were murdered by the Germans and their Lithuanian helpers. The location of the murder site is not known. Nor is it known whether the atrocities took place in the town or if the Jews were transported to be murdered along with the Jews of Rakishok or Obeliai. According to a Lithuanian source the pharmacist Antanas Truskis hid the Jewish doctor Kovalsky. Yad Vashem archives, Jerusalem, M-31/983; Koniukhovsky collection 0-71, files 88, 90 YIVO, New York, Collection of Lithuanian Jewish Communities, pages 4565, 4571, 4589 Bakaltchuk-Felin, Meilakh (Editor); Yizkor book of Rakishok and surroundings (Yiddish) Johannesburg, 1952, pages 366-369 Julius, Rafael; Pinkas Hakehiloth-Lita, Anishok, Yad Vashem, 1996 Folksblat, Kovno, 3.2.1935 The above article is an excerpt from Protecting Our Litvak Heritage by Josef Rosin. The book contains this article along with many others, plus an extensive description of the Litvak Jewish community in Lithuania that provides an excellent context to understand the above article. Click here to see where to obtain the book. JewishGen, Inc. makes no representations regarding the accuracy of the translation.The reader may wish to refer to the original material for verification. JewishGen is not responsible for inaccuracies or omissions in the original work and cannot rewrite or edit the text to correct inaccuracies and/or omissions. Our mission is to produce a translation of the original work and we cannot verify the accuracy of statements or alter facts cited. Protecting Our Litvak Heritage Yizkor Book Project JewishGen Home Page Copyright © 1999-2013 by JewishGen, Inc. Updated 27 Jul 2011 by OR

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How can I help my children stay safe online? First think about the possible dangers they face. These include the following: - So-called ‘drive-by downloads’ (i.e. malicious programs that install on your computer automatically when you view a web page); - The risk of infection through peer-to-peer (P2P) file-sharing programs that give others access to your computer; - Unwanted advertising, including pop-ups and adware programs: these are sometimes installed automatically with freeware programs that are available for download on the Internet; - Sexually explicit (or other inappropriate) content; - Being tricked into disclosing personal information (about them or you); - Downloading pirated material (e.g. music or video files); - Being targeted by online bullies; - Being approached (in Internet chat rooms, for example) by paedophiles. What steps can I take to protect my children? Children can be just as vulnerable online as they are in the real world and it’s important that you understand the potential dangers. There are things you can do to minimise the chance of them being exposed to these dangers. Talk to your children about the potential dangers they face online. If possible, locate your computer in a family room and try to make the computer a shared family experience. Encourage your children to talk to you about anything they experience online that upsets them or makes them feel uncomfortable. Restrict the content that can be accessed from your computer. Many Internet security solutions let you do this. In addition, Internet Explorer includes a Content Advisor that can help you do this (this can be found under Tools | Internet Options | Content ). Follow the guidelines above for protecting your computer from malicious programs and hackers and explain to your children how this helps protect them. Provide guidelines for them on what they may, or may not, do. Here are some of the things you should think about: Are you happy to let your children... register on social networking or other web sites? make online purchases? download music, video or program files? use instant messaging programs? visit Internet chat rooms? (If the answer is 'yes' to the last two, make sure your children understand they should not chat to users that they do not know) Remember that the answers may change as your children get older. To protect your children online: Talk to them about the potential dangers; Keep the computer in a family room; Encourage your children to talk to you about their online experience; Provide them with guidelines for online activity; Use your programs' settings to restrict content that your children can access online; Follow the advice above on how to protect from malicious code and hacker attacks;

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Bay of Pigs Invasion info On the 17th of April, 1961, Brigade 2506, comprised of Cuban exiles, landed at the Bay of Pigs on the southern-central coast of Cuba. They were mostly young men who came from all sectors of society and regions of the island with one common goal: to overthrow the growing communism led by Fidel Castro who was imposing a rigid totalitarian system on this largest island of the Antilles. In three days of hard fighting they were defeated by highly superior forces. Almost 40 years after this event we must ask ourselves about the factors that determined the creation of the Brigade, the causes of their defeat, and its consequences for Cuba and the rest of the world. HISTORICAL BACKGROUND By early 1960 it was evident that the promises made by Castro about the restoration of democracy at the beginning of his government after the flight of dictator Fulgencio Batista on January 1st, 1959, had vanished. By that time the promise of general elections was discarded along with key men in the government who were truly prodemocratic. Also almost gone was the free press (nearly wiped out by mid-1960). There was a growing trend of confiscations of private property, while unions and student associations had been controlled through trickery. To make the picture more clear, members of the old and unpopular communist party were increasingly entering positions of power, while an effective repressive apparatus was being constructed under the model of those of Eastern Europe. By 1961, Castro had also intervened militarily in four Caribbean and Central American Presiding over this process was the figure of a leader who, like no other one before in Cuba, had awakened enormous faith and trust from the people. He himself denied many times that his government had communist leanings, but its actions increasingly indicated that it was heading towards a new dictatorship of a totalitarian communist nature Resulting from those realities, inside as well as outside Cuba, preparations were being made to fight the new order by those who felt betrayed by it and by those who did not desire a regime of that nature clandestine urban groups were creating a growing anti-Castro movement, potentially very threatening to the incipient dictatorship. Through lliance with the USSR Castro. Because of this, many thought that only through the help of the United States was it possible to rid themselves of the new dictatorship that was developing around the most charismatic and unscrupulous leader ever produced in Cuba. Near the end of 1960, the dissatisfaction of the powerful and unbeaten northern neighbor and important members of the Cuban democratic leadership came together in a special way in an effort to overthrow Castro via military means, the only way possible due to his closure of peaceful alternatives DEVELOPMENT OF THE MILITARY OPERATION The initial military strategy outlined by the United States--in which many of the Cuban leaders placed an extreme confidence--consisted of the development of guerrilla warfare, which would be promoted by exiles that would land on various strategic points throughout the island. This plan was later changed in favor of a massive landing by a conventional expeditionary force also comprised of exiles. This was later known as Brigade 2506, honoring the number of the first person who gave his life in this process. The reasons for this change were due to the enormous quantity of weapons received by Castro from the USSR, especially MiG fighter aircraft, which would become operational by mid-1961. This situation required a conventional force to defeat such development. Another reason was the alleged lack of effectiveness of those who were carrying on the fight against Castro inside Cuba, although the fact that there was a lack of security within these clandestine movements due to government infiltration was also mentioned. The strategy of a massive landing undermined the internal effort to eliminate Castro from within the revolutionary ranks. In any event, today there is evidence that there was little effective cooperation between the rural guerrillas, that noticeably sprung up throughout the country, and the American agencies. The military operation against Castro was the product of an American plan. This was prepared without adequate participation on the part of the exiled leaders, both civilian and military. This leadership was centered in the Revolutionary Council, directed by Dr. José Miró Cardona, former prime minister of Cuba in 1959. The military plan was the object of great debate in the cabinet of president Kennedy because of his preoccupation with keeping the flagrant intervention by the United States. This was a rather naïve worry because the information already revealed by the press regarding the training of the exiles left little room for doubt. For these reasons the White House vetoed the landing at Trinidad-Casilda, on the southern-central coast. This was an ideal location selected by the American military officials who planned the operation. But it was perceived as too "revealing" of the presence of the U.S. and was changed, to the west, in the same area, in favor of the Bay of Pigs and adjacent Girón Beach, which was tactically and strategically inferior. The plan consisted of the landing of some 1,400 heavily armed exiles from Brigade 2506. This invasion was to be preceded by three days of aerial attacks from vintage World War II B-26 aircraft flown by Cuban pilots from bases in Nicaragua which were to destroy Castro's air force on the ground. This was comprised of faster and more modern aircraft left by the Batista regime. These planes had to be destroyed in order to achieve the crucial aerial supremacy without which the operation could not succeed. This premise was repeated many times by the instructors to the exiles who were worried about their blatant numerical inferiority. They were assured that "the sky would be theirs." Upon establishing a beachhead, and with the continued support of the exile air force who would be based in that zone, the troops would advance, counting on internal support by way of uprisings and desertions and further support from abroad. The total power which the U.S. held over the military operation, based on its absolute logistical contribution, turned out to be fatal to the goal of overthrowing Castro. The Revolutionary Council, in practice, had no other alternative but to subordinate itself to the direction of the U.S., at the same time thinking about the invincibility and reliability of this powerful ally. However, the refusal on the part of president Kennedy to guarantee victory once the operation was launched, condemned to failure the actions of the exiles before their landing on the 17th of April, 1961. As a result of the naive fear of making too evident the American support (already well known) and of the public promise made by president Kennedy that he would not intervene in Cuba--a point that has been debated--the first aerial attack is partially conducted on April 15th on several air bases. This was carried out with half of the planes originally designated due to a presidential decision, since the attacks were to be presented as uprisings of Castro's air force. Those bombings don't destroy the enemy planes. Furthermore, due to the scandal generated, the two remaining planned air raids were canceled. After that moment, the operation was doomed due to the lack of fulfillment of its main premise. PART 1 Last edited by 5.56X45mm; April 19th, 2006 at 06:10..

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Human growth hormone - HGH for short - might have a negative, or at least unnatural connotation to most. When you hear HGH in the news, it's most often talked about as injections, in many cases used to boost athletic performance. But did you know that HGH is actually a hormone the body produces naturally? The pituitary gland, which is largely responsible for spurring, maintaining and regulating growth, secretes HGH. Since HGH is one of the main compounds that help the body grow, production is strongest in the teenage years, but the pituitary gland continues to secrete HGH into adulthood to help maintain existing muscle and tissue. Here are some of the body's natural processes that are affected by HGH: * While diet and exercise play a large role in determining your body composition, HGH is the natural compound that helps regulate your body composition as well. * HGH also plays a role in metabolizing sugars and fats. While you control your intake of these items, HGH is one of the substances that helps process both of these necessary dietary compounds. * Your body produces HGH to aid in developing both muscle and bone. When you get older, HGH works less as a growth engine and more as a recovery agent to help your muscles recoup from heavy activity and repair any damaged bone or tissue. Due to its role in tissue growth and recovery, HGH injections are used by doctors to treat a number of conditions. In many cases, HGH treatments are used to treat growth disorders since there's often some sort of related deficiency that prevents the person from getting the normal level of HGH naturally. It may also be used to fight diseases that cause muscle wasting. However, HGH injections have not been approved for over-the-counter use for those who don't have one of these conditions. There are also a number of over-the-counter supplements that aim to promote HGH production in the body. For those using these types of supplements, it's important to do your research (information can be found at sites like www.hgh-pills.org) to make sure the product is right for you and hasn't received any safety complaints to governing bodies like the U.S. Food and Drug Administration.

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17-year-old Helena Muffly wrote exactly 100 years ago today: Thursday, September 19, 1912: We had a test in General History today. Wasn’t hard at all. Her middle-aged granddaughter’s comments 100 years later: I’m glad that the General History test wasn’t difficult for Grandma. A hundred-year-old book called the Outlines of General History by V. A. Renouf contained information about how to develop good questions: Different Kinds of Questions The questions which are most frequently asked in exercises and examinations can be classed somewhat as follows: Questions of Fact - Personality: Who did a certain thing? - Place: Where did a certain event happen? What places were affected by a certain cause or event? - Time: When did a certain event happen? How long did a certain period last? - Who built Memphis? - Name all of the countries conquered by Alexander the Great. - What year did Nineveh fall? Questions of Comparison - Comparison with recent or contemporary events or conditions in one’s own country. - Comparison with events or periods in the history previously learned. - Comparison of historical personalities. - Does a man’s education stop when he has left school? What opportunities did the Athenians have for continuing their education through manhood? - Compare the condition of debtors in early Rome with that of early Athens? - Compare the government of Shih Hwang-ti with that of Darius? Questions of Cause or Effect - Geographical causes - Causes lying in certain institutions - Effects of certain events - In what way did the natural formation of Greece encourage commerce? - What were the causes of the Peloponnesian war? - Why is the battle of Marathon counted among the decisive battles of the world? Which types of questions did Grandma’s teacher include in the exam? It’s been awhile–Where have the years gone?– since I’ve taken a history exam, but I think that many of the types of questions asked on a history test today would still fit into this categorization schema. But, I bet that there are fewer questions today that ask about dates. It seems like students were asked to memorize more things back then than they are now.

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Wednesday, April 21, 2010 The Cruellest Month With temperatures reaching 45 degrees Celsius up north, Facebook updates have begun quoting the opening line of T.S.Eliot's The Waste Land: April is the cruellest month. In the poem, the line is meant ironically. It is spoken from the point of view of those who feel threatened by the awakening of spring, who prefer winter's 'forgetful snow'. APRIL is the cruellest month, breeding Lilacs out of the dead land, mixing Memory and desire, stirring Dull roots with spring rain. Winter kept us warm, covering Earth in forgetful snow, feeding A little life with dried tubers. Eliot plays off the prologue to Chaucer's Canterbury Tales, with its evocation of the sweetness of spring that inspires people to leave their homes for pilgrimages. Here are the opening lines of the Prologue (in somewhat modernised spelling, with difficult words explained in brackets): When that April with his showers soote (sweet) The drought of March hath pierced to the root And bathed every vein (rootlet) in such liquor (liquid) Of which virtúe engendered is the flower; When Zephyrus (West Wind) eke (also) with his sweete breath Inspired hath in every holt and heath (grove & field) The tender croppes, and the younge sun (spring sun) Hath in the Ram (Aries) his halfe course y-run, And smalle fowles maken melody That sleepen (who sleep) all the night with open eye [So pricketh them Natúre in their couráges], (spurs / spirits) Then longen folk to go on pilgrimáges, All this is a far cry from the oven-like plains of North India. Another misunderstood phrase frequently used in these months is 'Indian Summer'. An Indian Summer has nothing to do with India. It refers to a sudden warming of weather that is occasionally witnessed in parts of North America in October, confounding the expectations of those who assume temperatures will keep dropping through autumn. The Indians in question are Native Americans, not desis.

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The rate of children living with unemployed parents went up 88 percent at the onset of the recession in 2007 to today, and while there are some positive trends, 9 percent of children are still expected to have jobless parents. A new report titled “The Recession’s Ongoing Impact on Children, 2012: Indicators of Children’s Economic Well-Being” tracks how children throughout the country fared in the past few years. Researchers found that: - The number of children with parents unemployed for more than six months in Connecticut went up 197 percent since 2007. - Nationally, 2.7 million more children lived with an unemployed parent during a typical month in 2012, compared to 2007 (an increase of 71%), bringing the 2012 total to 6.3 million children; - 2.8 million (44 percent of those living with an unemployed parent) lived, during a typical 2012 month, with a parent unemployed six months or longer; - 8.8 million more additional children relied upon SNAP for food in 2012, compared to 2007, bringing the total number of children receiving SNAP to 21.6 million (one in four) nationwide; - 16 million children (more than one in five) currently live in poverty; and - The number of states that are high child poverty states (where more than one-in-five children live in poverty) has nearly doubled during the recession, from 14 in 2007 to 27 in 2011 “The numbers tell us two critical things: first, the recession continues to hit America’s children hard; and second, smart investments in children’s health and well-being can mitigate the harm, “said First Focus President Bruce Lesley.” These indicators became less severe in 2012, but remain well above the 2007 figures.

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"Mommy, I can't breathe all the way!" These words would instill fear in any parent, but for the parent of an asthmatic, such a comment can spell the difference between life and death. Teri LaBarbera of Poughkeepsie, New York, never thought she would hear these words from her seven-year-old son, Brian, but in February, Brian had his first asthma attack and was brought to the hospital emergency room. "Brian never [used to have] a problem with his chest, lungs, or breathing, but after having bronchitis in March, he couldn't seem to shake being sick," explains Teri. "After four visits, the doctor told us, 'I think it's time we consider it could be asthma.' Bronchitis just sounds like a cold in kids, but asthma sounds so serious." Asthma is serious. It affects more than 17 million Americans, and of this number, nearly five million are children. According to the Asthma and Allergy Foundation of America (AAFA), asthma is the leading cause of school absences from a chronic illness among children ages five to 17. "It accounts for an annual loss of more than 14 million school days per year (approximately eight days for each student with asthma) and more hospitalizations than any other childhood disease. It is estimated that children with asthma spend nearly eight million days per year restricted to bed," reports the AAFA website. Asthma is a disease that has no cure, but it is manageable. It is described as a chronic lung disease and is characterized by inflammation of the airways due to increased sensitivity to a variety of triggers (which can cause narrowing of the airways and breathing difficulty). "We, as parents and patients, think of asthma as a condition that has asthma attacks and symptom-free periods," explains Dr. Pradeep Sharma, MD, pediatric allergist in Poughkeepsie. "However, asthma is a disease with chronic inflammation of the bronchi (the tubes that bring oxygen to the lungs). If there are no symptoms, inflammation isn't present, but it doesn't mean you're asthma-free. Treatment continues over a long period of time. It's a lifelong condition."

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A civil engineer would be the person who practices civil engineering, the branch focused entirely on the style, construction and upkeep of public works. Civil engineers are applied either with the government or by private companies landing contracts to produce such public works. Though the qualifications vary by country, being a civil engineer requires at the very least a college degree. Sometimes, you can advertise like a professional after receiving formal certification. A civil engineer designs safe structures that meet standard codes while in the regions they are being constructed in. These structures really should be beautifully made with efficiency, maintenance and other economic concerns to endure through many years of use. With regards to transportation, he builds structures to facilitate the graceful flow of traffic also to allow expansion greater user rates. These structures include tunnels, bridges, and freeway interchanges. He also constructs facilities handling fresh and waste water, including sewage plants, delivery systems for river, dams, flood protection systems, seawalls and levees. He likewise can work on projects like a major job site or a city power plant. There are various specialties inside civil engineering field. These specialties include structural, hydraulic, environmental and geotechnical engineers. Most develop drawings and plans for construction. These engineers are professionals taught to solve problems specifically on-page matters. They are knowledgeable of methods to cope with various problems occurring on-page works. The works of the civil engineer play a critical role the way it equates for your overall safety of men and women in a variety of facets. Being such a professional needs strong resolve for using civil engineering background in planning and overseeing various construction efforts in a number of aspects of this field. Younger crowd applies engineering principles to ensure the structures are designed within the safest, sturdiest manner. Down to civil engineering graduates is normally devoted to construction jobs. He’d also have to analyze the proposed site location plus the entire construction job to generally be completed at this sort of site. This engineer also analyzes this process for completing produced phases all the way. This task involves planning in the construction projects that is to be developing in conjunction with the data from your analysis of the proposed project. Additionally, they should inspect the choices to guarantee to explicitly follow rules, regulations and guidelines for construction. The interest on individuals graduated from engineering schools can be going up. Engineering has been rapidly expanding because the steady improvement in civil jobs within the infrastructure and construction industries continues. The continuous and rising requirement for the maintenance and construction of latest facilities is one of the most crucial benefits of which has a civil engineering job. The growing volume of civil engineering graduates to supervise the projects is attributed to this demand. Civil engineers may take on government funded projects if private businesses start lowering their particular projects. Anybody can certainly achieve goal to become a famous and successful civil engineer insurance firms the correct resources and also the right collection of an engineering school. For additional information in regards to the various specialties of engineering or search the full directory of engineering degree programs you can do so at our online with free streaming engineering career guide. Engineering Degrees 101 is made specifically to provide you with extensive engineering career and employment data in addition to looking at many of the accelerated engineering education and training alternatives. The knowledge includes occupation descriptions, salaries, like job opportunities available, details of engineering working conditions, job satisfaction, advantages of the profession pluses detailing the easiest approach to turn into licensed engineer. The information can also include a complete directory and contact information on schools offering engineering degree programs in the us, as well as course structure and curriculum details.

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Welcome to Architecture The built environment is part of our lives, shelters our activities and the historic, built environment supports our sense of identity. As defined by the Heritage Act, 1995 [PDF 96KB], 'architectural heritage' includes all structures, buildings, traditional and designed, and groups of buildings including street-scapes and urban vistas, which are of historical, archaeological, artistic, engineering, scientific, social or technical interest. In partnership with the Department of Agriculture, Food and the Marine, the Heritage Council administers a grants scheme to REPS 4 participants for the conservation and repair of Traditional Farm Buildings. The conservation of the built heritage has a contribution to make to the achievement of environmental balance in human affairs, or ‘sustainable development’.

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LAVC Writing Center Simple fragments can usually be easily fixed once a writer learns to check each sentence for a subject and a verb. But, there are other types of fragments that are a little tougher to identify and correct because they follow a different set of rules than simple fragments. This handout will help to answer some of the questions and provide solutions for helping to avoid complex fragments. Can you find a complex fragment by asking the question, “Does this sentence have a subject and a verb?” Common Causes of Complex Fragments A group of words with a subject and an –ing verb can still be a fragment. Fragment: Some of the athletes running in the Olympics. Complete Sentence: Some of the athletes are running in the Olympics. The above fragment has a subject and a verb, but it’s still a fragment. Whenever a sentence has an –ing verb, it must also have a helping verb (was, is, are, were, etc.). - A group of words that contains a complete sentence, but begins with a subordinator can be a fragment. Fragment: Although we were going to dinner for Bill’s birthday. Complete Sentence: Although we were going to dinner for Bill’s birthday, we were still going to have another party for him on the weekend. In this case, “although” is a subordinator, or a word that makes an independent clause into a dependent clause. When a subordinator is used, the dependent clause must be used in conjunction with a comma and an independent clause to make a complete sentence. Some popular subordinators are: when, until, after, before, however, while, because, since, though, if, so that, so, and where. - A group of words that contains a complete sentence, but begins with a coordinating conjunction can be a fragment. Fragment: So the dog ran away with the spoon. Complete Sentence: The farmer ate all the bones, so the dog ran away with the spoon. Coordinating conjunctions act like subordinators. Since the sentence begins with a coordinating conjunction, this group of words becomes a dependent clause. To turn this clause into a sentence, the writer could add an independent clause and a comma before the coordinating conjunction. See the Coordinating Conjunctions handout for more information on them. - A group of words that contains a complete sentence, but begins with a relative pronoun (that, who, whose, whom, which, when, etc.) can be a fragment. Fragment: That he should have been told first. Complete Sentence: Everyone agreed that he should have been told first. In this example, the use of a relative pronoun at the beginning makes this phrase a dependent clause. In order to make this a complete sentence, the writer can either remove the word “That” or add information before it to clear up the meaning. More Causes of Complex Fragments Verbal phrases may be fragments: Participial phrases (when verb phrases act as adjectives) Fragment: Jumping as high as he could Complete Sentence: The boy, jumping as high as he could, grabbed the ball. Gerund Phrases (when –ing verb phrases act as a subject or object) Fragment: Rolling in the grass Complete Sentence: Rolling in the grass made him itch. Infinitive Phrases (verb phrases contain “to” and another verb acting as a noun, adjective, or adverb) Fragment: To be or not to be Complete Sentence: To be or not to be is the question. There are still more common causes of fragments that you can look for in your writing. Phrases that help writers create complex sentences can be also be causes of complex fragments, if they aren’t used correctly. Still More Causes of Fragments Parenthetical Phrases, or Appositives may be fragments These are phrases used to add supplemental information and usually interrupt the flow of a sentence. Fragment: Tom, a doctor Complete Sentence: Tom, a doctor, is very tall. Unconnected lists are fragments What information does your list belong to? Fragment: Onions, tomato, and garlic Complete Sentence: Tomato sauce has three main ingredients: onions, tomato, and garlic. Expressions that introduce an example may be fragments. Such as, for example, as in, like, etc. Fragment: For example, a fish. Complete Sentence: There are many good pets, for example, a fish. Prepositional Phrases may be fragments. See the Prepositions handout for more information about prepositional phrases. Fragment: At the park. Complete Sentence: There was a game at the park. Exceptions to the Rule Everybody knows that any good rule has to have a couple of exceptions. Rules that govern fragments are no different. People use fragments all the time when they speak. Can you imagine having to speak in complete sentences every time you had a conversation, especially when you could answer a question in just a word or two? Probably not. But, when we write, there are rules that we have follow so that our writing makes sense. Of course, there are exceptions to this rule, too. So, every writer wants to know, “When can I use fragments and get away with them?” These are some common places where fragments are allowed in writing, even though it’s still important to make sure that what you write will make sense to anyone who is going to read it: - Imperatives – When a writer gives a command, the subject is usually implied, and therefore, a sentence without a subject can be considered complete. Ex: Throw me the ball. (The implied subject is “You.”) - Creative Writing – Author’s use fragments all the time for emphasis or to imitate speech. When you’re writing a story, fragments can be a great tool, once you know how to use them correctly. - Advertising – Fragments are used in advertising for the same reasons as when they’re used in creative writing. - Informal Situations – When you’re writing a letter to a friend, or a journal entry, or any other type of informal exercises, usually it’s acceptable to use fragments in your writing. Finally, a writer should be able to check for fragments in their own writing. But how? One way to evaluate your writing is to read it slowly and carefully. Ask yourself, “If I made this statement to a stranger, would the statement make sense on it’s own?” If no, then you might have a fragment. Another great way to check for fragments is to see if you can turn the statement into a yes/no question. John, the pastor at my church. Did John, the pastor at my church? This question doesn’t make sense, so we have a fragment. John, the pastor at my church, makes great barbeque ribs. Does John, the pastor at my church, make great barbeque ribs? This is a question we can answer. It’s not a fragment. For the following exercises, try first to determine whether or not the following sentences are complete. If not, revise the sentences so that they are complete. If the exercises begin as complex sentences, try and fix them so that they remain so. - Geraldine, the runner in the green jumpsuit jogging the track. - However, the meeting still went well, according to the head of the company. - Which is the first thing that he thought of when he built the castle, he thought. - So, I called my other friend to ask him the same question. - Riding a horse is the most fun activity that anyone can do in his or her spare time. - To drive from New York to Los Angeles, and to go to a Dodger game, and to sit in the outfield seats. - Such as you could only see at the original IceCapades. - Rudy, a twelve-year-old girl, loved playing football and beating up her brothers. - A rubber ducky, two pieces of string, twenty-four paper clips, a monkey wrench, and your mother’s blessing. - Around four o’clock, and close to the school they used to go to when they were kids. This handout is based on the following websites: “Common Causes of Sentence Fragments.” St. Cloud State University: Literacy Education Online. 02 Feb. 2005. <http://leo.stcloudstate.edu/punct/fragmentcauses.html>. “Fragments.” Big Dog’s Grammar. 02 Feb. 2005. <http://aliscot.com/bigdog/fragments.htm>. “The Grammar Outlaw.” Acadia University English Department. 02 Feb. 2005. “Sentence Fragments.” Capital Community College. 02 Feb. 2001. “Sentence Fragments.” UIUC Center for Writing Studies. 02 Feb. 2005. “Verbals and Verbal Phrases.” UIUC Center for Writing Studies. 02 Feb. 2005. - Active Voice Vs. Passive Voice - Adjective and Adverbs - APA Format (Sample included) - The Comma - Creating A Resume - Essay Writing - Fragments II - Gerunds And Infinitives - In-class Essay Exams - Internet Basics - Internet Research - Microsoft Word Basics - MLA Format (Updated) - Paragraph Development - Parts of Speech - Personal Statement Essays - Pronoun Agreement - Run-on Sentences - Speech Giving - Study Skills/Time Management - Subject Verb Agreement - Thesis Statements - Verb Tenses - Verbs With -ED Endings - The Writing Process - Writing A Summary

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Sport and National Identity in the Post-War World Edited by Dilwyn Porter, Adrian Smith Published March 11th 2004 by Routledge – 208 pages What is the relationship between sport and national identity? What can sport tell us about changing perceptions of national identity? Bringing together the work of established historians and younger commentators, this illuminating text surveys the last half-century, giving due attention to the place of sport in our social and political history. It Includes studies of: · English football and British decline · Englishness and sport · Ethnicity and nationalism in Scotland · Social change and national pride in Wales · Irish international football and Irishness · Sport and identity in South Africa · Cricket and identity crisis in the Caribbean · Baseball, exceptionalism and American Sport · Popular mythology surrounding the sporting rivalry between New Zealand and Australia Sport and National Identity in the Post-War World presents a wealth of original research into contemporary social history and provides illuminating material for historians and sociologists alike. Introduction 1. Sport and national identity in contemporary England 2. 'Your boys took one hell of a beating!' English football and British decline, c.1950-80 3. 'Every day I wake up and I thank the Lord I'm Welsh': sport and national identity in post-war Wales 4. 'Cry for Us, Argentina': sport and national identity in late twentieth-century Scotland 5. Who are the boys in Green? Irish identity and soccer in the Republic of Ireland 6. 'One Nation, One Soul, One Dream, One Goal?' Sport and national identity in South Africa 7. Cricket and a crisis of identity in the Anglophone Caribbean 8. Baseball and American exceptionalism 9. Black against gold: New Zealand-Australia sporting rivalry in the modern era

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Our Antiemetics Main Article provides a comprehensive look at the who, what, when and how of Antiemetics Definition of Antiemetics Antiemetics: 1. As a noun, a drug taken to prevent or treat nausea and vomiting. As, for example, the antihistamine meclizine hydrochloride (Bonine). Last Editorial Review: 6/14/2012 Back to MedTerms online medical dictionary A-Z List Need help identifying pills and medications? Get the latest health and medical information delivered direct to your inbox FREE!

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O'Reilly Book Excerpts: Java Programming with Oracle SQLJ Contexts and Multithreading This excerpt is Chapter 8 from Java Programming with Oracle SQLJ, published in August 2001 by O'Reilly. There are two important objects used in SQLJ that affect the execution of database operations: connection contexts and execution contexts. Connection contexts are used to connect to a database. All embedded SQL statements within a SQLJ program run in a connection context. Connection contexts make it possible to create multiple connections to a database or to connect to more than one database at a time. An execution context is used to hold the number of rows affected by a SQL operation, along with any warnings generated by the database. Execution contexts are used to control certain aspects of how a SQL statement is executed. For example, you can use an execution context to control the timeout period after which a SQL operation is abandoned. A multithreaded program is one that is able to carry out several tasks in parallel using Java threads. As you will see in this chapter, execution contexts are very important when writing a multithreaded SQLJ program.

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Metastatic tumors in the lungs are cancers that developed at other places in the body (or other parts of the lungs) and spread through the bloodstream or lymphatic system to the lungs. It is different than lung cancer that starts in the lungs. Surgery to take a sample of tissue from the lungs (surgical lung biopsy) Chemotherapy is usually used to treat metastatic cancer to the lung. Surgery isn't always done, because usually the cancer is in other parts of the body not seen by imaging tests. Surgery to remove the tumors seen on an x-ray is not likely to be helpful. However, surgery may be an option when: The first (primary) tumor has been removed The cancer has spread to only limited areas of the lung The lung tumors can be completely removed with surgery However, the main tumor must be curable, and the patient must be strong enough to go through the surgery and recovery. There are other experimental treatments. One of these treatments uses local heat probes to destroy the area. Another places chemotherapy medicines directly into the artery that supplies blood to the part of the lung containing the tumor. You can ease the stress of illness by joining a support group where members share common experiences and problems. For this condition, see cancer support group. A cure is unlikely in most cases. It is rare for someone to live more than 5 years with metastatic cancer to the lungs. However, the outlook depends on the specific type of primary cancer. You and your family may want to start thinking about end-of-life planning, such as: Ettinger DS. Lung cancer and other pulmonary neoplasms. In: Goldman L, Schafer AI, eds. Cecil Medicine. 24th ed. Philadelphia, PA: Saunders Elsevier; 2011:chap 197. David C. Dugdale, III, MD, Professor of Medicine, Division of General Medicine, Department of Medicine, University of Washington School of Medicine. Yi-Bin Chen, MD, Leukemia/Bone Marrow Transplant Program, Massachusetts General Hospital. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M. Health Solutions, Ebix, Inc.

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Teaching and Learning are inextricably linked. Some teachers have the philosophy that their job is only to present the information. What do you think? If learning has not taken place, have you taught?? There are many theories about how learning takes place. Be sure to read about them in Chapter 4! We are going to concentrate on a couple of concepts. First, Bloom's Taxonomy. You probably remember that from your education classes. The levels you see represent different levels of thinking Here is another way to look at it with a little more detail. BLOOM’S REVISED TAXONOMY Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Using information in another familiar situation Implementing, carrying out, using, executing Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Recognising, listing, describing, retrieving, naming, finding Notice that 'Remembering' is at the bottom of the food chain and that 'Creating' is at the top. It is helpful to assess our classroom activities and categorize them. Are we concentrating too much on the lower levels? Take a look at this planning guide: Bloom's Revised Taxonomy Planning Framework One pitfall for music teachers is to consider 'exploring' to be 'creating.' You know what I mean, when we put an instrument in a student's hand, let him/her noodle around, and then call that 'improvisation.' Hmmmm. . . . . Creating, at least in this sense, is the highest level of thinking, so as we discuss this week, be sure to use 'creating' as a higher form than 'exploring.' Now let's look at another concept: Multiple intelligences is a theory developed by Howard Gardner. He said that intelligence based upon IQ tests was too limited and that there are actually 8 different kinds of intelligence that we all possess to various degrees. For an explanation of this theory, follow the link below. Here is an example of a good use of Wikipedia. There is a brief description of the theory and its parts. If you scroll down to the bottom, there is an excellent bibliography. Check it out: Now, take the test yourself Multiple Intelligence Test The link below is a website that gives very helpful information to educators about using the knowledge of multiple intelligences in the classroom. Now, what if you were to combine Bloom's taxonomy with Multiple Intelligences and apply the two to your classroom. Here is a master chart called Blooming Smarts Master Planning Matrix This chart combines the different levels of thinking (Bloom's Revised Taxonomy) with the different kinds of intelligence (Multiple Intelligences). You can use this to plan activities that incorporate all levels of thinking and all kinds of intelligence. It will challenge your creativity, but just think of the ramifications of addressing the strengths of all of your students on every level!

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Find Out More, Session 9: Love of Learning In "Love Will Guide Us," a Tapestry of Faith program Books geared toward children and families include: - A Child's Introduction to the Night Sky: The Story of the Stars, Planets, and Constellations — and How You Can Find Them in the Sky by Michael Driscoll (Black Dog & Leventhal Publishers, 2004) - Astronomy by Kristen Lippincott (DK Eyewitness Books, 2008) - The Stars: A New Way To See Them by H. A. Rey (Houghton Mifflin Company, 2008) - Maybe Yes, Maybe No by Dan Barker (Prometheus Books, 1993). In this child's introduction to healthy skepticism and critical thinking, the ten-year-old heroine, Andrea, is "always asking questions," writes Barker, because she thinks you should prove the truth. - Humanism, What's That? by Helen Bennett (Prometheus Books, 2005). "This small volume holds out the hope and openness of Humanism in a form that can help young people confront Fundamentalist approaches to religion with confidence," writes Rev. William Sinkford, past President of the UUA. This work is made possible by the generosity of individual donors and congregations. Please consider making a donation today. Last updated on Thursday, October 27, 2011. - About the Authors - Session 1 - Session 2 - Session 3 - Session 4 - Session 5 - Session 6 - Session 7 - Session 8 - Session 9 - Session 10 - Session 11 - Session 12 - Session 13 - Session 14 - Session 15 - Session 16 - List of Stories - List of Handouts - List of Leader Resources

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VMware Workstation 4Features | Documentation | Knowledge Base | Discussion Forums With shared folders, you can easily share files among virtual machines and the host computer. To use shared folders, you must have the current version of VMware Tools installed in the guest operating system and you must use the Virtual Machine Control Panel to specify which directories are to be shared. You can use shared folders with virtual machines running the following guest operating systems: To set up one or more shared folders for a virtual machine, be sure the virtual machine is open in Workstation and click its tab to make it the active virtual machine. Go to Edit > Virtual Machine Settings > Options and click Shared folders. You can add one or more directories to the list. Those directories may be on the host computer or they may be network directories accessible from the host computer. In a Windows virtual machine, shared folders appear in My Network Places (Network Neighborhood in a Windows NT virtual machine) under VMware Shared Folders. For example, if you specify the name Test files for one of your shared folders, you can navigate to it by opening My Network Places > VMware Shared Folders > .host > Shared Folders > Test files. You can also go directly to the folder using the UNC path You can map a shared folder to a drive letter just as you would with a network share. Note: To see shared folders displayed in this way, you must update VMware Tools in the virtual machine to the current version. If your guest operating system has the version of VMware Tools that shipped with VMware Workstation 4.0, shared folders appear as folders on a designated drive letter. In a Linux virtual machine, shared folders appear under /mnt/hgfs. So the shared folder in this example would appear as /mnt/hgfs/Test files. To add a new shared folder to the list, click Add. On a Windows host, a wizard guides you through the process. On a Linux host, a dialog box appears. Enter the required information, then click OK. Provide the following information: To change the settings for a shared folder on the list, click the folder's name to highlight it, then click Properties. The Properties dialog box appears. Change any settings you wish, then click OK. Note: You can use shared folders to share any type of file. However, Windows shortcuts and Linux symbolic links do not work correctly if you try to use them via shared folders. Caution: Do not open a file in a shared folder from more than one application at a time. For example, you should not open the same file using an application on the host operating system and another application in the guest operating system. In some circumstances, doing so could cause data corruption in the file.

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One of the most striking aspects of German-Jewish modernism, and certainly what distinguishes it from the surrounding German milieu, is its meditation on Jewish tradition, which to the modernists represented a pre-modern authenticity that they felt they had lost. Curiously, and perhaps not unlike my own rabbis, German-speaking Jewish modernists most commonly fixed their gaze not just on any Jewish tradition but that of Eastern European or, more vaguely, 'Oriental' Jews, a term that enabled them to stress their own distance from tradition while still claiming a mystical as well as genetic connection. Like other Orientalists, German modernists regarded the Eastern Jews as exotic and even intimidating, like Kafka's gatekeeper. Yet they also saw in the Eastern Jew a vision of their own personal origins, a ghost of authenticity past. For what are Western Jews, the Austrian writer Joseph Roth asked, if not Eastern Jews who had forgotten? Roth mourned what seemed to him to be the irreversible process by which Jews westernized, "gave up," and lost the "sad beauty" he eulogized in his essay "The Wandering Jews" as well as his novel, Job. He, like Kafka, seemed to believe that there was no going back. Others, however, proposed various ways of reconnecting. The great Expressionist poet Else Lasker-Schüler liked pretending that she was, in fact, the Oriental "Prinz Jussuff." The novelist Jacob Wassermann similarly flattered himself by boasting of an "Oriental force" in his blood that powered his creativity. Few, however, made as much out of this Jewish Orientalism as Martin Buber, who defined Western Jews as Orientals whom emancipation had denatured. Buber reassures his readers that the soul of the Jew is intact: "the Jew has remained an Oriental." One can even detect the Oriental spirit, he wrote, "in the most assimilated Jew, if one knows how to gain access to his soul; and even those who have eradicated the last vestiges of Judaism from the content of their thinking still, and ineradicably, carry Judaism within them in the pattern of their thought." For Buber, the Orient still thrived in Eastern Europe among the "decadent yet still wondrous Hasid of our days." The renewal of Judaism in the West lay precisely in turning to the East for inspiration and instruction. Much of the German-Jewish reflection on 'Oriental' Jews is irrelevant today. Buber's Poland is long gone, Yiddish is dead, and the "Hasid of our days" is wondrous to very few. (Indeed, Buber's Orient never existed in the first place, as it was to a large extent the expression of his own yearnings.) What we can learn from, however, is the German-speaking Jewish modernists' ability to identify with Jewish tradition while remaining outside of it. They turned to Eastern European Judaism without renouncing their own modernity, without denying the distance between the traditions and themselves. In fact, that distance was the only thing of which they were really certain. Obviously their relationship with tradition was attenuated and artificial. The modernists always regarded Jewish tradition through their own subjectivist lens, reifying it, orientalizing it, imposing numerous discursive constraints that deformed their perception of it. They were to a great extent its authors, and we should not only recognize this fact, but draw on it for inspiration as we renew and reinvent Jewish tradition to suit our own era. However, their Orientalism also brought them into an intimate relationship with the real liturgy, language, law, and lore of the Jewish people. Not content to just talk about the tradition, they tried to get inside it and learn it. Thus Kafka studied Hebrew and fetishized the Yiddish theater. Gershom Scholem became the great historian of Jewish mysticism. Whatever their path to tradition, they avoided the nihilism according which all knowledge, because it is so contingent, is suspect and therefore to be refused. Instead, they groped for ways to live with the Law and with themselves. The Queer Guy at the Strip Club The Gifts of the German Jews: Toward a Postmodern Judaism My first shabbos Stones of Jerusalem Holocaust Video Testimonies: The Other Reality TV Josh Tells a Bedtime Story Zeek in Print Buy online here The Zeek Archive

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|Air date||December 4, 1969| |Season||Season 1 (1969-1970)| |Sponsors||D, E, M, 8, 9| - Ernie and Bert: Bert and Ernie try to figure out who owns a cabinet containing cookies. Bert says that the cabinet is his, because he has his first initial, B, on the door. However, the B is spread between two doors, and Ernie opens one door, making the other look like an E. - Buddy and Jim try to eat soup with a fork. - Ernie and Bert: Ernie gets Bert to play a game with him, in which he says "I one the sandbox," Bert says "I two the sandbox," and so on until Bert gets to "I eight the sandbox." "You ate the sandbox? How'd it taste?" Ernie asks. - Sesame Street Animal Films: Footage of all types of birds on land, including flamingos and pigeons. - Cartoon: Two boys notice a D, saying it looks fat. A resonant voice (Gary Owens) informs them that it's the letter D. This leads to a jazzy story about a dog who digs for dice, wins a duck, and buys a dinosaur with a dime. Moral: "If you dig a dinosaur, drop your duck for a dime." - An Anything Muppet woman sings "Minute Waltz." - Ernie and Bert: In a three-part sketch, Ernie conducts an "alphabet test" (using a poster from the Sesame Street Learning Kit). While Bert checks the poster, Ernie tries to recite the alphabet from memory. After a couple of snags, Ernie completes it. When Bert challenges him to say it backwards, Ernie turns his back from Bert and recites the alphabet, facing the poster. - Animation: "E Imagination": A surreal story of a boy eating a peach atop an eagle witnesseing a queen on her knee, dreaming of eating ice cream in a land of steam. (First: Episode 0001) - Clay animation: "E" -- the word "egg" is spelled out and becomes an egg, which then hatches an eagle. (First: Episode 0003) - Cartoon: An octopus one-man band helps viewers learn how to count to ten. (aired twice) (First: Episode 0004) - How a magnifying glass works - Film: "What Are Kids Made Of?" |Previous episode:||Next episode:| |Episode 0018||Episode 0020|

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The China widely bruited as the next hegemonic power is the product of 150 years of false starts, repeated disappointments, and astonishing violence. During the 19th century China was often at war with foreign countries but internal warfare was far worse; the famous Taiping Rebellion alone claimed tens of millions of lives. China's imperial system collapsed in 1912 and decades of internal chaos followed. The eight years of war between China and Japan—July 1937 to September 1945—displayed a ferocity comparable to the German-Soviet front in Europe. After the China-Japan war, the civil war resumed, and there were millions of casualties. In 1950, the new People's Republic of China invaded Tibet and battled armed resistance until 1959. Turkic peoples in the northwest of the country also fought Chinese rule and they, too, were bloodily suppressed. Mao Zedong (1893-1976) then turned against the Chinese people themselves. He initiated the Great Leap Forward in the 1950s, a brutal campaign of collectivization and man-made famine that took more than 40 million lives. In the 1960s, he started the Great Proletarian Cultural Revolution, which cost more lives and wrought more destruction. Mao's death in 1976 triggered a brief, but intense, power struggle, from which a 75-year-old man named Deng Xiaoping (1904-1997) emerged as the country's dominant political figure. Now Ezra Vogel has taken on the daunting task of explaining how Deng, inheriting the mess Mao had made, set China on a radically new course. "Reform and opening up," as Deng called his policy, is into its fourth decade and few will argue with Vogel that Deng's program has had an enormous influence. Vogel brings a formidable background to his depiction of Deng's efforts. Now emeritus professor at Harvard, he has been a sociologist, a China—focused intelligence officer, and an industrious "Pekingologist," that is, someone who pays close attention to the inner workings of China's Communist Party and the political system it has created. * * * Vogel devotes but a few score of his almost 900 pages to Deng's activities before the consolidation of his position in the late 1970s. Deng became a Communist when he was 18. By 1930, he had allied himself with Mao Zedong's faction inside the party and he rose rapidly. He survived the Long March and the intra-party purges associated with it. He commanded troops in the protracted Communist-Nationalist civil war. After the founding of the People's Republic in 1949, he was an unwavering Mao loyalist and, in 1957, the chairman made him the party's highest-ranking administrative official, general secretary. Vogel leaves us to fend for ourselves if we wish to discern Deng's mindset. One instructive episode occurs during his leadership of the Chinese delegation to the famous Soviet Communist Party Congress in 1956 where Nikita Khrushchev, Joseph Stalin's successor, powerfully criticized Stalin's crimes—not so much the ones Stalin had committed against tens of millions of Soviet citizens, but those against members of the Communist Party. Vogel does not quote Khrushchev but one can easily find and read what Deng heard Khrushchev say about Stalin: Stalin did not tolerate collegiality...he practiced brutal violence...his character was capricious and despotic...he demanded absolute submission to his opinion...whoever opposed him was doomed to moral and physical liquidation...Stalin showed in a whole series of cases his intolerance, his brutality and his abuse of power...he chose the path of repression and physical annihilation. Khrushchev called Stalin's personality cult "an expression of the most dissolute flattery, an example of making a man into a godhead." All of this was more than merely reminiscent of Mao Zedong. Deng was appalled and, when he returned to China, he joined Mao in a spirited defense of Stalin; indeed, Deng himself wrote the pro-Stalin polemics that marked the initial phase of the Sino-Soviet split. But Deng was more than a polemicist; he was also a practitioner. Vogel does not reflect on what Mao and Deng saw in each other nor, more important to his book, on the deeper personal qualities that Deng would later bring to his own post-1978 program. "Deng, the implementer," Vogel writes, "had always been more practical and realistic than Mao, the philosopher, poet, and dreamer." A partnership of dreamer and doer, indeed: as Mao's chief operating officer, Deng was deeply involved in many murderous episodes of the 1950s, culminating in the "Great Leap Forward." Still, for Vogel, the first four decades of Deng's career are not as interesting or as significant as the last three. The murder and mayhem just happened. Vogel's tone is flat, but it is also morally obtuse. Put plainly, Deng's infatuation with Mao's philosophy, poetry, and dreams helped to destroy tens of millions of lives. * * * But what of Deng's sense of himself? For decades, he had seen comrades perish and suffer. More than once, Mao had capriciously demoted him and sent him into rough and dangerous internal exile. Deng's son was beaten into paralysis while imprisoned by the Red Guards and the father of his third wife was killed in a "land reform" campaign. Many turned on the party, but Deng's faith in its historic mission endured. Indeed, when he had the chance, Deng directed a "historical evaluation" of Mao that pronounced him "seventy percent right." The 30% wrong was the campaigns he had directed against party members, threatening the party's hold on power. Thus, many good party members victimized by Mao were to be "rehabilitated" if dead or, if still alive, returned to positions of influence. As for the rest of Mao's legacy, it is by Deng's order that Mao still looks out over Tiananmen Square and his face still appears on the country's currency. Vogel says that Deng had his reasons. Maintenance of the Communist Party's monopoly on power was one of the four objectives of his plan. Deng could not imagine a way forward without the party's dictatorship and thus he consistently suppressed advocates of political liberalization, most notoriously in 1989 when he ordered military forces into Tiananmen Square. Hu Jintao, now the head of both China's Communist Party and its government, was brought to Beijing by Deng in 1989; he had drawn Deng's attention after imposing martial law in Tibet to crush local dissent. Deng believed that his program of "reform and opening up" in both its economic and political parts would save the party and perpetuate its rule even as it transformed the society. It was a gambit unprecedented in the history of Communist dictatorships, almost all of them now defunct. Does Deng's program make the case for Chinese exceptionalism? The Chinese Communist Party has been saved even as Chinese society has been radically transformed—thoroughly, unimaginably transformed. Deng's Long March is therefore no ordinary episode and it is well worthwhile trying to understand how it happened. * * * Vogel is now 82 and the transformed China about which he writes so extensively is a vivid contrast to the first decades of the People's Republic, which he also knew. In truth, those of us who are not yet 82 but still old enough to remember that People's Republic find it hard to express our amazement to younger people whose first exposure to China is a recent one. Things are so much better now than they were then that it can seem crotchety and grudging to point out contemporary shortcomings. But all of us need to get beyond our amazement when we see the skylines of skyscraper-filled cities that were once provincial backwaters. The People's Republic no longer measures itself solely against its sordid past, and we should not either. Its own standard is its "peer competitors" of today. By that measure, how should we regard the past 30 years in China? Vogel recounts a blizzard of things that happened during this period and his industrious scholarship does us the great service of tracking Deng's every move through the party's labyrinth. He shows how Deng skillfully played a weak diplomatic hand, prodding the United States, Western Europe, and Japan to fashion a grand strategy against the Soviet Union that would work to China's advantage. By offering China as an eager collaborator, Deng secured essential backing from the industrial democracies for his plans. Vogel also reminds us of the decisive presence, nearby, of "Confucian" and "Chinese" success stories—Japan, South Korea, Taiwan, Singapore, Hong Kong—that Deng would draw upon for expertise and capital. * * * The fundamental problem with Vogel's account is that it is another variation on the "triumphalist" theme originally spun by China's Communist Party and now performed around the world. All the triumphalist narratives derive from a claim first made by Mao Zedong in 1950: "Without the Communist Party There Would Be No New China." The slogan later became the basis for a catchy ditty often sung during the Cultural Revolution. Now, with revised lyrics of course, it is an international smash hit. At home, this unexamined assertion is used to buttress the party's bedrock claim to continuation of its monopoly on political power—that it has been the architect of New China, as no other group of people could have been. The party presents itself as the best solver of China's problems; it claims that it alone possesses unique understanding; it admits of no other possibility. The central question of contemporary Chinese politics is thus a contest over this claim: does China still need an all-powerful Communist Party? And this question immediately leads us to an underlying one: did China ever need an all-powerful Communist Party? Today, we have both 60 years of experience with the People's Republic itself and a much deeper knowledge of China's modern history with which to engage these questions. We also have Vogel's book which, though certainly not written to promote previously unmentionable heresies, forces us to consider them on almost every one of its pages. In fact, when we place Vogel's account of Deng's time in power against what we know of China and the world, we cannot help being far less impressed than Vogel thinks we should be. In the first place, a blueprint like Deng's appeared in the mid-19th century when even the Taiping rebels drew up detailed plans for the renovation of the country. It is also now well understood that the so-called "self-strengtheners" of the late 19th and early 20th centuries were well along in major "reform and opening up" that was rapidly integrating China into the global economy even as major reforms were being implemented in education and governance. In fact, these processes were well-enough along so that, today, many younger Chinese historians question whether the last dynasty should have been overthrown at all. In the event, the leaders of the early republic, especially Sun Yat-sen, moved forward along the same track, and the decades prior to the founding of the People's Republic were filled with significant achievements. Meanwhile, the first 30 years of the People's Republic are now seen as the disruptive and destructive decades they actually were. At best, we can say that Deng helped to restart history or, better, rejoin it. Fortunately for China, other places had not been so unfortunate in their leaders. Vogel describes at great length the critical role of money and advice and, most important, inspiration from Hong Kong, Singapore, and Taiwan, Capitalist Roaders all. In sum, the correct formulation should be: "Without the Communist Party, New China Would Have Shown Up Decades Sooner"—and at but a tiny fraction of the cost in human and material destruction wrought by Mao, Deng, and their cohort. In 1989 Ezra Vogel published a detailed 500-page analysis of how the first 10 years of Deng's program were faring in Guangdong, its showplace province. He called it One Step Ahead in China. More than 20 years later, in the ways that matter most, China has fallen many steps behind, and ominously so. In the end, Deng Xiaoping made it harder for China to catch up, even as he made it appear that China was sprinting ahead.

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SCSI bus types From an electrical point of view, there are two incompatible bus types: single-ended and differential. This means that there are two different main groups of SCSI devices and controllers, which cannot be mixed on the same bus. It is possible however to use special converter hardware to transform a single-ended bus into a differential one (and vice versa). The differences between the bus types are explained in the In SCSI related documentation there is a sort of jargon in use to abbreviate the different bus types and speeds. Ultra: 40 Mbyte/s FWD: Fast Wide Differential 20Mbyte/s FND: Fast Narrow Differential 10Mbyte/s FN: Fast Narrow 10Mbyte/s SE: Single Ended 5Mbyte/s Wide is a bit ambiguous, it can indicate 16 or 32 bit buses. The 32-bit variant is not (yet) in use, so wide usually means 16 bit. Fast means that the timing on the bus is somewhat different, so that on a narrow (8 bit) bus 10 Mbyte/s are possible instead of 5 Mbyte/s for 'slow' SCSI. Ultra is faster again by a factor of 2. It should be noted that the data lines > 8 are only used for data transfers and device addressing. The transfers of commands and status messages etc are only performed on the lowest 8 data lines. The standard allows narrow devices to operate on a wide bus. The useable bus width is negotiated between the devices. It is important to monitor device addressing closely when mixing wide and narrow.

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The best way to learn vocabulary is through a set list or group of words you want to know. Creating a list is crucial to keeping a schedule that is right for you especially if you have a specific schedule with work and family. A list of words you want to learn daily or weekly help you set a goal for yourself so you can learn a specific amount of material within your own schedule. When you form a list of words, evaluate a larger list and cut it down into parts. Cut up your list so that it is categorized into parts that are easier to learn and memorize. It's easier and more convenient to learn twenty to thirty words a week rather than hundreds of a time. Learning words in smaller sections also gives you a way to clearly research them through your chose CD software. It's also more convenient for you to learn vocabulary words and use them in your everyday life such as conversations, writing, and even formal speeches. After you make your list, make an effort to browse your purchased CD software for the words you want to learn. Good CD software for learning vocabulary will help you engrain the words into your mind so that you wont forget what you have learned shortly afterward. - Vocabulary Improvement Techniques - Ways to Increase Vocabulary Quickly - Vocabulary Builder Course - Using Vocabulary Software - Vocabulary CD Programs - GRE Vocabulary Primer - Business Vocabulary Course Vocabulary CD Programs: - Using Software CDs for Learning Vocabulary - Vocabulary Trees and Word Discovery - Form Lists - Dictionaries Online - CDs have Improved Technology - Incorporate Verbs and Nouns

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- Posted by: - Scot Leavitt - Course Number: - MTH 211 - Course Title: - Foundations of Elem Math I - Credit Hours: - Lecture hours: - Lecture/Lab hours: - Lab hours: - Special Fee: Surveys mathematical topics for those interested in the presentation of mathematics at the K-9 levels. Topics emphasized are problem solving, patterns, sequences, set theory, logic, numeration systems, number bases, arithmetic operations, and number theory. Various manipulative and problem solving strategies are used. Prerequisite: MTH 95 or higher, and WR 115 and RD 115 or equivalent placement test scores. Audit available. Addendum to Course Description This is the first term of a three-term sequence (MTH 211, 212, and 213). Foundations of Elementary Math I is intended to examine the conceptual basis of elementary mathematics and to provide students with opportunities to experience using manipulatives to model problem solving, computational operations with whole numbers, topics in number theory and set theory. The content and pedagogy is based on the NCTM standards. Emphasis is on why mathematics works as it does rather than on memorization of algorithms. Intended Outcomes for the course Upon successful completion students should be able to: • Understand the theoretical foundations of mathematics focusing on whole number arithmetic as taught at the K-9 level in order to develop mathematical knowledge for teaching. • Use various problem solving strategies and algebraic reasoning to create mathematical models, analyze real world scenarios, judge if the results are reasonable, and then interpret and clearly communicate the results. • Participate in a teacher education program. • Use appropriate mathematics, including correct mathematical terminology, notation, and symbolic processes, and use technology to explore the foundations of elementary mathematics. Course Activities and Design In-class time is primarily activity/discussion or lecture/lab emphasizing the use of manipulatives and problem solving techniques. Activities will include group work, field experience, or teaching demonstrations. Outcome Assessment Strategies 1. At least two proctored examinations. 2. At least one writing assignment and 3. At least two of the following additional measures: a. Take-home examinations. b. Graded homework. d. Individual/Group projects. e. In-class activities. h. Individual projects exploring the NCTM standards. i. Individual or team teaching demonstration(s). j. Field experience k. Service Learning Course Content (Themes, Concepts, Issues and Skills) 1.0 MATHEMATICS AND PROBLEM SOLVING The instructional goal is to develop problem solving ability. 1.1 Utilize Polya's four-step problem solving process. 1.2 Develop problem solving strategies, including making a drawing, guessing and checking, making a table, using a model, and working backward. 1.3 Explore patterns and sequences, and their relationship to problem solving. 1.4 Use algebra and algebra manipulatives to problem solve. 1.5 Solve application problems utilizing functions and graphs. 2.0 SETS AND LOGIC The instructional goal is to learn the fundamental concepts of set theory and logic. 2.1 Explore attributes and classification. 2.2 Use set theory symbolism. 2.3 Represent set concepts using Venn diagrams. 2.4 Understand and use the concepts of subset, intersection, union, and complement of a set. 2.5 Utilize set theory in application problems. 2.6 Apply deductive reasoning. 2.7 Use symbolic logic to explore premises, conclusions, and validity. 3.0 NUMERATION SYSTEMS AND WHOLE NUMBERS The instructional goal is to develop an understanding of systems of numeration and the system of whole numbers. 3.1 Explore numeration systems of other cultures. 3.2 Define the set of whole numbers and their properties. 3.3 Model, compute, and investigate whole number operations in several bases. 3.4 Estimate and use mental arithmetic. 4.0 NUMBER THEORY The instructional goal is to understand elementary concepts of number theory and how these concepts are used in the elementary curriculum. 4.1 Explore divisibility. 4.2 Identify prime and composite numbers. 4.3 Prime factor numbers and determine when numbers are “relatively prime.” 4.4 Find the least common multiple (LCM) and the greatest common divisor/factor (GCD/F) of two or more numbers. 4.5 Use “clock arithmetic” and other simple modular arithmetic applications.

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4 New Species Of Zombie Ant Fungi Discovered In Brazilian Rainforest Four new Brazilian species in the genus Ophiocordyceps have been published in the online journal PLoS ONE. The fungi, named by Dr. Harry Evans and Dr. David Hughes, belong to a group of "zombifying" fungi that infect ants and then manipulate their behavior, eventually killing the ants after securing a prime location for spore dispersal. These results appear in a paper by Evans et al. entitled Hidden Diversity Behind the Zombie-Ant Fungus Ophiocordyceps unilateralis: Four New Species Described from Carpenter Ants in Minas Gerais, Brazil. This paper is the first to validly publish new fungal names in an online-only journal while still complying with the rules and recommendations of the International Code of Botanical Nomenclature (ICBN). Beyond this important milestone, the paper is noteworthy for the attention it draws to undiscovered, complex, biological interactions in threatened habitats. The four new species all come from the Atlantic Rainforest of Brazil which is the most heavily degraded biodiversity hotspot on the planet. Ninety-two percent of its original coverage is gone. The effect of biodiversity loss on community structure is well known. What researchers don’t know is how parasites, such as these zombie-inducing fungi, cope with fragmentation. Here the authors show that each of the four species is highly specialized on one ant species and has a suite of adaptations and spore types to ensure infection. The life-cycle of these fungi that infect, manipulate and kill ants before growing spore producing stalks from their heads is remarkably complicated. The present work establishes the identification tools to move forward and ask how forest fragmentation affects such disease dynamics. On the Net:

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New clues about the bacteria that cause Lyme disease could lead to a novel strategy to reduce infections, according to a study to be published in mBio®, the online open-access journal of the American Society for Microbiology, on December 4. The study reveals that the immune system of the white-footed mouse, a very common reservoir for Borrelia burgdorferi (the bacterium that causes the disease), responds differently to different strains of the bacterium, a finding that will help scientists tweak the animals' immune systems to prevent infection. A vaccine that keeps these wild mice free of the pathogen could significantly curb the spread of the disease from mice to ticks to humans. "There's no human vaccine, and there's not likely to be one," says Alan Barbour of the University of California, Irvine, the lead author of the study. "We have to focus on lowering the risk. One way to do that is by treating the animals that carry the disease." Rabies offers a good example of how this might be accomplished, says Barbour. By deploying vaccine-laced food bait, public health officials have managed to lower the rabies infection rate in wildlife and significantly limited the spread of the disease to pets and humans. Although Lyme disease only emerged in the U.S. in the past 40 years or so, around 25,000 cases are now reported every year in this country and the medical costs of these cases are estimated to range in the billions of dollars. Despite the growing importance of the disease, little is known about the evolution and ecology of the bacterium that causes the illness. Barbour and his colleagues sought to understand why as many as 15 different strains of B. burgdorferi exist in the wild at differing degrees of prevalence. In the parts of the country where Lyme disease is most common, the majority of white-footed mice are infected with B. burgdorferi during the course of the year. Unlike humans and lab mice, white-footed mice don't get sick when they're infected so the bacteria grow and multiply within them, and when a deer tick bites it sucks up the bacteria along with its blood meal. In the lab, the group at UC Irvine exposed white-footed mice to various strains of B. burgdorferi and tracked the course of the infection. All the B. burgdorferi strains infected the white-footed mice, but some strains managed to grow to high densities in various mouse tissues while others did not. Barbour says the immune reactions the mice mounted against the various strains explain these discrepancies: the greater the immune response, the fewer bacteria found in a mouse's tissues and vice-versa. Importantly, the strains that grew to greatest densities within the mice are also the strains that are most prevalent in the wild. When they looked at the immune reaction to individual B. burgdorferi proteins the authors found a complex interplay of reactivities. The mice reacted in different degrees to the various proteins present in a single bacterial strain, which could explain why such a great diversity of B. burgdorferi strains are sustained in the wild, say the authors. Barbour says knowing more about how the white-footed mouse reacts to all the various B. burgdorferi strains and immunogenic proteins will help vaccine developers select the best proteins to put in a vaccine. "The best candidate for the mouse vaccine is something that's the same in all the [B. burgdorferi] strains," he says. Once a vaccine for the white-footed mouse is developed, it will need to be tested by exposing immunized mice to a selected set of diverse B. burgdorferi strains, says Barbour, and the results of this study can help make that selection. "If we can find five that are representative, that would be an advantage." This study, he says, "is going to provide a foundation for future studies in understanding the infection in these animals as we proceed with developing vaccines."

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Phil/FA 310 Introduction to Aesthetics Instructor: Dr. Norman Lillegard Office: H 229 587 7384 Office Hours: 10.00 ‑11.00 a.m. and 1-2 p.m. MWF and by appointment Texts: Puzzles about Art (ed. Battin etc.) and Basic Issues in Aesthetics by Eaton (In UC and Bradley). Course Title: Questions about the Arts That Won’t Go Away. Art; can you define it? Are there non-subjective standards of criticism/evaluation? Why bother with the arts? Why spend (public) money on galleries, subsidies for playwrights or orchestras, etc.? Are there correct interpretations of art works? Does interpretation depend upon the artists intentions? Should art be “moral” in any sense? Should it be censored in any way? Is avant-garde art really art at all? What is the “ontological status” of various art works? How do art works differ from products of the crafts, if at all? How if at all do “fine arts” differ from entertainment? Does, or should, art “imitate” life or anything else? What about “art for arts sake?” Is art a medium of expression? Expression of what? The Artist’s soul? Her emotions? Should “works” produced by computers (or monkeys!) be counted as works of art? Do the arts have a future or are the fine arts done for, about to be replaced by decoration, entertainment, craft? And so forth. The Purposes of this Course: To address the questions listed above and related questions. To become familiar with some of the principal answers that have been proposed from the Greeks to the present. To gain practice in thinking critically and with a sense of the options available about these questions. Perhaps, to formulate some defensible views on these matters that will inform one’s own practices in the future. Perhaps, to find ways of defending civilization against barbarism (!!??). We will be studying the views of some major thinkers, but the aim is not that you be able to repeat their views, but that you learn to think with them. Therefore, the ability to parrot views (whether those of an author, the instructor or anyone else's) or regurgitate information (like a quiz show participant) is of no use to you or anyone. You will not be tested on such an ability. Exams are designed to test understanding of arguments and issues, and critical reading skills, rather than retention of information. However, you do need to be familiar with some relevant examples and illustrations, and some terminology. ! Attend class and participate, do the readings, do all written assignments, pass the exams. Two exams. (multiple choice, T/F, see sample exams on web page). First exam worth 120 pts, Final exam is comprehensive, worth 180 pts. ! Quizzes: there will be frequent (once a week or more) unannounced quizzes. Missed quizzes cannot be made up. Each quiz will be worth 6 – 12 points, and will consist of multiple choice and T/F questions. Total, ca. 130 pts. ! A short paper (no less than 1500 words) on a topic approved by the instructor must be completed and handed in by mid-term and revised in the light of criticisms by the final. NO PAPER WILL BE ACCEPTED AFTER THE MID TERM. 100 pts. ! One report on a UTM art event (exhibit, theatre, concert). 25 pts. ! Attendance. Regular attendance and informed participation in class are essential since (a)not everything covered in class is included in the texts (b) you will need help with this material, and that is what class sessions, and the instructor, are for. 40 points. ! Extra Credit: Don’t count on much. Carefully prepared reports or other class presentations (including student prepared debates under the instructor's guidance) can earn extra points. (Max. of 30 pts.). Presentation of actual (original) art works with discussion relating to the readings might be especially valuable. Total points ca. 600. Normally %90 of total points gets you an 'A', %80 a 'B' and so forth, but significant adjustments for curve are made when necessary. The instructor’s web page for this course will include sample exams, lists of important terms, and outlines of classes. All quizzes will also be preserved on that page for review purposes. Access the Phil/FA 310 page through the UTM page (click on faculty staff, then on faculty web pages) or by using www.utm.edu/~nlillega/lillegard.htm. and clicking on relevant link. Class Conduct, Instructor's Role, etc. What I Expect of Students. 1.Treat each other with respect. 2.Treat the instructor with respect. 3.Do not talk unless called on. 4. Do not leave the room without permission except in extreme emergency. 5. Be on time. 6. Be eager to learn. The best indication of progress is engagement with the issues and ideas we deal with. 7. Do not be afraid to say "I don't understand." 8. Expect the same of me as I expect of you. (Except for #3, and #4, of course. You will see that I follow #7 a lot.) NB. Any kind of cheating is a serious offense and will be dealt with accordingly. It also ought to be beneath the dignity of each and every student. Classes will consist of a mix of lecture, discussion, possible occasional reports, and viewing of videos, listening to recordings, etc. Students are expected to treat other students in a polite fashion, even though they should feel free to express disagreement on ANY topic or ANY claim that is advanced by anyone, including the instructor. At the same time, each student must attempt to exercise responsibility by keeping discussion focused on the subject at hand and by listening carefully to the responses of the instructor and other participants. Particular value is placed on argument, as opposed to mere expression of opinion. Say what you believe, but be prepared to say why. The instructor will attempt to clarify difficult concepts and passages in the text, and provide relevant examples. Students are encouraged to provide their own examples. If there is an art work (painting, pot, poem etc.) by yourself or someone else that you want to discuss, bring it or describe it and some class time will be spent on it, provided there is some connection to the readings. Students should feel free to interrupt with questions or comments, even though on occasion answers may be postponed for the sake of coherence. The instructor is pledged to careful consideration of any view, including those which he finds unsupportable, and to critical thinking with any student who values thoughtful discussion. Students who feel a need for individual help should feel free to ask.. NOTE: "Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodation from P.A.C.E. or COURSE OUTLINE: (Approximate. Content and time periods may vary slightly.) Week 1 (1/18) Overview of course. Kinds of “arts.” The notion of “fine art.” Defining art. Art criticism. Read Battin, 1-26. Be familiar with the 24 cases described. Week 2 (1/24) Week I continued. Defining “art” and theories of art. Eaton, ch. 1. Week 3 (1/31) Week II continued. Creativity. Selections from Battin. Eaton, ch. 2. Week 4 (2/7)Week 3 continued. Eaton ch. 3. Viewers, taste, emotion etc. Selections from Battin ch. 2 Week 5 (2/14) Eaton ch. 4. Languages of art. Week 6 (2/21) Eaton ch. 5. Art objects. Battin selections. Week 7 (2/28) MIDTERM EXAM Wed. Mar. 2 Paper due. Interpretation and criticism. Eaton ch. 6. Selections from Battin ch. 3,4, 6. Week 8 (3/7) Week 7 cont. Battin ch. 6 Forgeries, etc. Week 9 (3/14 – 18 SPRING BREAK) Week 10 (3/21) Week 8 continued. The value of Art. Eaton ch. 7. Selections from Battin ch. 5. Week 11 (3/28) Meaning and truth in Literature. Handouts. Art, public policy, Eaton ch. 7 Week 12 (4/4) Art, ethics. Eaton ch. 7. Handouts. . Week 13 (4/11) The end (or future) of the arts. Handouts. Week 14 (4/18) . Discussions of papers, themes. Week 15 (4/25) “ “ Week 16. Classes end May 2. FINAL EXAMS, MAY 5-11. Article for week 13, 14. http://www.eurozine.com/article/2003_02_25_lillegard_en.html Plato – Republic, Ion. Aristotle – Poetics 1-15. Mo Tzu, Hsun Tzu (On music) Plotinus – Enneads I.6 Hume – Of the Standard of Taste Kant – Critique of Aesthetic Judgement Friedrich Schiller, Letters 26-27 Hegel – Intro. to Aesthetics 1-3. Schopenhauer, World as Will and Representation Tolstoy – On Art. Coomoraswamy- The Dance of Siva Dewey – Art as Experience Heidegger – The Origin of the Work of Art Collingwood – Principles of Art Cavell – The Claim of Reason and Must We Mean What we Say (various essays). Danto – The Philosophical Disenfranchisment of Art. Wollheim – Art and its Objects Expression in __________ (music, painting etc.) Censorship of the Arts Fiction and truth. Meaning and Intention in Literature Tragedy and Ethical Criticism of Art Application of selected aesthetic theories to __________ (Drama, Painting, Film etc.) Art vs. Entertainment The Aesthetics of Nature The Historical Nature of the Arts. Art, Propaganda, Politics. Battin, 1-26 Questions 1 - 21 below 1. What does case 4 add to case 1 and 2 and 3, if anything? 2. What does 5 add to 1,2,3, 4, if anything? 3. What does 6 etc. 4. What does 7 QG 2. Read Eaton, 1-13 1. What are the four general types of aesthetic theory? 2. Give some reasons for thinking aesthetic theories are not even possible. Eaton p.14-31. 1 - below 1. Assuming that something is a work of art only if someone works on it in some way, be prepared to illustrate each of the following views about what kind of work is required to produce an artwork, as opposed to simply a (non-artistic) artifact: a. art works result from the particular unique personalities of artists b. art works result from a creative and original activity, where what makes an activity creative is either that it i. consists in something more than following rules to produce an envisaged end ii. consists in paying attention to features of things which have “artistic potential.” c. art works result from carrying out an artistic “intention” (particular kinds of intention make certain things works of art) d. art works result from (successful) attempts to express something (like an emotion). 2. Give criticisms of each of a-d above, as found in Eaton. 3. How does Aristotle respond to the claim that the arts are “irrational?” 4. Be prepared to illustrate and critique each of the following views on art as expression of an emotion (E): in a work of art a. the artist expresses his/her own E in the work b. the work arouses an E in the “viewer” c. a and b combined: the artist expresses an E and the same E is aroused in the “viewer” (Tolstoy-type view of art as “communication”) d. the work “depicts” an E e. the work has in itself the properties or traits of people who feel E (Langer) f. the work “treats something in a way that demonstrates” E (Sircello) 5. Compare and contrast Croce’s and Dewey’s views on art as an expression of the artist’s “idea.” Eaton, p. 34-52 Battin, p. 28-58 1. Eaton suggests that there are three sets of criteria that might be used to sort people who are having an “aesthetic experience.” What are they? 2. Taste on the Hume/Sibley view includes a. special sensitivity to properties objectively present in a work b. the idea that the perceptual faculties employed by a person with taste are different from ordinary perceptual faculties. c. the judgements of people with taste will converge What are some criticisms of a, b and c? 3. Are viewer emotional responses to works of art a. real ordinary? (does the viewer feel real sadness, for example) b. not real but special aesthetic? (Burke’s “delight”, or, metaresponse) c. ordinary but in a non-ordinary way? (in control etc.) Discuss each of a-c pro and con. 4. What is the problem of “negative emotions”? 5. What are some problems with the idea that the “aesthetic attitude” is essentially “non-practical” or involves “distancing?” 6. Explain and illustrate the Sibley/Hungerford view that non-aesthetic properties never entail any aesthetic properties (or, aesthetic properties are never “condition governed.” Mention the “looks/is not really” test) 7. Give some criticisms of the Sibley/Hungerford view. 8. According to Dickie, the aesthetic attitude is a myth: the jealous husband and the lighting technician are not attending in a different way, they are attending to different ____________. Mention some possibilities. Read (carefully!!) Eaton, 53-74 Think about these examples: Hobo signs, a musical phrase (Handel), Bach’s Nun kom der Heiden Heiland, Lover’s kiss, Jan Steen’s painting, Battin 3.13, 3.15, a poem (cf. Battin, 2.16), Dǖrer’s Melencolia I. Ask these questions about these examples, and write down your answers: 1.Do they refer to, or contain parts that refer to, something? If so HOW is the reference achieved? 2. Do they state something? If so, HOW? In answering 1 and 2, take account of the fact that referring and stating are usually done through language, and that actual verbal language is completely missing from most of these examples. When you have answered 1 and 2 as FULLY as you can, note (a)all the similarities or identities between the different cases, and (b) all the differences. Remember that these answers require reference to certain fundamental contrasts, such as that between conventional and the natural, between reference and resemblance, between iconic and non-iconic signs. Also keep in mind that these contrasts are not always sharp. Study Eaton 76-101. Eaton, 104- 123. Battin, 60-102 Eaton, 125-147 Battin, 148-178 T or F 1. Something might seem to count as a work of art because it is displayed in a certain way. 2. One question that arises in connection with “sound sculpture” is this: are there genres of art that are constrained by the “materials” used? 1. Artist centered theories of art could include expression theories. 2. Weitz denies that it is possible to define (give necc and suff conditions for)the concept ‘work of art’ because a. it is an “open concept” b. there are no resemblances at all between some art works and others c. there are at best family resemblances between some art works and others d. a and c. 1. According to Sircello, a painting could express a love of animals in the sense that the artist painted the animals “lovingly.” 2. If a work of art expresses sadness in the sense that it made the viewer feel sad, then it is mysterious why most people would want anything to do with it. 1. The idea of the “aesthetic attitude” typically includes the ideas that (a) a special faculty is required for aesthetic perception (b) aesthetic response is non-practical (c) aesthetic responses are to conditioned-governed properties (d) all of these. 2. Dickie claims that what makes a response aesthetic is what sorts of things the “viewer” responds to. 3. Twains two different responses to a sunrise on the river illustrate (a) the difference between a practical and a non-practical response (b) the difference between an aesthetic and a non-aesthetic response (c) the difference between a response that shows taste and one that does not. (d) a and b. 1. An 18th century garden, like that at Stowe, that leaves certain things out (like a statue of Queen Ann) and locates certain things lower than others, seems to make various statements, including negations. 2. Both Gombrich and Goodman emphasize the conventional aspect of artistic representation. 3. The more a sign looks like or in some way resembles what it refers to, the more “iconic” it is. 1. It is not implausible to think of Brancusi’s “lovers kiss” as referring to or representing a lover’s kiss (a) by resembling in some slight way two lovers (b) by “standing for” a lover’s kiss by the use of slightly iconic signs (c) by evoking feelings relating to unity, difference, bridging, inner and outer divisions, and the like (d) any or all of these. 2. Jane Austen’s Pride and Prejudice could be said to (a)communicate knowledge or understanding of human life and character (b) be true to life (c) be a good novel because it invites disinterested contemplation (the aesthetic attitude) (d) all of these (e) a and b. 1. Formalists argue that (a) only properties directly observed in a art work are relevant to aesthetics (b) the artists intention is relevant to aesthetics (c) such traits as shading (in a painting), thematic development (music), or structure (novel) are aesthetically relevant. (d) all of these (e) a and c. 2. Clive Bell and Roger Frye are probably the best known formalist critics. 1. Marxist aesthetics is contextual in a very broad sense. 2. The context of a work of art could include (a) the historical/political situation in which it was produced (b) the prevailing artistic traditions at the time of its production (c) the personal idiosyncracies of the artist (d)all of these (e) none of these. 1. Contextualists hold the view that all that matters in a work of art are its intrinsic properties. 2. According to the institutional theory of art, an object, X, becomes an art work (a) when the artist produces X (b) when art institutions confer on X the status ‘art work’ (c) when enough people see that in fact the work is worthy of appreciation (d) none of these. 1. Everyone would agree that since James says that The Turn of the Screw is just a ghost story, that therefore the best interpretation is one that treats it as a Ghost story. 2. There is a clear difference between interpreting a work of art and evaluating it. 1. If someone interprets ‘dark satanic mills’ in Blake’s Preface to Milton to refer to sooty industrial factories, they (a) have not taken into account the author’s intentions (b) have taken into account the historical circumstances of the poem’s composition (c) have obviously made the poem less enjoyable (d) all of these. 2. Giving reasons for the belief that a work of art is a good work is not like giving reasons for believing that a breakfast is nutritious, or for believing that it is not a good idea to go 80 mph in a 30 mph zone. 1. The case of Virgil’s and Mendelssohn’s death bed wishes respecting their masterpieces illustrates the conflict between the value placed on art works and other values. 2. Tolstoy argued that the only good art works were a. works that had economic value b. works that appealed to people with taste c. works that had intrinsically pleasing properties d. all of these. e. none of these. 3. Aesthetic value (the value of the arts) could, on some views, be a. a function of moral values b. in competition with economic values c. not in competition with any other values d. all of these e. none of these. 1. The 18th century revisions of King Lear illustrate a. a conflict between aesthetic and economic values b. how some people want art works to serve moral didacticism c. how questions of authorship can never be settled d. all of these. 2. The belief that “earthworks” should not be subject to the requirements of environmental protection suggests that social values and aesthetic values can conflict. 3. It is clear that religious subject matter in an art work will make it a work of religious art. Class Outlines Phil/FA 310 Aesthetics A.What sorts of things (actions etc.) count as works of art? Or, What is the “definition” of ‘art?’ Examples: B. Should works of art express something? Like what? Examples: C. Is there some right way to “interpret” works of art? Examples: 1. q. What is the problem in (A)? Answ. Deciding what features of a thing make it a work of art. 2. q. What is the problem in (B)? Answ. Same as 1? 3. Any additional feature for (C)? 1. Organizing the intuitions: Should we focus on I.1 The Artist I.2The Object (intention, (Beauty, formal Expression etc.) properties, etc.) I.3The Viewer I.4The Setting A. aesthetic theories tend to focus on one of these. E.g. it is necessary and sufficient for x’s being a work of art, that it be produced with an “artistic” intention. i. perhaps there cannot be such theories. Perhaps ‘art’ or ‘aesthetic’ or ‘beauty’ are open concepts. Weitz and Wittgenstein. ii. language games and games. “what is common to all games?” a. family resemblances. 2. The cognitive status of evaluative claims about art; A. is ‘that is a good painting’ like ‘that is a good knife’ or not? 1. (I,1)Focusing on the artist: A. focus on the artists inner states and the EXPRESSION of those states. B. art works result from the particular unique personalities of artists C. art works result from a creative and original activity, where what makes an activity creative is either that it i. consists in something more than following rules to produce an envisaged end ii. consists in paying attention to features of things which have “artistic potential.” D. art works result from carrying out an artistic “intention” (particular kinds of intention make certain things works of art) E. art works result from (successful) attempts to express something (like an emotion). 2. Exploration of E. Art as expression of an emotion (E): in a work of art A. the artist expresses his/her own E in the work B. the work arouses an E in the “viewer” C. a and b combined: the artist expresses an E and the same E is aroused in the “viewer” (Tolstoy-type view of art as “communication”) D. the work “depicts” an E E. the work has in itself the properties or traits of people who feel E (Langer) F. the work “treats something in a way that demonstrates” E (Sircello) 3. Croce’s and Dewey’s views on art as an expression of the artist’s “idea.” 1. Eaton on three sets of criteria that might be used to sort people who are having an “aesthetic experience.” 2. Exploration of (1,i). The idea of Taste The Hume/Sibley view of taste includes A. special sensitivity to properties objectively present in a work B. the idea that the perceptual faculties employed by a person with taste are different from ordinary perceptual faculties. C. the judgments of people with taste will converge 3. (Exploration of 1.ii)Viewer emotional responses to works of art. How should we describe those responses? A. They consist of real ordinary emotions? (does the viewer feel real sadness, for example) B. not real but special aesthetic? (Burke’s “delight”, or, metaresponses) (This seems to fit with 1.i) C. ordinary (like ‘sad’) but in a non-ordinary way? (in control etc.) D. The problem of “negative emotions” Examples: 4. Exploring another approach to 1.i. A.The “aesthetic attitude” : essentially “non-practical” or involves “distancing.” i. examples: from Twain, Bullough, (caught in a fog). B. Aesthetic attitude and The Sibley/Hungerford view that non-aesthetic properties never entail any aesthetic properties (or, aesthetic properties are never “condition governed.” ‘It is red and gold’ (non-aesthetic properties) never entails ‘it is beautiful’ (aesthetic property). i. the “looks/is not really” test. Can sensibly say ‘it looks yellow but is not’ but cannot say ‘it looks beautiful but is not.’ 7. Exploring 1.iii. Rejection of aesthetic attitude theory. Dickie: the aesthetic attitude is a myth: the jealous husband and the lighting technician are not attending in a different way, they are attending to different _things___________. (he is referring to Bullough) Mention some possibilities. So, What things should we attend to in works of art? Which are important? A. Beardsley – regional qualities, formal unity. Lists on p. 49 i. examples from Battin WEEK V The Arts and (as) Language 1. Does “getting A” (A could be any sort of non-linguistic art work) require something like learning a language? A. In a language, words (are used to) refer to things and sentences (are used to) say things. Examples: ques. What would correspond to words (lexical items) in non-linguistic art? i. elements that “refer”. cf. medieval iconlogicae ii. more general cases of “elements” “standing for” something. Ques. What would correspond to sentences? cases of something (a string of elements) “saying” something. 2. Exploration of idea of elements in art works referring to something. Ques. How can x stand for y? A. by representing it? More obvious examples from painting. Less obvious ones from music, literature. i. representing and imitating. ii. imitating by resembling. iii. differences between resembling and representing. x represents a horse. Does it resemble one? Two chairs resemble each other. Do they represent each other? iv. cf. examples from Hobo language, Handel. v. on the other hand, a stick drawing can “represent” X. Does it resemble it? B. If representation does not work through resemblance, how does it work? Gombrich and Goodman; it works somewhat the way a regular language does. Art really is a lot like verbal language. i. denoting by convention. C. The ingredients of a language – signs, syntax, semantics. a. Signs, semantics, and natural/non-natural, or conventional, relations. Cf. ‘dog’ and a picture of a dog. Road signs. Now, how much knowledge of conventions do we need to see what the picture “represents?” How much to produce a representation? i. ways to classify signs. Natural. Conventional. Another way to classify signs – icon, index(indication), symbol. Or, iconic, iconlogical, iconographical. Is a road sign iconic? i. degrees of iconicity. B. syntax. How the signs (“lexical items”) are arranged makes a difference to “meaning.” Cf. a sentence, a musical phrase, Steen. 3. Gombrich – reference does not depend upon resemblance. A. making and matching, schema and correction. i. schema are learned from the present “tradition.” Like learning a vocabulary. Thus the arts are historically located. ii. however the individual artists can “correct” or modify the schema. iii. figures, shapes, are not chosen because they resemble x, but because they are good “substitutes” for x. Even in painting, the “signs” are more like symbols, less like icons, then we usually recognize. 4. Goodman – goes even further than Gombrich in denying resemblance. Shapes in paintings are conventional denoters. A. Seems obviously wrong. In painting SEEING plays a fundamental role. Not so with “reading” a text. B. Goodman agrees that the “symbols” in painting are not “notational.” You don’t “read the painting” and then produce it, the way you read a score, or a poem, and then produce it (perhaps many times many ways). i. in a poem, all the identifying features of it are in the printed or spoken poem itself. Likewise, for a piece of music, Goodman thinks. ii. in a poem, etc. the features are repeatable. That is essential according to Goodman, for being language. iii. That is NOT the case for paintings. So they are not language. But they do employ conventional signs, like language does. C. Goodman seems wrong about music. Can’t tell just from the score how to reproduce or “repeat” it. D. In a language familiarity in varieties of contexts, grasp of syntax, is required for grasping the reference. Examples: rose, rose. Similarly in painting, music? Historical element. Durer. 3. Problems with the art-language analogy with respect to painting, music. No logical connectives No conjoining of separate works to make more complex “statements” Not clear what the lexical items in paintings, music, are. Truth in the Arts. 1.Different ways fiction might be true. a. Possible worlds. b. Fiction can tell us truths about people, places. Tolstoy on families. Dickens on London etc. 2. Pictures and truth. If no language, then no truth? a.True to life. A picture is worth a thousand words. Etc. b. Symbols that make a statement. Polish triangles and circles. c. Can pictures lie? Yes. In more than one way. False in relation to some particular fact.(Curtis’ photos of Indians) Or, false to “life.” 3. Music and truth. Making a statement? Lieing? Or is music the most formal art? Expressing and stating. 1. The ontological status of works of art: what kind of “being” do they have? E.g. a painting, a poem, a song. a. spatial – non spatial (temporal) b. performing – non performing c. works that are only types – works that have tokens. 2. What is included in the work of art? Is the context part of it? Examples. a. Pole – the history as part of the work. 1. Context is irrelevant. “Message” is irrelevant (art as language?). Representation is irrelevant. Artist’s intentions are irrelevant. Intrinsic properties (presentational properties) are all that matter. Ques. Is expression irrelevant? a. examples from Painting, Music, Literature, film. Cf. a film remake. Content remains the same. “form” is new. Cf. p. 81 Are changes part of it? b. Ques. Is it possible to view (notice) ONLY the formal properties? Answer: Different cases: Mona Lisa, Notre Dame, Braque, Brancusi, Liden, Strandqvist. A Bach prelude. A Bach Fugue. A Mozart sonata. A lyric. A sestina. What are the “formal elements” in each? (goes well beyond Eaton, p. 80) Cf. “Sonata Allegro form” – A(tonic) – B (dominant?) – repeat- Development, recapitulation A (subdominant?) – B tonic. Codas, bridges, etc. Development in bridges. Of bridges. Fry, “the content doesn’t matter”(p. 81) Clive Bell, religious feeling and “significant” form. Liden and the poem. c. connections between formalism and “special aesthetic emotions” (see Week IV, C 3.) Connections between formalism and aesthetic attitude theories. Connections to Plato, Kant. NOTICE how fuzzy these distinctions actually are. One is always getting one KIND of content or another. There are lots of kinds. Eaton p. 83. Liden. 1. Kinds of context. a. Conventional associations (iconlogicae!) b. artist’s life. c. art-historical facts d. plain old historical facts e. including, “social” facts (political etc.) Cf. Steen. Homer. Durer. Van Eyck (3.13). Liden. Bach’s 2. Marxist Aesthetics a. Example: Berger on oil painting vs. e.g. ink. Possessions. The oils in English manors. (Cornwallis). b. problem: exceptions Rembrandt’s biblical subjects. Other kinds of counterexamples. “Ownership” and “Three Beauties.” (Ukiyo-e – pictures of the fleeting world). Which comes first, (religious, metaphysical, ethical ) ideas or economic arrangements? Vaclav Havel. 3. Less sweeping contextualism. Walton. a. Which “intrinsic features” get our attention depends upon “extrinsic” information. b. in opposition to formalists – you cannot just stare (listen etc.) and notice certain “intrinsic” properties. Examples (cf. 1 c): knowing what a sonnet is (historical facts) directs our attention to the 14 line, couplet–at-the end structure. Those are standard features which determine to what category a poem belongs. The subject matter of the sonnet (love e.g.) is a variable feature. A poem with 13 lines could not be a sonnet, since having 13 lines is a “contra standard” feature so far as sonnets go (it disqualifies anything as a sonnet). Other examples: how do you “hear” the opening line of Afternoon of a Faun? Which of its formal properties stand out? Must know the genre. Suppose you were expecting a classical symphony! (What, this is no classical symphony! What gives here?). Even knowing you have an orchestra makes a difference to the “properties” of that solo. (the radical of presentation). Week IX Break 1. Institutional theory a. Dickie; a work of art is 1. an artifact 2. some aspects of which have a “conferred status” Cf. examples from Battin, avant garde art. a. analogies – being married, being president. Observable features are not sufficient, or even necessary. b. “the art world” does the conferring. Makes something a “candidate for appreciation.” 1. what are the boundaries of the art world? 2. HOW does it confer (where is the “ritual”?). 3. what counts as “appreciation”? (Many different things). Give examples. 4. not just anything could be a candidate for appreciation. Examples; 5. don’t those who confer status do so for some reason? (Wolheim) e.g. they think X is worthy of appreciation. 2. The Art World (Danto) a. Art worlds are constituted by “institutions” 1. Danto goes beyond Dickie – there is no mystery about how certain objects get a status conferred 2. Works of art are constituted culturally or socially – like a language. b. Identifying something as a work of art requires initiation into a culture. Cf. Seeing scribbles and seeing a sentence (something “meaningful”). 3. Eaton – art and traditions of discourse. a. x is a work of art iff x is discussed in such a way that audiences attend to intrinsic properties of x considered worthy of attention in aesthetic traditions (e.g. moulding in late Renaissance art). b. worthy? What about “bad” art? 1. Both bad and good art invite attention to the same sorts of properties, i.e. those that are attended to within current aesthetic traditions. 2. In bad art, those properties do not please (don’t please whom?). a. Certain basic forms or structures are found across cultures – cf. fairy or folk tales. 1. problem – James writes novels for sure – they fit that genre. But, THAT is not what matters most about them. What does? a. The “elements” that constitute art works are not fixed by any interpretation or linked to anything permanent. 1. the elements (e.g. words, sentences) interact with each other, with larger contexts, endlessly. Cf. the sentence on p. 99, Eaton. 1. Texts (etc.) as occasions for “play” which never comes to an end. 2. Spy the “ideological” constructions and de construct them. Representation? Resemblance? Convention? Iconic symbol? Durer: Melencolia I Denoting? Referring? Symbolizing? DEGREES of iconicity. Reference within a system. Portrait of Nicolaes Ruts Oil on panel 118.5 x 88.5 cm The Frick Collection, Fan K'uan (d. after 1023) Travelers Amid Streams and Mountains Ink and color on silk Franz Marc; Blue Horses Winslow Homer “ Van Gogh - Shoes Questions about interpretation: Setting works from different periods “side by side.” Mondrian Yellow, Red, White Mondrian Broadway Boogie Woogie Using Mondrian to illustrate a distinction between “style” and “repertoire” (Wollheim) Setting an individual artist’s works “side by side.” ART AND OTHER VALUES Tolstoy’s (good) question. Either get a good answer or change your lives!!! 1. examples. The flower vase (p. 127) a. economic value b. sentimental value c. historical value (cf. d. art historical value e. cultural value f. ethical value g. religious/ “philosophical” value (e.g. epistemic value) 1. c, e, f, g, as “truth” values (cf. art as “language”) 2. what does “aesthetic value” amount to when separated from 1a-g? a. inherent value?(cf. formalism, theories of “aesthetic experience”, “disinterested contemplation” etc. Contrast with?) b. consequential value? (cf. Plato – Tolstoy – (think of what he DID value) 3. Art and ethical values. N.B. Eaton connects consequential value in the arts with consequentialist ethics. THAT IS MOSTLY CONFUSING OR A MISTAKE. Illustration: Plato is certainly not a consequentialist in ethics. But he evaluates art in terms of its value for knowledge. What makes the arts bad, or suspect, is that they make people even more ignorant than they already are (i.e. it has that bad consequence). But what is bad about being ignorant is not that IT has bad consequences, but because it is an intrinsically bad condition to be in. One other sorry defect in Eaton: she begins by trying to limit the discussion of art/ethics to “consequentialist or deontological” ethics. But it seems pretty clear that the arts connect up with ethics largely through “VIRTUES” and some of her examples even illustrate that, e.g. Putnam, Richards. Illustration: coming to see the world in various (richer?) ways might contribute to development of “character.” Virtues are “character” traits. a. art and violation of moral principles (examples from Battin) b. art and production of bad consequences (examples from Battin) c. Pornographic “art” as an example. 1. moral principles 2. bad consequences 3. Consider that the bad consequence might be the “stunting of growth.” 4. Art and Public Policy a. The NEA. Serrano. b. Public art. Serra’s “Tilted arc” (v. Battin p. 181-193) c. Public commemoration, history ( the EATON on the AESTHETIC 1. aesthetic experience is – 2. aesthetic value is – a. problem with 2. The notion of “pleasure” is either too broad or too narrow. 1. too broad if it includes any “pro attitude.” 2. too narrow if construed as mere sensuous enjoyment. 3. In fact, Eaton’s account still belongs to the “grand narrative.” 1. the (300 year old) GRAND NARRATIVE. It consists of these ingredients: a. art has now (by the 18th cent.) “freed” itself from service to anything extraneous to itself. And that is supposed to be progress! (Be able to illustrate the theoretical expressions of this idea from course content). b. it is progress because when it is thus freed, art “comes into it own”, finds its proper place in life. Freed art can shape our engagement with it in the proper or appropriate way. 1. properly, it is the object of “engrossed contemplation.” c. art releases us from social fragmentation, reintegrates human life into a “pristine” condition (the romanticist idea). 1. Art works as objects of transcendent worth. 2. The prophetic/messianic mission of art. 3. Art works as an avenue to “God” 2. Give up the grand narrative!! a. art works, and artists, are not the unsullied items that the grand narrative supposes. (cf. Pound) b. and anyway, art works are still immersed in “uses” of all sorts. 2. commemorative or public art 3. liturgical art 4. “political” art c. the “mode of engagement” with such art is NOT disinterested, engrossed contemplation. (cf. kissing the Vietman memorial and kissing icons). Consider also the mode of engagement with certain photographs. Lillegard (yah, that’s right) 1. A codicil to Wolterstorf. Art is not at an end. The Grand Narrative is? Ordinary Narratives, tradition rooted in day to day contingencies, constitute art works in ways that make a great variety of modes of engagement possible. a. Inta Ruka (narratives of birth, suffering, death, for remembering or memorial) Contrast to Adams, or Maplethorpe. b. Gorecki – memorial, again. The virtues of remembering “roots.” History filtered consciously (rather than unconsciously!) c. Rouault – memorial, protest, religion. d. Kate Campbell (local history and…) e. Anselm Kiefer (ironical /serious use of mythical, architectural, literary traditions, historical memory etc.) Rouault – Old King - traditions of production, thought and belief, social protest, testimony to conscience, le sang du pauvre. Two smaller works from the same period, principally in watercolor, combine darker themes with lush visual presentations. Your Golden Hair, Margarete (1980) quotes Romanian Jewish poet Paul Celan's poem Death Fugue, which is set in a concentration camp. Kiefer has sometimes depicted the German heroine's locks as straw adhered to the canvas; in this work, they appear in watercolor as sheaves of wheat in a field. Winter Storm Clearing In each of his images Think of Bullough in the fog! Mapplethorpe: formalism + eroticism…not exactly a new idea! Contrast Adams and Mapplethorpe to Ruka. Think Georgia O’Keefe! Georgia O’Keefe - Jack in the Pulpit II "A phrase O'Keeffe used in a letter to Anita Pollitzer, "Tonight I walked into the sunset". (11 September 1916), is like all of her best art: immediate, concrete, all-encompassing, with a surprising syntax. Sunset is the time when the world appears least structured, when forms tend to dissolve and are replaced by new colors and sensations. O'Keeffe acted to suspend time, producing art that would capture the transient. For example, O'Keeffe made of a flower, with all its fragility, a permanent image without season, wilt, or decay. Enlarged and reconstructed in oil on canvas or pastel on paper, it is a vehicle for pure expression rather than an example of botanical illustration. In her art, fleeting effects of natural phenomena or personal emotion become symbols, permanent points of reference.” (Jack Cowart. Lillegard’s emphasis). Cf. Zen flower arranging, which stresses precisely the fact of contingency, impermanence, the approach of decay. Where does art leave off, and decoration begin? You would never feel tempted to ask that question about Ruka’s work. It clearly is not decoration. The same cannot be said for O’Keefe (which is not to say that her art is not valuable in various ways). 1. According to Weitz it is not possible to define ‘art.’ Why? 2. Mention some reasons for thinking that what makes something a work of art is the intentions with which it was produced. Some reasons against. Give an example or two. 3. ditto 2, but “circumstances in which it was produced or presented.” 4. Eaton proposes a fourfold classification of aesthetic theories: they are 5. Eaton mentions six construals of ‘X (a work of art) expresses E.’ What are they? What is a point in favor of each one? A point against? 6. If artists express emotions in their works, does that make art “irrational?” Why would anyone think so? What would Plato have said? Aristotle? 7. Give some examples of the sorts of qualities or properties that a person of “taste” attends to in art works. Give a criticism of the view that certain qualities are noticed only by a person of taste, whereas others can be noticed by just about anyone. Use Sibley on Van Gogh for examples. 8. What is meant by the “aesthetic attitude?” Illustrate the idea from Twain and Bullough. 9. One problem with aesthetic attitude theory is that it applies equally well to ________ nature and ___ works. It completely leaves the artist’s own activity out of the account. 10. What is the problem of negative emotions? Give some examples of art works involving negative emotions, and give an account of them that explains why people would be interested in such works. 11. Discuss two versions of the view that art works are the result of a special kind of creative activity. 12. What might be some examples of special aesthetic emotions? 13. Describe a case of an ordinary emotion that is included in a response to an art work, but in a special way. 14. Give an illustration of Dickie’s view that what distinguishes aesthetic response is the things that are attended to, rather than the manner of the response. 15. The following are ways in which art works, or elements in them, have been thought to refer to something: they might refer by representing; imitating; resembling; being conventionally related to; standing for. Illustrate each of these using the following examples (a single example might illustrate more than one of these); Handel’s ‘All we like Sheep;’ The bat, and the compass, in Durer’s Melecholia I ; Hobo signs and road signs; a musical phrase (Handel); Brancusi’s “The Lover’s kiss;” The figures in Jan Steen’s painting; Battin 3.13, 3.15. 16. Discuss two ways a work of fiction might be “true.” Give examples. 17. Discuss two ways a painting or other visual art might be “true” Give examples. 18. Discuss ways in which fiction or visual art might be “false” or “lie.” 19. Various “signs” or symbols in art works vary in their degree of “iconicity;” Illustrate with reference to a piece of music, a painting or sculpture. You can use the examples from question 15 if necessary. 20. Could works of visual art, or of music, have a “syntax?” Illustrate. 21. Give a few examples from painting, music, literature, of “formal” properties. 22. Formalism: use several examples of different sorts of art works that might suggest different answers to this question: is it possible to notice only the formal properties of an art work? 23. Give some examples of art works that exist only as types. As tokens. 24. Formalists supposedly claim that the only properties of works of art that deserve attention are those immediately present in the work. Critique this notion by connecting it to a. the “grand narrative” b. Clive Bell’s “pantheist” religiosity 25. Mention as many different kinds of “context” of an art work that might be important to its status and significance as an art work as you can think of. 26. Give an illustration of Marxist contextualism using two of the works above. 27. Give several illustrations of Walton’s anti-formalist notion that which intrinsic features of an art work get our attention depends upon extrinsic information. 28. Explain what Dickie means when he claims that art works have features due to a “conferred status.” Then offer three criticisms of the institutional theory. 29. Give reasons for thinking that there is no such thing as pure “factual” description of an art work. 30. Give reasons for thinking interpretation of art works is not merely “subjective.” Include a discussion of the kinds of “reason giving” involved in interpretation, and the idea of the non-transferability of critical judgments. 31. Use the cited interpretations of Winslow Homer and Gaugin (spirit of the dead watching) to illustrate “political correctness” in criticism. 32. Illustrate the idea that criticism consists in “inviting and pointing” by considering the following cases: a. pointing out art-historical facts by setting Durer and Ostade side by side (what fact become noticeable?) Give another example. b. pointing out facts about repertoire by putting one artist’s work next to another of that same artist’s work (cf.Mondrian). c. pointing out various “unities” in a Tolstoy story. d. pointing out the fact that the early 18th cent. is an age of increasing “individualism” (cf. e. pointing out 33. For each of 32 a-d, connect to question 25. 34. Illustrate Eaton’s definition of art by reference to typical reactions to Egyptian wall paintings on the one hand, a Rembrandt portrait on the other. 35. Show how interpretation of an art work can be improved or made more correct by attending to a. the artist’s intention b. art-historical facts c. ordinary historical facts d. facts intrinsic to the work. Illustrate each of these from Battin, Eaton or class examples. 36. a.Mention at least three “other values” that might conflict with so-called aesthetic value. Illustrate (from Battin, Eaton, class). Begin with a discussion of Tolstoy, and mention Plato, and Riefenstahl. b. mention at least three “other values” that might be enhanced by or communicated through art works. Illustrate. Mention Aristotle in one illustration. 37. Discuss several difficulties in separating “esthetic” value from other values. Illustrate. 38. Discuss issues of art and public policy in relation to Serrano, Maplethorpe, Serra. Sketch several positions (e.g. “there should be no public art” or “art should be constrained by moral norms”) and argue pro and con. 39. Describe the main ingredients in the “grand narrative” as Wolterstorff conceives it. Then illustrate some alternative (non-grand narrative) approaches to art works. 40. Illustrate each of the following (discussed in Wolterstorff and Lillegard) using examples from class, and point out different kinds of engagement with art works which these examples suggest; a. art and memorial (give several) b. art and narrative (esp. keep in mind ordinary life narratives, “birth, copulation, death” ). c. art and morality (discuss virtues in particular. See quote 1 below) d. art and religion e. art and political statement f. the end of art, decoration, and formalism. g. art and testimony (testifying). To what? Truisms. Include a discussion of the photography of Adams, Maplethorpe, Ruka wherever they fit. photographs were the core of 1. A quote from “Spirit and the End of Art” “A story, if it is going to work as a story and not just as an incidental means to the expression of an ideology, must show the unfolding of life through time. And that in turn requires continuity in its subjects. Now virtues are precisely such formed traits as provide continuity in a life. Our ability to appreciate a life as virtuous depends upon our grasp of the way in which existence gets form through passionate commitment and formed response. Virtues are precisely patterns of formed response, dispositions of thought, feeling and action which continue and enforce a coherent life. Vices too take on significance in relationship to possibilities of achieved continuity. We understand what it means for a life to fall apart because we understand what it means for a life to come together” Another quote to reflect on; 2. “The photographs of Inta Ruka should be viewed as an amalgamation of images and text. . .it is a broad and clear manifestation of an ethical position. To quote Prof. Klavins; “it reconciles with reality.” Even though people may be inscribed in some particular social context. . .for me, you and her country people there is only one life with a beginning and an end.” (Helena Demakova, in Inta Ruka: My Country People) 3. “ In Rilke's poem "Death Experienced," in memory of Countess Schwerin, he writes: "when, though, you went, there broke upon this scene/a shining segment of realities/ in at the crack you disappeared through: green/of real green, real sunshine, real trees."3 It is remarkable how close in spirit, even in detail, Rilke's lines are to the following lines from a poem by Orville Kelly written to his wife as he faced certain death from cancer: "Summer, and I never knew a bird/could sing so sweet and clear,.. .I never knew the sky could be so deep a blue, /Until I knew I could not grow old with you..."4 These are characteristic expressions of the grace-filled enhancement of existence which can only be realized in the face of my own death, fully accepted. At this point I will enter a few remarks on cloning, as promised above. My original argument was intended to establish the claim that what we can sensibly say and think about ourselves depends in part upon the fact that we are the kind of beings who are begotten, born, reproduce in a certain way and die. Being born contrasts with being manufactured. We count as "our kind" others brought into existence in like manner, that is, through acts of begetting which are fundamentally biological and not subject to perfect control. Thus it is natural even for many people who are not religious believers to think of a child as in some way a "gift." These facts have, I believe, a direct relevance to what we should think about cloning of humans. In his testimony before congress the theologian/ethicist Gilbert Meilander argued that the idea of "begetting" is essentially opposed to "making" and that the fact that our children are begotten rather than made is fundamental to the conceptual background required for thinking of them as free and sharers in a common dignity, as more than just functions of our individual projects or outputs of our desires and wishes.(Meilander's statement, presented to the National Bioethics Advisory Commission on March l3th, 1997, is printed in First Things, #74 (July/August 1997), p.41-43.) The fear that cloning would alter that background is I believe well founded. I have accused Sennett of gnosticizing tendencies. The gnostics' distaste for earthly life is rooted in a hatred of contingency, the limitations of space, time, mortal embodiment and our inability to control our lives, which seem to them obstacles to "spiritual" release and realization. . .” (From Lillegard, “Reply to Sennett and Wildman” in CrossCurrents 1998)

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On 1980 May 22, the Japanese video game manufacturer Namco released a new game that was invented by their employee 岩谷徹 (Toru Iwatani). The game was called 「パックマン」 and was written as “Puckman” in the English alphabet in Japan. On that day thirty years ago, the game was released at only one video game arcade (ゲームセンター) in 渋谷 (Shibuya, Tokyo). The game was given the name 「パックマン」 because 「パック」 (“pakku“) or 「パックパック」 (“pakku-pakku“) is the word Japanese use to describe chewing (click here to read a post I wrote that describes this word and other like it in the Japanese language) and the point of the game is to maneuver the yellow Pac-man character around a maze and eat every dot in the maze without running into any of the four ghosts that run around the maze at the same time. There are four strategically-placed “power” dots that temporarily turn the tables and allow Pac-Man to eat the ghosts. It was probably decided to use the letters “Puckman” to write the game’s name in Japan because “pakku-pakku” sounds similar to “puck-puck“…at least when said with a Japanese accent. Anyways, this game was an instant success in Japan and caught the attention of “Midway” game manufacturer in America and a deal was struck to bring 「パックマン」 (“Puck-Man“) to the U.S. But first, Midway decided, the name should be altered before kids in America vandalize the machine to make the “P” in “Puck-man” look like an “F”. So, “Pac-Man” was introduced to America in the early ’80s and became a part of America’s pop-culture almost instantly. Just like most kids in America (and probably other countries too) in the early ’80s, I was obsessed with Pac-Man for awhile. It’s hard to believe that it’s already been thirty years since Pac-Man was first introduced to the world! I heard that Pac-Man was recently added to the “Guiness Book Of World Records” for being the most readily recognized video-game character around the world even today. Even the Google search engine changed their logo temporarily to honor Pac-Man‘s 30th anniversary. Click here to try the Pac-Man game on the Google website. Click the “Insert Coin” button the site, a game starts then use your keyboards arrow keys to move Pac-Man around the maze.

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via BBC’s The Code Starlings create these amazing patterns when flying together. It seems they follow three simple rules and if you recreate them as a software model, you can get the same patterns. Fly at the same speed, always stay the same distance between you and your neighbours and if you see a predator, leg it. Meanwhile a 13 year old uses the Fibonacci sequence to redesign solar panels to be more like trees and so more efficient.

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(IRAN: مسجد سلیمان) is a city in the Khuzestan province in southwestern Iran. The first modern oil wells of the Middle East were discovered and drilled in this area. It is mostly populated by the Bakhtiari Lur people with estimated population of 127,634 in 2005. The name of the city is assumed to have its origins from a belief of local inhabitants calling the ruins of an Achaemenid palace as the Irsoleyman, which means "Mosque of Solomon." The primary settlement of the city formed about 100 years ago as a result of petroleum industry development in the Middle East when the first negotiations on the establishment of the Anglo-Bakhtiari Oil Company were in progress between William Knox D'Arcy representatives and Bakhtiari Tribe leaders (Khans). In 1908 the first oil well in the Middle East was drilled in the region of Naftoon in the center of this city, so the 100th year anniversary of oil drilling in the Middle East was celebrated in 2008 in this city. The historical name of the city is "Parsoumash", this name was given to this city by "Persians" who came from the west to this area. During medieval times it was called "Talghar", the name of a land in the vicinity of Karoon river. Later on the city was called "Jahangiri" , then "Naftoun", and finally Masjed Soleyman . When Arabs attacked this region, they intended to destroy the fire temple in this city, but they encountered objection and resistance. It is said that "Moses" established "Sar Masjed" fire temple to develop his religion and it was respected by the population. The name of the city was changed to Masjed Soleyman after Mohammad Reza Pahlavi's visit in 1303 solar year. It is also believed that this was the birth place of "Kourosh" the king. In 1287 solar year there was a big turn in Middle East by exploring Oil in Masjed Soleyman. The city became a company city when British experts moved in. The culture of the city was also influenced by the British empire. 2000 national monuments are expected to exist in this province and the towns around , about 400 of them have been found and excavated. Besides Karoon, there are some other rivers in the city such as "Shour", "Tambi", and "Cham Asiyab". The majority of the population is Bakhtiyari tribes , whom are living on the slope of Zagros Mountain. "Gelim", "Chogha", and "Khersak" are among the handicrafts of this region Sar Masjed fire temple Professor Grishman believes this monument is related to the Persian era and he also believes that this temple is older than "Pasargad" castle or even "Perspolice". He notes that this monument is related to 8th century B.C. Bardneshandeh temple "Bard" in Bakhtiyari Language means "stone" which is in a column shape installed in the earth. The height is 3.5 m and the thickness is 50 cm. Archaeologists believe that this is the oldest open temple in Iran. The carving of the temple is related to Achaemean. The monument is located on the route from Masjed Soleyman to Andika. In this monument there are remains of walls made of stone and plaster. The length of the wall is 250 m and the width is 150 m. There are paintings and designs on the wall implying a religious message. The foreigner's cemetery In the vicinity of "Zaman Abad" village, there is a cemetery for American and British. There is also another Armenian cemetery located in "Naftoon" quarter. The old sirens The fire department of the oil company is located opposite Nazaja department. An alarm went off for waking the labours and also it was a sign of starting and finishing work. This siren left sweet memories for people inhabiting in the region. Beautiful building of oil company The Oil company hospital located in "Kalge" was constructed in 1303. It is the first and the most well equipped hospital in the country. The first and best well equipped golf club is located in "Bibiyan" quarter in Masjed Soleyman. The athletes of this club are still the best golf players in the country. The railway is located on the border of Karoon River in Masjed Soleyman city center. It is counted as the first railway of the country. The railway transported the equipment and the goods to industrial establishments in Masjed Soleyman, which had been carried by ships through Karoon River and anchored in Darkhazineh 100 km away for Ahwaz.

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Development of a new way to make a powerful tool for altering gene sequences should greatly increase the ability of researchers to knock out or otherwise alter the expression of any gene they are studying. The new method allows investigators to quickly create a large number of TALENs (transcription activator-like effector nucleases), enzymes that target specific DNA sequences and have several advantages over zinc-finger nucleases (ZFNs), which have become a critical tool for investigating gene function and potential gene therapy applications. "I believe that TALENs and the ability to make them in high throughput, which this new technology allows, could literally change the way much of biology is practiced by enabling rapid and simple targeted knockout of any gene of interest by any researcher," says J. Keith Joung, MD, PhD, associate chief for Research in the Massachusetts General Hospital (MGH) Department of Pathology and co-senior author of the report that will appear in Nature Biotechnology and has received advance online release. TALENs take advantage of TAL effectors, proteins naturally secreted by a plant bacteria that are able to recognize specific base pairs of DNA. A string of the appropriate TAL effectors can be designed to recognize and bind to any desired DNA sequence. TALENs are created by attaching a nuclease, an enzyme that snips through both DNA strands at the desired location, allowing the introduction of new genetic material. TALENs are able to target longer gene sequences than is possible with ZFNs and are significantly easier to construct. But until now there has been no inexpensive, publicly available method of rapidly generating a large number of TALENs. The method developed by Joung and his colleagues called the FLASH (fast ligation-based automatable solid-phase high-throughput) system assembles DNA fragments encoding a TALEN on a magnetic bead held in place by an external magnet, allowing automated construction by a liquid-handling robot of DNA that encodes as many as 96 TALENs in a single day at a cost of around $75 per TALEN. Joung's team also developed a manual version of FLASH that would allow labs without access to robotic equipment to construct up to 24 TALEN sequences a day. In their test of the system in human cells, the investigators found that FLASH-assembled TALENs were able to successfully induce breaks in 84 of 96 targeted genes known to be involved in cancer or in epigenetic regulation. "Finding that 85 to 90 percent of FLASH-assembled TALENs have very high genome-editing activity in human cells means that we can essentially target any DNA sequence of interest, a capability that greatly exceeds what has been possible with other nucleases," says Jeffry D. Sander, PhD, co-senior author of the FLASH report and a fellow in Joung's laboratory. "The ability to make a TALEN for any DNA sequence with a high probability of success changes the way we think about gene-altering technology because now the question isn't whether you can target your gene of interest but rather which genes do you want to target and alter." The research team also found that the longer a TALEN was, the less likely it was to have toxic effects on a cell, which they suspect may indicate that shorter TALENs have a greater probability of binding to and altering unintended gene sites. Joung notes that this supports the importance of designing longer TALENs for future research and potential therapeutic applications. In 2008, Joung and colleagues at other institutions established the Zinc Finger Consortium (http://zincfingers.org), which has made a method of engineering ZFNs broadly available to academic laboratories. His team is now making the information and materials required to create TALENs with FLASH available within the academic community, and information about accessing those tools is available at http://TALengineering.org. Gene editing nucleases, including both ZFNs and TALENs, were recently named "Method of the Year" for 2011 by the journal Nature Methods. Joung says, "While I believe that TALENs ease of design and better targeting range will probably make them a preferred option over ZFNs made by publicly available methods, ZFNs' smaller size and the less repetitive nature of their amino acid sequences may give them advantages for certain applications. For the time being, it will be important to continue developing both technologies." Joung is an associate professor of Pathology and Sander an instructor in Pathology at Harvard Medical School, Explore further: Researchers conduct first genomic survey of human skin fungal diversity

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|Tropical Fish||Marine Fish||Pet Birds||Dogs||Cats| |Reptiles||Amphibians||Small Pets||Insects & Spiders||Wildlife| Brucellosis in dogs Brucellosis is a bacterial disease that can lead to a wide range of problems, including orchitis (testicle inflammation), uveitis (inflammation of the middle layer of the eye), and miscarriage in dogs. Dogs are not the only ones affected by this disease; it infects a lot of domestic animals world wide, including cattle, swine and goats. Humans can also suffer from Brucellosis. In dogs, the disease is caused by a bacterium named Brucella canis, while goats and sheep are infected with Brucella melitensis, pigs with Brucella ovis, and so on. Brucellosis transmission in dogs In dogs, sexual transmission is the most common form of Brucellosis transmission. They can however get the disease in other ways as well, e.g. by having contact with foetuses that has been aborted due to Brucellosis. Brucellosis symptoms in dogs In dogs, the Brucellosis bacteria normally settle down in the genitals and the lymphatic system, but it is possible for it to spread to the kidneys, eyes and the intervertebral disc as well. When Brucellosis infects the intervertebral disc, the result is discospondylitis. In dogs, symptoms from the reproductive organs are common. Male dogs can for instance develop scrotal and testicular inflammations, while female dogs can have miscarriages. Fever is uncommon, but the pain associated with Brucellosis can make the dog weak. If the disease spreads to kidneys, eyes or the intervertebral disc symptoms can begin to show from these organs. The best way of preventing Brucellosis is to test all dogs prior to breeding. A blood test can show if the dog is infected with Brucellosis. Avoiding “accidental” mating is naturally also important. You have to be careful when handling dogs infected with Brucellosis, because humans can catch Brucellosis from animals, e.g. by having contact with aborted foetuses, blood or semen. If you only pet and care for your dog in a normal fashion and leave everything that involves blood and semen to the veterinarian your risk of getting Brucellosis is very low. If your immune system is compromised, e.g. due to HIV, cancer or immunosuppressant drugs (common after transplants) you should not care for a dog with Brucellosis. Brucellosis treatment for dogs Brucellosis in dogs can be treated with antibiotics, but it is hard to cure and prolonged medication is often required. Antibiotics such as rifampicin, tetracycline, streptomycin and getnamicin are all effective against the Brucella bacteria. One frequently used method is to use a combination of doxycycline and rifampin during 6 weeks. Another combination is intramuscular injections of streptomycin for two weeks combined with doxycyline pills for 45 days. It can however take several months for the dog to fully recover. Fatal Brucellosis is uncommon, but in a few cases the does disease leads to endocarditis. The reason why antibiotics have to be administered during several weeks is the fact that the Brucellosis bacteria incubates within the cells of the dog. Using doxycycline only is never a good idea, because doxycycline needs to be combined with other drugs to prevent the Brucellosis from reappearing. West Highland White Terrier

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Family name: Pandanaceae (Pandanus family) English names: Screwpine, Pandanus Pohnpeian name: Kipar Kosraen name: Mweng Chuukese name: Fach Yapese name: Choy Habit: Shrub or tree. It grows up to 25 feet (8m) or more in height, with aerial prop roots and prickly stem. Leaves: Linear leaves spirally arranged at branch tips, up to 6 feet (2m) or more length, M-shaped in cross section, margins and midrib of lower surface prickly (serrate). Flowers: Male flowers tiny, in dense, white inflorescences with large white bracts. Female flowers in a head. Both appear at branch tips. Fruit: Globose shape, separated pieces (phalanges) are tooth-like shape (angular), wedge-shape orange sections (prudes) are edible, husk fibrous, one to several-seeded. Location & Habituation: Pandanus tectorius is native to all the archipelagoes of Micronesia. It is found all over Micronesia due to its growing advantage on rocky and sandy shores of atolls and high islands. Micronesia is mostly consists of atolls and high islands, thus abets the growth of Pandanus tectorius. Pandanus tectorius is a terrestrial plant; it grows on the ground. Uses: Pandanus tectorius is one of the most useful trees in Micronesia. The leaves, which are the most useful part of the plant, are woven or plaited into mats, thatch, sails, baskets, hats, local fans, marmars, anticrafts, and many other items. Tip of prop roots are eaten and are often used as native medicine in Pohnpei and maybe in other Micronesian islands as well. The fruit is a major source of food in Micronesia especially on the atolls. They can be eaten raw or cooked. Either way, it is very healthy. Besides serving as a food, its fibrous helps clean the teeth, acting as a natural dental floss. Overall Summary: In English this cultivated tree is known as the "Screwpine." Kipar in Pohnpei; Fach in Chuuk; Mweng in Kosrae; and Choy in Yap. Pandanus tectorius is native to Micronesia. It was brought to Pohnpei by the early Micronesians. Pandanus tectorius is a wide-branched tree that grows up to heights of about 25 feet (8m). The prickly trunk has few to many aerial prop roots and the leaves are long (up to 6 feet, 3m) with serrated magins (thorny leaf edges). The large edible fruit is an aggregate of many angular, wedge-shaped orange sections (drupes). Although it does grow from seed, the fruit rarely does produce seed. This is a strong indication that people have been reproducing Pandanus tectorius by planting cuttings for many generations. Besides serving as a food, the fibrous helps clean the teeth, acting as a natural dental floss. The dried leaves are used to weave hats, baskets, mats, and other items. The tips of the aerial roots are used in traditional medicine. Specimen photographed and web page created by: Jenson Santos, October 1998. Culturally Significant Plant -- Pandanus Tree Mwokillese: Kupar The pandanus tree is a very important tree to the Mwokillese people. To this day, the pandanus tree still holds special meaning to them. Because of this tree, people gather together for feast, activities, or just to enjoy the day. They use this plant to build houses, and to weave mats, hats, even masks for the warrior dances. They also use this plant as a means of food and, in the old days, dental floss. All the parts of the tree has it's own unique use. The bark, for example, was used in the old days to build houses for the people of Mwokil. They thought that this was the strongest tree that could support their houses. It was used as the foundation to the house. Then they completed it by using the leaves to make thatched roofs. But then again that is not the only use for the leaf. The people had a lot of warrior dances that needed masks to be used. Since there were no cardboard boxes to make masks with and no stores to buy them at, they had to make the masks locally. These, the masks, are held dear to the old people who are still alive today and their kids. The mats that they slept on and the hats that they wore to block the heat of the sun were also made from the leaves. The fruit also comes in handy. Back then, they had a season for the pandanus tree. Whenever the fruits started getting ripe. They would harvest the crop and gather together to make whatever kinds of recipes they could. They would boil it and add grated coconut to it, or make a special plate from it and all sorts of things that we, now-a-days, don't do anymore. In these days, the Mwokillese on Pohnpei would look forward to going down to the Mwokil Atoll. The Mwokillese on this island don't weave mats because they are too caught up with the western technologies on this island. If they don't have mats they buy them. This is why it never stops to excite them thinking about all those mats that they know would be waiting for them. Not only are they long-lasting than the ones in the stores, but they are also FREE. Each lady would be very proud of her mat if she got one. They would brag about how many they have or how new it looks or just because they have one. The Mwokil Atoll uses these mats as their only means of gifts to everyone and anyone who visits the atoll. The fruit attracts a lot of visitors towhere it grows. When it is ripe, all family members gather together to enjoy the fruits and, of course, the day. These are only just some of the reason why the pandanus tree is so special to us. Botany home page Lee Ling home COM-FSM home page

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Researchers have found a strain of bacteria that can infect mosquitoes and make them resistant to the malaria parasite. The study, in the journal Science, showed the parasite struggled to survive in infected mosquitoes. Malaria is spread between people by the insects so it is hoped that giving m... Read More Bacteria may draw other bacteria to a site of infection by laying down trails of a “molecular glue” that lead free-swimming individuals to come together and organize into colonies. In the study, researchers were looking at how a species of bacteria called Pseudomonas aeruginosa attach and mov... Read More A 65-year-old Frenchman is hospitalized after contracting France's first case of a deadly new respiratory virus related to SARS, and French health authorities said Wednesday they are trying to find anyone who might have been in contact with him to prevent it from spreading. It's unclear how o... Read More Through the serendipity of science, researchers at the University of Pittsburgh have discovered a potential treatment for deadly, drug-resistant bacterial infections that uses the same approach that HIV uses to infect cells. The National Institutes of Health-supported discovery will be descr... Read More Researchers from UNSW have cautioned that more work is needed to understand how micro-organisms respond to the disinfecting properties of silver nano-particles, increasingly used in consumer goods, and for medical and environmental applications. Although nanosilver has effective antimicrobial... Read More Scientists have long believed that measuring the amount of HIV in a person’s blood is an indicator of whether the virus is actively reproducing. A University of Delaware-led research team reports new evidence that hidden virus replication may be occurring within the body’s tissue, despite un... Read More On May 8th JoVE will publish research that demonstrates how a biosensor can detect antibiotic resistance in bacteria. This new technology is a preliminary step in identifying and fighting superbugs, a major public health concern that has led to more deaths than AIDS in the United States in recen... Read More Those of you with an interest in virology, or perhaps simply sensationalism, have probably seen the recent headlines proclaiming another laboratory-made killer influenza virus. From The Independent: ‘Appalling irresponsibility: Senior scientists attack Chinese researchers for creating new strain... Read More With cold temperatures, low humidity and high levels of ultraviolet (UV) radiation, conditions 10 kilometers above Earth’s surface may seem inhospitable. But next time you’re flying, consider this: The air outside your airplane window might be filled with an array of microscopic life that affect... Read More To infect its host, the respiratory pathogen Pseudomonas aeruginosa takes an ordinary protein usually involved in making other proteins and adds three small molecules to turn it into a key for gaining access to human cells. In a study to be published May 7 in mBio, the online open-access journal... Read More A new study led by researchers from Harvard School of Public Health (HSPH) and the Wellcome Trust Sanger Institute in the UK has, for the first time, used genome sequencing technology to track the changes in a bacterial population following the introduction of a vaccine. The study follows how th... Read More Certain types of anti-depressants have been linked to an increase in the risk of Clostridium difficile infection (CDI) finds a study in BioMed Central's open access journal BMC Medicine. Awareness of this link should improve identification and early treatment of CDI. Certain types of anti-dep... Read More A new approach to treating antibiotic-resistant infections has been developed by University of Wollongong (UOW) and University of New South Wales’ (UNSW) researchers who have patented the new technology and entered into commercialization discussions with two French pharmaceutical companies. A... Read More That word "microbiome" — describing the collection of bacteria that live in and on our bodies — keeps popping up. This time, researchers say that children whose parents clean their pacifiers by sucking them might be less likely to develop allergic conditions because of how their parents' saliva ... Read More Shanghai Daily has a web page set up that shows the geographic distribution of H7N9 infections and fatalities in China. There is also a news feed, information on symptoms and a photo gallery. Click "source" to view. Read More (via Wired's Superbug blog) In my last post 36 hours ago, I raised questions about Saudi Arabia’s apparent delay in reporting new cases of the novel coronavirus that has been causing low-level unease since last summer. (For the full history of that, check these posts.) So it’s only fair to say t... Read More Spring cleaning is always a good way to get rid of those hard-to-reach cobwebs that appear around the house. However, when they appear in cooling tanks for spent nuclear fuel and have never been seen there before, special attention is warranted. Sometime in Fiscal Year 2011, “cobwebs” of bact... Read More A new federal report blames a combination of problems for a mysterious and dramatic disappearance of U.S. honeybees since 2006. The intertwined factors cited include a parasitic mite, multiple viruses, bacteria, poor nutrition, genetics, habitat loss and pesticides. The multiple causes mak... Read More Chinese scientists are being criticized for their “appalling irresponsibility” after they intentionally developed a new mutant influenza strain in a veterinary laboratory, the Independent reported. Experts have warned that the new virus strains could potentially escape the lab, which could c... Read More

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en

In public schools, regular homework generally begins by fifth or sixth grade, though short assignments may be given much earlier. Children under ten will usually need the most encouragement; you may have to help them get started, remind them of their study time, and check lessons after they're completed. Provide them with healthy snacks and a quiet place to work, but don't banish them to a deserted corner of the house. Let your child get started, and wait until they ask for your help. Avoid the temptation to do the actual work; in the long run, this only hurts them. However, if your child repeatedly struggles with a subject, and simply can't finish it, consult his or her teacher. There may be an underlying problem that needs corrected, or they may require special help from a tutor. When looking over your child's work, be diplomatic. Remember that children will be even more sensitive to criticism from a parent, than from their teacher. With very young children, don't worry about misspelled words in the homework. It's usually better to overlook minor mistakes, focusing instead on their accomplishments. Later, as the complexity of their homework increases, you can gently point out corrections in spelling or grammar. ©2004 Bluestreak Media. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

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en

Kamrul starts his day very early in the morning. He leaves his bed just after sunrise and washes his face from the nearest pond. After having a little cold rice from the previous night, he leaves for work. These days, Kamrul feels very relaxed. He doesn’t have to pay rent to the cycle van owner daily. He has his own van now. It is the most useful gift for his family. Kamrul has been. His new cycle van ensures a decent life for his family. Kamrul considers himself a fortunate father of a Compassion-assisted child. His 8-year-old daughter, Mukta, is the channel of blessings in his family. Every morning, Kamrul drives to the nearest village market for passengers or a load to carry. If he is fortunate enough, he can get more than two passengers at a time and heavy stuff to carry. He earns 100-120 taka (U.S.$1.45-$1.74) per day by driving his cycle van. “One hundred taka ($1.45) per day for me is the same as 100,000 taka ($1,450) for the rich people living in the big cities. This 100 taka allows me to buy food for my children and keep my family.” In the rainy and cold season he earns less than that, but the money is still adequate to buy food for his children. It wouldn’t be possible if he didn’t have his own cycle van. Previously, he had to pay around 100-120 taka as rent for a cycle van. He had very little left for his family. To pay the owner on a regular basis was a Herculean task for Kamrul. It took eight out of his 11 hours of working to earn the money for the owner. Now Kamrul believes that his bad days are over and he can do something more for his children and family. Kamrul’s working hours are now more flexible. To work eight hours throughout the day is enough for him to take care of his family. Whenever he is on the road driving his cycle van, he keeps the faces of his children in his mind rather than the worry of paying the owner of the cycle van. You made this possible for him. Kamrul had a bitter childhood. After the death of his father, his mother was kicked out of the house by his stepbrothers. His father married twice, and Kamrul’s mother was the second wife. It is common in Bangladesh for stepmothers not to be well-accepted by their stepchildren. Kamrul’s mother had to struggle a lot to raise her children. She stayed in a different town from them and worked as a housemaid. She was unable to provide education for her children. Kamrul grew up to become an illiterate rickshaw puller. He couldn’t manage to live in another town, and seven years ago returned to his own village. His stebrothers didn’t receive him warmly. He asked them to allow him to stay on his father’s land, but they said no. With help of the local people, he got a small piece of the land, but every day he has to face the anger of his vicious stepbrothers. In his 30 years of life, Kamrul has never been well-treated by people, except for his mother. When he first came in touch with the Compassion staff, he was amazed by their compassionate attitude. Now Kamrul is astonished by your love for him and his family. “From my childhood I got used to mistreatment. I never got love and sympathy from my stepbrothers or neighbors. “But the love that the Compassion sponsors have shown to me is unconditional. They bought me a new cycle van just after knowing about my struggling. This is beyond my imagination. They improved our living. I am grateful to them.” Kamrul is very popular at the child development center because of his sincerity. The center manager and church pastor always call him whenever they need to carry goods a distance. Kamrul carries all the sacks of rice, lentil, vegetables and chicken on his van for the center. It is very helpful for the church as well as for Kamrul. He is their “official” cycle van driver. Seven months ago, Kamrul used to carry the stuff of other people on his rented cycle van. Many people used to buy goods and food stuffs from the local market, and Kamrul carried those on his van. He couldn’t afford to buy stuff for his family. Conditions have changed. He is now able to earn adequate money to buy products from the weekly market. Last Friday he went to the market with his daughter, Mukta. He didn’t take his cycle van with him as they had been there just for shopping. Kamrul bought cooking oil, potatoes, onions, spices, biscuits and soap. Mukta asked for potato chips, and Kamrul was happy to buy her a packet of potato chips. He was very satisfied while he was heading back to his home holding the hand of his daughter. Kamrul is a very hardworking individual and always thinks about his family. He took a loan of 12,000 taka ($174) from a local organization. He invested the money to grow a paddy. This year he has received 420 kilograms of paddy, which provides five months of rice for his family. He has to pay the local organization 340 taka ($4.93) weekly. With his new van, he is able to save 50 taka per day; at the end of the week he has 350 taka to pay his weekly debt. The paddy will ensure rice is available three times a day for his family. Nowadays Mukta doesn’t have to go hungry in the morning. Every morning her mother serves her steamy rice and vegetables before she leaves for the development center. The new cycle van doesn’t mean that all the problems are removed from Kamrul’s life. He is still having some difficulties. Last month his stepbrothers beat him and his wife badly in front of their children. They threatened them and told Kamrul to leave the land where he and his family are staying. Kamrul and his wife were in great physical pain. Kamrul bought medicine for his wife. It wouldn’t be possible for him to spend money for medicine if he didn’t own the cycle van. “I am always anxious about my house. The land belonged to my father so I have a small share on that land. But my stepbrothers and their sons want to deprive me. “Compassion built a new house for us on that land after the cyclone disaster last year, but my stepbrothers want the land back, so they are trying to destroy my house. “They have never taken care of my family but always try to push us toward the edge. “Compassion took care of us by providing the van, which is the only earning way for me to survive. Even the medicine I bought for my wife were by the money I earned from the new cycle van.” Kamrul loves his children more than his own life. He has a great expectation for his daughter, Mukta. Kamrul never got the opportunity to complete his studies. He wants both of his children to grow up as well-educated human beings. From his childhood experience he knows how bitter it is to live without food as well as love. He loves his kids and tries to work at his level best to ensure they have food and clothes. He always worked hard, but now with his new cycle van he has started to work harder. He knows he has commitments to keep to his family as well as to the sponsors of Compassion. Kamrul is trying to make the most of his cycle van because the more he drives the greater chance that his children will never go hungry. Thank you for standing beside this responsible and hardworking father.

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The protein content in vegetables is of inferior quality when compared to meat fat. Therefore, high protein vegetables need to be combined with other protein supplements to fulfill the complete share of proteins and vegetables. Such a protein supplement is primarily essential for those who are generally vegetarians and have to depend upon low calorie and low fat diets. For instance, if you eat plant protein in form of vegetable curry along with rice or bread then the required amount of protein is surely accessible. The importance of high protein vegetables lies in the fact that often the amino acid content of low protein vegetables cannot properly be utilized for growth or maintenance of tissues. Therefore, during such cases the vegetable protein is either burnt as fuel or stored as body fat. It was often believed that high protein vegetables or high protein diets are extremely beneficial for humans and especially for the athletes. This is far from the truth. High proteins can never make a good diet. It is true that protein is an essential nutrient and it has a major role to play in making our body function properly. However, this does not mean that we require protein in huge proportions. In addition to this, protein supplements are in most cases costly, needless and even injurious for some. According to a general survey, the Vegan diets of the Americans are low in protein content in comparison to standard American diets. However, it has already been mentioned that it is not at all a credit to have high protein diets and at times, such a diet may give way to osteoporosis 4 and kidney diseases. Some examples of high protein vegetables include a varied quantity of beans, grains, nuts and seeds. Remember, protein contains essential amino acids, often referred to as building blocks of the body. In reality, our body is in need of amino acid and not protein. We need twenty different varieties of amino acids of which our body cannot produce nine out of the entire variety. Therefore, under such circumstances the amino acid content of the protein rich vegetables are absolutely essential for our body. Soybeans, quinoa (a grain), and spinach are some examples of high protein vegetables. However, not all protein rich vegetables have all essential amino acids. For instance, grains have low Lysine content and legumes have low Methionine content in comparison to other vegetables having considerable protein content. The basic idea is to combine low protein contents with the high ones for the exact availability of amino acid content. Such a way of procuring high protein vegetables and diets is indeed rational but the process is entirely complex and fairly complicated. Your daily requirement of high protein vegetables is: - One cup of cooked soybeans (29 gms of protein), lentils (18 gms of protein), black beans (15 gms of protein), kidney beans (13 gms of protein), chickpeas (12 gms of protein), veggie baked beans (12 gms of protein), pinto beans (12 gms of protein), black-eyed peas (11 gms of protein), peas (9 gms of protein), spinach (5 gms of protein) and broccoli (4 gms of protein) should all be eaten - Four ounces tofu (11 gms of protein) and firm (11 gms of protein) should be eaten - 1/4cups sunflower seeds (4 gms protein) are necessary for you diet. Therefore, if you are a vegan, it is not enough for you to include only one essential protein item in your diet. The source has to be varied and correct in matters of amino acid content.

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- At Home Teenage boys grow rapidly and gain weight rapidly throughout their adolescent years. For some, it seems impossible for their weight to catch up with their height; they may feel too lean and be sensitive about the lack of mass. For others, prepubescent weight--added to the additional weight gain of the adolescent body--can become too much; they may exceed a recommended weight for their height. Even for teenage boys who walk a middle line between the two weight extremes, eating a health diet is a very important part of good adolescent growth. The basic diet for all body types is the same; more or less weight gain can be dealt with simply by adjusting amounts of particular food types. Regular exercise is also an important component of any good diet.

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A Critically Endangered species of Madagascan frog has bred successfully for the first time at North Queensferry’s Deep Sea World. More than 30 tiny golden mantella tadpoles, measuring less than 10mm in length have been born at the aquarium. Zoologists at the centre are now waiting anxiously to see how many of the tadpoles will transform into froglets. The golden mantella frog is only found in the high forests of Eastern Madagascar – where the frogs are confined to a fragment of forest, surrounded by farmland and human settlements and is threatened by logging. Deep Sea World’s Zoological Manager Chris Smith, said: “We have been looking after a group of seven adult frogs here for the past four years and this is the first time they have bred. “It’s a fantastic achievement and we are now talking to other captive breeding programmes around the world to try and ensure as many of the tadpoles as possible reach maturity. “If all goes well these tadpoles should start to change into froglets in the next two months.” As its name suggests, the frog is a bright golden colour and, although not toxic, it is thought the frog may mimic the vivid colouration of poison frogs to fool would-be predators. The adult frogs are totally land-based and don’t have webbed feet. In the wild the eggs are laid on the forest floor and the tadpoles have to find their own way to the water. Unlike some species of frog the golden mantella is not a great parent and once the eggs have been laid they are ignored by the adults. They live in small groups, known as ‘armies’ which usually contain twice as many males than females. Critically Endangered is the highest risk category assigned by the International Union for Conservation of Nature Red List for wild species and means that a species' numbers have decreased, or will decrease, by 80% within three generations. This is great news for North Queensferry! Will you be visiting the froglets? Remember to post your pictures and comments here at s1northqueensferry.

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|Securing and Optimizing Linux: RedHat Edition -A Hands on Guide| |Prev||Chapter 29. Software -Network Server, web/Apache||Next| This step is necessary only if you think that you'll use an access file authentication system for your web site. Access file authentication is used when you have the need to protect some part of your web site with a user password. With Apache, a lot of options exist to protect your site with usernames and passwords. The dbmmanage program utility of Apache can be used to create and update usernames and passwords of HTTP users. This method use a DBM format files that is the fastest mechanism when you have thousands users to manage in your password file. First of all, it's important to change the permission of this program to be 0750/-rwxr-x---, writable only by the super-user root, readable and executable by group and nothing for the others. To change the permissions on the dbmmanage program, use the following command: [root@deep ]/# chmod 750 /usr/bin/dbmmanage To create a username and password, use the following command: [root@deep ]/# /usr/bin/dbmmanage /etc/httpd/.dbmpasswd adduser username New password: Re-type new password: User username added with password encrypted to l4jrdAL9MH0K. If you use the dbmmanage utility with your Apache web server to create passwords and usernames, don't forget to include in your /etc/httpd/conf/httpd.conf configuration file the part of your web site you need to protect with user password authentication: Edit the httpd.conf file vi /etc/httpd/conf/httpd.conf and add the following lines to protect the private directory of your web site ona with user password authentication: <Directory "/home/httpd/ona/private"> Options None AllowOverride AuthConfig AuthName "restricted stuff" AuthType Basic AuthDBUserFile /etc/httpd/.dbmpasswd require valid-user </Directory> You must restart Apache web server for the changes to take effect: To restart Apache, use the following commands: [root@deep ]/# /etc/rc.d/init.d/httpd restart Shutting down http: [ OK ] Starting httpd: [ OK ] Finally, we must test the new protected directory named private. To verify that it works, point your web browser to the following address: http://my-web-server/private/. The <my-web-server> is the address where your Apache web server lives. The </private/> is the directory we want to protect with user password authentication. As we already know, the immutable bit can be used to prevent deletion, overwriting or creation of a symbolic link to a file. Once your httpd.conf file has been configured, it's a good idea to immunize it with the following command: [root@deep ]/# chattr +i /etc/httpd/conf/httpd.conf

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Along with pain, consider the following negative health effects of Early Childhood Caries (ECC): ECC can also impact a child's education. According to a 1992 study by Helen Gift, et al, approximately 51 million school hours per year are missed due to dental problems, most of which result from caries. More school is missed by poor, Hispanic females without dental insurance than any other children. Missed school for children also translates into missed work and lost wages for caregivers. The financial burden of repairing severe ECC is enormous. ECC results in increased office, dental, and ER visits, with such costs often far exceeding those of preventive dental care. Several studies have investigated the cost of prevention versus treatment of disease and confirm that it is significantly more expensive to treat caries than to prevent them. It is approximately 10 times more expensive to provide inpatient care for dental caries-related symptoms than to provide that same patient with the recommended periodic preventive care.

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The 2013 Contest is now closed. Congratulations to all our winning entrants! Check back this winter for information about our 2014 PBS KIDS GO! Writers Contest. Entrants must be in kindergarten, first, second or third grade. Only one entry per person will be accepted; all subsequent entries will be disqualified. Only single author stories qualify (no co-authored stories). Stories can be fact or fiction, and prose or poetry. Kindergarten and first grade stories: minimum of 50 words, maximum of 200 words. Second and third grade stories: minimum of 100 words, maximum of 350 words. Children who cannot write may dictate their story to be printed, written legibly or typed. Text may be integrated into the illustration pages or on separate pages. Non-English text must be translated on the same page and the translation text must adhere to word count. Invented spelling is accepted. Stories must have at least five original, clear and colorful illustrations. Original art can include drawings, photographs, collages, and 3-D. Stories must be created on one side of the paper and numbered on the back of each page.

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you consider that for almost the first year of his life, your puppy is dealing with some big changes going on in his mouth. One of the biggest challenges in raising a puppy is dealing with all of the chewing they do. It can be a bit less frustrating if Dogs have two sets of teeth: 28 deciduous (baby) teeth, which will eventually be replaced by 42 permanent (adult) teeth. When a puppy is two or three weeks old, the deciduous teeth begin to erupt through the gums, starting with the incisors, followed by the canine teeth, and finally the premolars. All of the deciduous teeth should be in place by about eight weeks of age. These first teeth are small, and painfully sharp, as owners of young puppies know. This is part of the reason most mother dogs begin to wean their pups at five or six weeks of age. Losing Their Baby Teeth By eight to twelve weeks of age, the roots of the deciduous teeth are starting to resorb and the teeth begin to loosen and fall out. This makes room for the permanent teeth to erupt normally. As with the deciduous teeth, the permanent incisors are the first to come in, followed by the canine teeth, and the premolars. The last teeth to erupt in the adult set are the molars. Puppies do not have molars, which is why there are fewer deciduous teeth. In most breeds of dogs, all of the permanent teeth should be present by about eight months of age. Are the Adult Teeth Coming in Normally? Just as you should begin an at-home dental care program as soon as you get your new puppy, this is also the time we recommend you start observing his teeth to make sure they are coming in normally. Any baby teeth that don’t fall out to make way for the adult teeth are called retained deciduous teeth. Having two teeth crowded into a space meant for one can cause dental problems. Food can get caught between the teeth and cause periodontal disease. The pressure from the retained deciduous tooth can push the adult tooth into an abnormal position, where it may push against the lip or gum causing an ulcer, or prevent the upper and lower teeth from coming together properly, which may cause chewing problems. Retained deciduous teeth need to be removed surgically. Ideally, this should be done as soon as they are noticed, so that the adult tooth has the best chance of coming in normally. At the time the dog is neutered, typically around 4-6 months of age, any retained deciduous teeth should definitely be removed.

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Education is the single most important issue facing urban America. Much talk centers on the "digital divide," but we must first deal with the educational divide. The lack of access to quality education for all has helped produce poverty with all its trappings, including crime and drug abuse. The link is undeniable; seven of 10 prison inmates are functionally illiterate, according to a recent National Adult Literacy Survey. Clearly, tough decisions have to be made. The present system of social promotions, based on quantity of age rather than the quality of knowledge, shortchanges our children. For years I have seen full-grown men and women with high-school diplomas who needed someone to help them to fill out simple applications. According to the National Assessment of Education Progress, nearly 70 percent of fourth-graders in poor inner-city schools cannot read at grade level. Stephen Sample of the University of Southern California observed that "the United States, the country with the best universities in the world, has among the worst elementary and secondary schools." This is an American tragedy. Earlier this year I spoke with a first-year teacher who was bubbling over with enthusiasm. I spoke with her again some months later; her excitement had been replaced by frustration. She had discovered that half of her fifth-grade class was reading at a second-grade level. She looked at me with helplessness in her eyes. Someone must find the courage to make the tough decisions to stop this madness. If we fail to do so, not only will our children continue to be victimized, but also there will be a great exodus of brilliant teachers from our school systems. Right away, we can take these steps: Reward good teachers. Hold parents accountable for their children's behavior. Hold teachers accountable for the academic performance of their students. Change the way we handle discipline, and institute a uniform code of conduct and consistently enforce it. Another promising young teacher told me of an embarrassing incident that took place between a sixth-grade student and his teacher. The student verbally assaulted the teacher with words so vulgar and caustic that the teacher's only response was tears. The next day the child was right back in school. This kind of behavior not only dishonors and disrespects the teacher; it also disrupts the classroom. And it must not be tolerated. Many people point to the lack of classroom space, too many students in a class, or lack of funding as the biggest problems in education. But history shows otherwise. Many older black Americans can remember when nearly all black schools were incubators for educational excellence-even though their books, facilities, and supplies were hand-me-downs, far inferior to those used by others. I'm talking about schools like Williston High School in Wilmington, N.C., once known as the "greatest school under the sun." I'm talking about schools like Dunbar High School in Washington, D.C., an educational gem from 1870 to 1955. During Dunbar's academic peak, when college attendance was the exception rather than the rule for all Americans, three-quarters of Dunbar's graduates went on to college. The difference between then and now is that the students were inspired; they had confidence that they could do anything, in spite of everything. School, home, and church wove a circle of familiarity around these children, and these institutions played a cooperative, organized role in influencing the behavior and achievements of the young. As I see it, this makes an interesting argument for charter schools and some sort of voucher program. Most of us would agree that these are not the final solution to urban school problems. But I believe these at least would give families some viable options. We know that when inner-city children graduate from high school, many of them are functionally illiterate. Is it not cruel to condemn their younger siblings to the same fate? These families want choices; study after study has shown that the majority of African-Americans are in favor of vouchers. Some "experts" predict that vouchers will be the destruction of the public school. I refuse to accept that notion. I have much more faith in our public-school system than that. Vouchers will only stimulate and bring out the best in them through much-needed competition. We must raise the standard. We must no longer be willing to settle for mediocrity in the education of our precious youth. The fault lies squarely at our feet because we are no longer demanding and expecting our children to excel, and they are not disappointing us. Americans must no longer sacrifice the future of the children by shoveling them into the blazing incinerators of poorly performing schools. Years ago I played professional football. Anyone who consistently failed to do his job was soon out of a job. Excuses didn't help. Everyone understood this; it wasn't kind, but neither is the marketplace. When our children reach the marketplace, the ones who merely were shuffled through poorly performing schools will be at a real disadvantage. Society will not treat them kindly when they fail to get the job done, and excuses won't help them, either. That's why I am hopeful about Rod Paige, our new secretary of education. He showed during his tenure with the Houston Independent School District that he's willing to think outside the box. For example, he contacted private schools to help with children who were struggling academically, and he developed a system for holding schools accountable for student performance. It was high praise indeed when former Houston ISD board member Don McAdams said Mr. Paige "started Houston ISD on a path of creating a performance culture." Excellence can only be achieved through the rewarding of good teachers, discipline, testing, and returning to the days of commitment, to accountability for all. We must insist on performance and settle on nothing less than excellence. May God help us. -Herb Lusk is pastor of Philadelphia's Greater Exodus Baptist Church

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The school is test-piloting a “Bring Your Own Device” program for students, in which kids can bring their cell phones or other wireless devices – e-readers, laptops – into the classroom to supplement their learning. Since you’re reading these sentences in the order I wrote them, you’ve guessed what happened. Students in the school’s college-prep macroeconomics class found a way to beat the system during an exam. According to reports, one student would snap a photo of the test with his phone, then excuse himself to the bathroom, where he would send the photo to other students who hadn’t yet taken the test so they could research the precise answers they needed to pass with flying colors. Administrators refused to comment to the media, but the school’s newspaper (yay, high-school journalism!) scooped the world by getting an interview with the principal, who explained what happened. The paper also quoted an instructor as saying the exposed cheating incident made the Bring Your Own Device program “look like the stupidest idea ever.” Which is what I thought. At first. Academic cheating probably has been around since pupils could palm cuneiform tablets to pass that big alchemy midterm. Technology makes cheating easier, or more tempting, or more devious. At Dartmouth College in 2000, a visiting computer science professor left the answer to a problem on the class’ website and showed the Web address on an overhead projector. But since it was impossible to determine exactly which students logged onto which computers to cheat, 78 students were cleared of any charges. Another Ivy League cheating scandal boiled over earlier this year at Harvard. More than 100 students of an Introduction to Congress class – about half the class – were implicated in a scheme in which students plagiarized material from study guides for a take-home final exam. To be fair, considering that the class dealt with Congress, you’d think stealing would be required as part of the syllabus. Cheating scandals even hit the U.S. Naval Academy in 1994. In 2007, they hit Indiana University’s dentistry school, Duke University’s business school and football players at Florida State University. At California’s Diablo Valley College a few years ago, a cheating ring was discovered in which students apparently traded cash and even sexual favors for better grades. Cheating is being rubbed into our culture like a stain increasingly impossible to remove. Continually we hear about students cheating on tests. Shifty spouses cheat on one another. Shady businesses cheat shareholders. Crooked politicians cheat constituents. Steroid-hungry athletes cheat against clean sportsmanship. Video games even tout “cheat codes” to play a game at an unfair advantage that you’re actually expected to enjoy. And kids – adults, too, really – are soaking all of that in. The message: The honest and often hard road to success is for suckers. Or maybe you feel that you’ve worked hard enough, and you somehow deserve a little edge to improve your performance. Why do people cheat? To get ahead? To look good? To dodge the fear of failure? Or because the cheater shrugs it off because he thinks everybody else is cheating? It’s all those reasons, and you probably can think of a few more. And think about this: Cheating early in life sows seeds for cheating later in life. A Josephson Institute of Ethics character study issued in 2009 found that high-schoolers who cheat on tests are three times as likely to become workers who lie to customers, taxpayers who cheat on their returns and insurance-holders who cheat on their claims. Cheating has to be fought like you would any epidemic. They lost a battle in Naperville Ill. But in Fayette County, Ga., school officials are shooting for success. Fayette schools, in southern suburban Atlanta, also are piloting a program that allows students to use wireless devices. Officials call their program Bring Your Own Technology. According to the school system’s website, the program “uses that personal technology the student is familiar with, provides it a safe location on a student virtual network, and allows its use for educational purposes.” When it’s put like that, it makes more sense. Engage kids through the portals through which they view the world. If a kid is most comfortable hunched over her phone, you might as well pump some knowledge through to the kid’s screen while she’s there. It’s being done at schools across the country. And it’s coming sooner or later to schools in the CSRA. Count on it. That wireless genie is out of the bottle. The key – and this is where Naperville dropped the ball – lies in relentless supervision. Students get to keep their electronics, but teachers and administrators still have to retain rigid control. Kids should be allowed to network solely by the school’s rules, accessing only school-sanctioned material. Any and all cheating shenanigans have to be anticipated and stomped out. As I was writing this, I was reminded that it’s exam time for a lot of schools in the CSRA. Here’s hoping all pupils hit the books instead of hitting the “easy” button by cheating. Cheating erodes the trust others have in you. It tears down your confidence. It stains your soul. That’s not just advice for the students. That goes for the rest of us.

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BitNot[n] gives the bitwise NOT of the integer n. Integer mathematical function (see Section A.3.10). BitNot[n] turns ones into zeros and vice versa in the binary bit representation of n. Integers are assumed to be represented in two's complement form, with an unlimited number of digits, so that BitNot[n] is simply equivalent to . See The Mathematica Book: Section 3.2.4. See also: BitAnd, BitOr, BitXor, Not. THIS IS DOCUMENTATION FOR AN OBSOLETE PRODUCT. SEE THE DOCUMENTATION CENTER FOR THE LATEST INFORMATION.

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A photograph by Kathy Keatley Garvey captures a honeybee's sting, with its abdominal tissue trailing behind. UC Davis communications specialist Kathy Keatley Garvey in the Department of Entomology said she has taken at least 1 million photos of honeybees in her lifetime, but this snapshot won the first-place gold feature photo award in an Association for Communication Excellence competition...Source (wait for it)... The Sacramento... Bee. Relevant information and additional photos in the sequence at the photographer's post at Bug Squad. The images showed the progression of the sting, but the most interesting part was that the bee's abdominal tissue lingered behind, she said. "As far as I know, nobody's been able to record anything like this," Garvey said. She said the only time she's seen it illustrated was in a textbook. Via BoingBoing, where I found this interesting observation in a comment: Their stingers developed for defending their hives by stinging the rigid bodies of other bees and insects, not for stinging the stretchy skin of mammals. One bee can sting another bee/insect several times.I didn't know that. You learn something every day.

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Parsons, Talcott, 1902–79, American sociologist, b. Colorado Springs, Colo., educated at Amherst College (B.A., 1924), London School of Economics, and Univ. of Heidelberg (Ph.D., 1927). He was on the faculty at Harvard from 1927 until his retirement in 1974. He is known for his attempt to construct a single theoretical framework within which general and specific characteristics of societies could be systematically classified; it is known as structural-functional theory. Parsons was also interested in medical sociology and the professions in general. In recent years he has been criticized for understating the importance of social conflict. Among his writings are The Structure of Social Action (1937), The Social System (1951), Structure and Process in Modern Societies (1960), Social Structure and Personality (1964), Societies (1966), Sociological Theory and Modern Society (1967), and Politics and Social Structure (1969). See studies by W. C. Mitchell (1967), H. Turk and R. L. Simpson, ed. (1971), and J. Alexander (1984). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. More on Talcott Parsons from Fact Monster: See more Encyclopedia articles on: Sociology: Biographies

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EDU8111 Emerging Environments for Learning |Semester 3, 2012 Online Toowoomba| |Faculty or Section :||Faculty of Education| |School or Department :||Education| |Version produced :||21 May 2013| Examiner: Janice Jones Moderator: Roderick Fogarty Learning environments are designed, developed and implemented using theories and technologies that are constantly evolving. Those working in the field require knowledge of contemporary learning environments together with the capacity to locate and evaluate information about new developments. Engagement in relevant professional communities is a powerful way of accessing and contributing to shared knowledge about emerging learning environments. Theories, including constructivism and connectivism, associated with the design and adoption of learning environments will be reviewed with a focus on developing understanding of how theory can inform effective design and implementation of learning environments appropriate to a variety of contexts such as formal education, workplaces, and leisure. Students will be introduced to sources and communities from which they can obtain knowledge of current developments in learning environments and associated theories and technologies. They will collaborate to identify and evaluate relevant knowledge from a variety of sources and will be encouraged to participate as members of relevant professional communities. They will construct shared artefacts that contribute to the professional discourse of emerging learning environments and demonstrate appropriate design of learning environments for specific purposes. Where appropriate, students will work with emerging and experimental technologies. The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to: - identify and evaluate information relevant to a range of emerging environments for learning (Assignment 1) - critically examine the use of emerging tools in the context of technology development, educational trends, usage patterns and innovation adoption (Assignment 3) - investigate future trends in learning technologies in various educational contexts (Assignment 2) - apply a range of technologies to the design of learning environments (Assignment 3) - work professionally and collaboratively on projects related to emerging learning environments. (Assignment 2) - Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 3) |2.||Technology development trends||10.00| |3.||Emerging technology usage patterns||10.00| |4.||Emerging trends in education||10.00| |5.||Innovations adoption and outcome trends||10.00| |6.||Emerging technologies and tools||40.00| |7.||Conclusion and future developments||10.00| Text and materials required to be purchased or accessed ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDU8111) Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/) - There are no texts or materials required for this course. Albion, P.R 2008, Virtual Worlds: Exploring Potential for Educational Interaction. In J. Luca & E.R. Weippl (Eds.), Proceedings of Ed-Media 2008: World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 5100-5107), Association for the Advancement of Computing in Ed, Chesapeake, VA. Brown, J. S 2006, 'New Learning Environments for the 21st Century:', Exploring the edge, vol. 38, no. 5, p. 18. Chen, C. J 2006, 'Australian Journal of Educational Technology', The design, development and evaluation of a virtual reality based learning environment, vol. 22, no. 1, p. 39. Hazel, P 2008, 'Toward a narrative pedagogy', for interactive learning environments, vol. 16, no. 3, p. 199. Herrington, T,. & Herrington, J. (Eds.) 2005, Authentic learning environments in higher education, Information Science Pub, Hershey, PA. Irlbeck, S., Kays, E., Jones, D., & Sims, R 2006, 'The Phoenix Rising:', Emergent models of instructional design, vol. 27, no. 2, p. 171. Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm. Student workload requirements |Description||Marks out of||Wtg (%)||Due Date||Notes| |ASSIGNMENT 1||20||20||28 Nov 2012| |ASSIGNMENT 2||30||30||02 Jan 2013| |ASSIGNMENT 3||50||50||30 Jan 2013| Important assessment information There are no attendance requirements for this course. However, it is the student's responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. Requirements for students to complete each assessment item satisfactorily: To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item. Penalties for late submission of required work: If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted. Requirements for student to be awarded a passing grade in the course: To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. Method used to combine assessment results to attain final grade: The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course. There is no examination in this course. Examination period when Deferred/Supplementary examinations will be held: There will be no Deferred or Supplementary examinations in this course. University Student Policies: Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm Students will require access to e-mail and Internet access to UConnect for this course. Students enrolling in WEB courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/currentstudents/computingstandards/default.htm. You can check whether your computer system meets these requirements from USQAssist (http://usqassist.usq.edu.au/).

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The Growth of Cryptography 02/08/2011 4:00 PM 10"250Ronald L. Rivest, Andrew and Erna Viterbi Professor Department of Electrical Engineering and Computer Science (EECS)Description: It's not every day that Euclid appears in public with "Alice and Bob," but in a lecture spanning a few thousand years, Ronald Rivest summons these and other notables in his history of cryptography. While citing milestones of code"making and breaking, Rivest also brings his audience up to date on the latest systems for securing information and communication networks, which owe much to his own research. Rivest makes quick work of the period before mid" 20th century, but credits the ancient Greeks for prime number factorization -- essential to cryptography -- and elementary ciphers. In the 18th and 19th century, mathematicians delved into number theory and extended techniques of factoring. The twentieth century, with its two world wars and technological advances, established the significance of cryptography on and off the battlefield. Alan Turing's Enigma machine not only helped the allies win World War II, but catalyzed development of the first generation of computers. MIT professor Claude Shannon, who worked with Turing and other cryptanalysts, went on to father the field of information science, leading to the digital age. In the 1970s came development of public data encryption methods. Academics prevailed against U.S. government efforts to conceal means for encrypting data. In 1977, Rivest's group at MIT, which included Adi Shamir and Len Adleman, came up with RSA, an elegant algorithm for public"key cryptography that "relies on the difficulty of factoring" primes and which is still widely used. The group was so confident of its encryption method that they offered $100 for breaking a cipher"text based on a 129"digit product of primes. Rivest thought it would take "40 quadrillion years" to solve the challenge. "It was a bad estimate," he admits. In fact, a combination of new algorithms and brute computing power cracked the text in 1994 ("The Magic Words are Squeamish Ossifrage"). Technological and theoretical advances have made possible improved encryption methods, and ways of authenticating and securing data. Faster computers may someday "make factoring a million"digit number easy," says Rivest. Work is even progressing on a quantum computer (it can only factor the number 15 so far). But code"breaking is also increasingly sophisticated, Rivest warns, as the internet opens up vast new areas of data to cyber"attack. Rivest sees cryptography blossoming into applications for anonymity, password"based keys, and crypto for smart cards. He has been looking into probabilistic micropayment systems, and techniques to enhance the security and transparency of voting. "Maybe large prime numbers have a role to play in our democracy down the road," he says. About the Speaker(s): Ronald L. Rivest is a member of MIT's Computer Science and Artificial Intelligence Laboratory (CSAIL), a member of the lab's Theory of Computation Group and is a leader of its Cryptography and Information Security Group. He is also a founder of RSA Data Security, now known as RSA Security. Rivest is also a co"founder of Verisign and of Peppercoin. Rivest, whose research interests include cryptography, computer and network security, voting systems, and algorithms, is a member of the National Academy of Engineering, the National Academy of Sciences, and is a Fellow of the Association for Computing Machinery, the International Association for Cryptographic Research, and the American Academy of Arts and Sciences. Among other honors, Rivest, with Adi Shamir and Len Adleman, has been awarded the 2000 IEEE Koji Kobayashi Computers and Communications Award and the Secure Computing Lifetime Achievement Award. Rivest is an inventor of the RSA public"key cryptosystem. He has extensive experience in cryptographic design and cryptanalysis, and has published numerous papers in these areas. He has served as a Director of the International Association for Cryptologic Research, the organizing body for the Eurocrypt and Crypto conferences, and as a Director of the Financial Cryptography Association. He received a B.A. in Mathematics from Yale University in 1969, and a Ph.D. in Computer Science from Stanford University in 1974. Host(s): Office of the President, Office of the President MIT World -- special events and lectures

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PUBLIC INFORMATION OFFICE JET PROPULSION LABORATORY CALIFORNIA INSTITUTE OF TECHNOLOGY NATIONAL AERONAUTICS AND SPACE ADMINISTRATION PASADENA, CALIF. 91109. TELEPHONE (818) 354-5011 FOR IMMEDIATE RELEASE NASA's Magellan spacecraft mission to Venus, scheduled for launch on the space shuttle in April 1989, has completed critical test of the interface between the spacecraft and the radar that will map the cloud-covered Venusian surface. As result of the successful tests, Magellan's prospects for meeting the scheduled launch aboard space shuttle Atlantis are excellent, according to project manager John Gerpheide of the Jet Propulsion Laboratory, Pasadena, Calif. The radar, which consists of an integrated synthetic aperture radar and an altimeter, was shipped on schedule in mid-June by its developer, Hughes Aircraft Co., in El Segundo, Calif., for tests at Martin Marietta Corporation in Denver, Colo., where the spacecraft is being assembled. The radar was delivered back to Hughes last month for final flight qualification tests to be conducted this fall. It will be sent to Martin Marietta early next year for final spacecraft integration and testing prior to shipment of the spacecraft to NASA's Kennedy Space Center in Florida in November 1988. There, the spacecraft will be integrated with an inertial upper-stage (IUS) and be placed in the payload bay of the Atlantis. Venus is covered by dense atmosphere of sulfuric acid and carbon dioxide that hide its surface from view. The microwave radar, however, will penetrate the cloud cover to produce detailed, photograph-like images of the planet's surface. Recent studies have indicated that Venus, where the average surface temperature is 470 degrees Celsius (900 degrees Fahrenheit), may have once had oceans of water. Topographical scars left by evaporated rivers and oceans, if they once existed on Venus, will be revealed by images returned by Magellan.

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You can play a role in providing access to healthy, affordable food for youth. Let's Read. Let's Move. encourages adults to get involved and make a commitment to help youth combat obesity and make healthy food choices. You can: *By clicking this button, you will exit the Serve.gov site and be redirected to the All for Good site where your search results will be displayed. Did you know? Nearly 19 million children depend on free and reduced-price school meals for nine months out of the year; only 2.3 million children participate in the Summer Food Service Program 1 in 5 children in the US are overweight A 2009 study of 5th grade students showed positive association between overall diet quality (fruit and vegetable consumption) and academic performance. Healthy eating also improves a child’s immune system, boosts energy levels and reduces stress. Get involved. To get started, check out the toolkits. Join thousands of people across the county in service to provide access to healthy affordable food and create a healthier generation of kids by nourishing young bodies. The Red Cliff Band of Lake Superior Chippewa has a rich heritage in food production, but an increased reliance on processed foods has left them susceptible to America's obesity epidemic. One way to battle this problem is to increase the availability of locally grown, healthy food choices, and the Red Cliff Mino Bi Ma De Se Win (Return to the Good Life) Community Farm is tackling the problem head-on A few weeks ago, a brand new AmeriCorps program, FoodCorps, brought together 50 newly-minted members for a week long training. While there, several of the members shared what inspired them to join a program designed to addressing our country's childhood obesity epidemic through school gardens and farm-to-school programs

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What induced the Indian Ministry of External Affairs to issue a statement endorsing a plan that could result in loss of human life, and have negative economic and ecological repercussions for India? George W Bush's plan to tackle global warming, announced on Valentine's Day, invoked anger and ridicule from governments and non-government organisations alike. It was seen, rightly enough, as sleight of hand, an attempt to fool the world. Bush rejected the Kyoto Protocol, under which the US would have to reduce aggregate greenhouse gas (GHG) emissions by 7 per cent compared to 1990. But he offered instead to cut greenhouse gas intensity by 17.5 per cent by 2012 (see background information). Given that the greenhouse gas intensity in the US has been falling faster than this rate anyway since the mid-1990s with no effort on part of the US government, Bush's plan promises to do precisely nothing to reduce aggregate US emissions. Instead, 2012 emissions in the US will actually be 30 per cent above 1990 level if this plan is implemented. Even staunch US allies have smelt a fish. Japan, for example, has asked the US to set targets to actually reduce GHG emissions rather than seek intensity cuts. According to UK environment secretary Margaret Beckett, Britain has protested at "the highest level" to President George Bush about his environmental policy, [which] is "very disappointing" and will not work. Then why did the Indian Ministry for External Affairs (MEA) issue a statement on February 18, 2002 welcoming Bush's policy statement? Particularly since India is among the nations that are likely to be worst hit by climate change unless countries like the US reign in their GHG emissions? India stands to incur huge economic losses if the monsoon is disrupted due to climactic changes, or if climate change leads to an increased frequency of extreme events such as typhoons, floods and droughts, water scarcity, increased incidence of vector borne disease, and heat stress. Moreover, the Indian position at the climate change negotiations has been to staunchly argue that industrialised countries should be the first to cut GHG emissions, given their higher contribution to the problem - while Bush, in his policy statement, states that countries like India and China "cannot be absolved of their responsibility". The MEA statement weakly defends this position - but only after welcoming Bush's new policy. While the motives of the MEA are not immediately clear, there seems to be only one reason to explain this wanton act of extreme foolishness -- that the MEA came under pressure from the isolated US government to show support for a plan that everybody else was junking, and was pathetic enough to oblige (perhaps to earn brownie points over Pakistan, given the present political situation between the three countries?). The US government is not known for its subtlety while buying support, so offers to fund vague climate change related projects in India could possibly have helped oil the wheels. A direct phone call to the MEA did not solve the mystery of why the statement was issued, and to whom, since none of the journalists we contacted had any prior knowledge of it. For a copy of the MEA statement, Bush's policy statement, or any further information, contact Anju Sharma or Neelam Singh, at 6081110, 6083394, 6086401 Highlights of the US president George W Bush's latest plan 'Clear Skies and Global Climate Change Initiatives' announced at National Oceanic and Atmospheric Administration on February 14, 2002: Recommends cuts in power plant emissions of nitrogen oxides (67 per cent), sulphur dioxide (73 per cent) and mercury (69 per cent). These cuts will be completed over two phases, with one set of emission limits for 2010 and the other for 2018. Market-based cap and trade approach will be used to achieve these cuts. Each power plant facility will get a tradable permit to emit. The proposal falls short of imposing similar cuts on carbon dioxide emissions from power plants. Carbon dioxide is one of the main greenhouse gases (GHG) whose increasing concentrations in the atmosphere contribute to global warming and climate change. GHG intensity to decline by 17.5 per cent by 2012. GHG intensity is a measure of GHG emissions per unit of economic output, usually expressed in terms of gross domestic product (GDP). In 1990-2000, the GHG intensity in the US fell by about 17 per cent, but the total emissions increased by 14.7 per cent. The cut in intensity proposed by Bush is almost the same as the reduction achieved in the last decade. Over the next ten years, GDP is projected to increase at approximately the same rate as in the past decade. As a result, the total emissions will increase by about 14 per cent, even as GHG intensity declines by 17.5 per cent. Bush's plan aims for nothing else but maintaining the status quo. Under the Kyoto Protocol rejected by the US in 2001, it had to bring down its emissions to 7 per cent below 1990 emission levels. - "If, however, by 2012, our progress is not sufficient and sound science justifies further action, the US will respond with additional measures that may include broad-based market programmes as well as additional incentives and voluntary measures designed to accelerate technology development and deployment," Bush while announcing the plan. The stress is on voluntary measures and there is no mention of binding, definite targets to reduce GHG emissions. - "….developing nations such as China and India already account for a majority of the world's greenhouse gas emissions, and it would be irresponsible to absolve them from shouldering some of the shared obligations." Industrialised countries owe their present economic prosperity to years of unrestrained carbon dioxide emissions into the atmosphere - a global common. They are primarily responsible for the problem of global warming whose maximum adverse effects will be borne by developing countries. Since it has not been possible to delink carbon dioxide emissions from economic growth, the South needs the space to increase their emissions to further their development goals. Imposing limits on their emissions at this stage will amount to putting a freeze on the existing inequality between the North and the South.

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Jan. 1, 2011 A large collaborative study has added to the growing list of genetic variants that determine how tall a person will be. The research, published on December 30 in the American Journal of Human Genetics, identifies uncommon and previously unknown variants associated with height and might provide insight into the genetic architecture of other complex traits. Although environmental variables can impact attained adult height, it is clear that height is primarily determined by specific alleles that an individual inherits. Height is thought to be influenced by variants in a large number of genes, and each variant is thought to have only a small impact on height. However, the genetics of height are still not completely understood. "All of the variants needed to explain height have not yet been identified, and it is likely that the additional genetic variants are uncommon in the population or of very small effect, requiring extremely large samples to be confidently identified," explains Dr. Hakon Hakonarson from The Children's Hospital of Philadelphia. To search for genetic variants associated with adult height, researchers performed a complex genetic analysis of more than 100,000 individuals. "We set out to replicate previous genetic associations with height and to find relevant genomic locations not previously thought to underpin this complex trait" explains Dr. Brendan Keating, also from The Children's Hospital of Philadelphia. The authors report that they identified 64 height-associated variants, two of which would not have been observed without such a large sample size and the inclusion of direct genotyping of uncommon single-nucleotide polymorphisms (SNPs). A SNP is a variation in just one nucleotide of a genetic sequence; think of it as a spelling change affecting just one letter in an uncommonly long word. These results suggest that genotyping arrays with SNPs that are relatively rare and occur in less than 5% of the population have the ability to capture new signals and disease variants that the common SNP arrays missed (i.e., 30 new signals in this study), as long as sample sizes are large enough. These low-frequency variants also confer greater effect sizes and, when associated with a disease, could be a lot closer to causative than more common variants. "The increased power to identify variants of small effect afforded by large sample size and dense genetic coverage including low-frequency SNPs within loci of interest has resulted in the identification of association between previously unreported genetic variants and height," concludes Dr. Keating. Other social bookmarking and sharing tools: Note: Materials may be edited for content and length. For further information, please contact the source cited above. - Matthew B. Lanktree et al. Meta-analysis of Dense Genecentric Association Studies Reveals Common and Uncommon Variants Associated with Height. The American Journal of Human Genetics, 30 December 2010 DOI: 10.1016/j.ajhg.2010.11.007 Note: If no author is given, the source is cited instead.

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Water: What You Can Do What You Can Do Provides information on how you can get involved including ways to protect human health and the environment by raising awareness about potential threats to your drinking water, local rivers, lakes, streams, wetlands, the fish and shellfish you eat, and aquatic ecosystems. Adopt Your Watershed – This program challenges you to serve your community by taking part in activities to protect and restore your local watershed. After the Storm – Weather emergencies such as flooding can introduce pollutants to your water supply. Learn how to protect your source of water and find out what to do in the event that your drinking water is compromised. Bring Back the Water Fountain - Learn about how EPA is partnering with Mayors across the country through the U.S. Conference of Mayors to reinvigorate our nation's supply of public drinking fountains. Clean Water Act 40th Anniversary - 2012 marked the 40th anniversary of the Clean Water Act, the nation's law for protecting our most irreplaceable resource Emergency Preparedness – identify some of the issues you may face preparing for, during and after an event that can directly threaten your health and the health of your family. Energy/Water - To help move toward a more sustainable energy and water future, EPA has drafted Principles for an Energy Water Future. Good Samaritan – An Agency-wide initiative to accelerate restoration of watersheds and fisheries threatened by abandoned hard rock mine runoff. The Good Samaritan initiative encourages voluntary cleanups by parties that are not responsible for the property in question. Importance of Water to the United States Economy - EPA is conducting a study of the importance of water in the U.S. economy. Learn more about this effort. Nonpoint Source Toolbox - Contains a variety of resources for the development of an effective outreach campaign to educate the public on nonpoint source pollution or storm water runoff. Pollution Prevention – Water pollution and control measures are critical to improving water quality and lessening the need for costly wastewater and drinking water treatment. Find information on a variety of water pollution prevention and control measures. Protect Your Health – Offers information on how to protect yourself from water-related health risks such as microbes in tap water and in water bodies used for swimming, and contaminants in fish and shellfish. Protecting Drinking Water - People who travel abroad know the familiar problem with unsafe drinking water. At home, we scarcely give it a thought. Usually, we are right. But the sources of our drinking water are constantly under siege from naturally occurring events and human activities that can pollute our sources of drinking water. Volunteer Monitoring - EPA encourages all citizens to learn about their water resources and supports volunteer monitoring because of its many benefits. Water Efficiency - Efficient use of water helps reduce the demands on our water supplies, as well as on both drinking water and wastewater infrastructure, as using less water means moving and treating less water.

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One of the key conclusions in my book is that scientist/filmmaker collaborations work best when the scientists and entertainment professionals clearly respect each other’s expertise. This means that the scientists, in particular, need to keep in mind that they know very little about making movies. This same advice applies to scientifically literate audiences. We need to remember that just as scientists are scientific experts, filmmakers are entertainment experts who make decisions about science based on their specialist knowledge of the way film operates and what makes a film enjoyable. What would your favorite science-fiction movie be without the costumes? Most likely it would not be your favorite movie. Fashion and costume choices set the stage for some of cinema’s most memorable moments. But what are movie sets made out of? Where was the cotton used to make the leading lady’s pants harvested? These questions can be explained by delving into the science of biodiversity. Chase Mendenhall is a doctoral candidate in Ecology and Evolutionary Biology at Stanford University. He explores the trade-offs between the conservation of biodiversity and farming by closely monitoring bird and bat populations that inhabit farmland in Costa Rica. He is also one of two speakers who will be attending the Science Café at 6:00 p.m. on Wednesday, October 17, 2012, at the Koshland Science Museum in Washington, DC.

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Fucus vesiculosus is a brown seaweed that grows on the northern coasts of the Atlantic and Pacific oceans, and the North and Baltic seas. Its name is sometimes used for Ascophyllum nodosum, which is another brown seaweed that grows alongside Fucus vesiculosus. These species are often included in kelp preparations along with other types of seaweed. The Vietnamese consume seaweed as food in various forms: raw as salad and vegetable, pickle with sauce or with vinegar, relish or sweetened jellies and also cooked for vegetable soup. As herbal medicine, seaweed is has been used for traditional cosmetics, treatments for cough, asthma, hemorrhoid, boils, goiters, stomach ailments, urinary diseases, reducing the incidence of tumors, ulcers and headaches. Although Vietnam has an abundance of algae floral with total number of species is estimated to be nearly 1,000 species of which there are 638 species of marine algae identified. Black-tang, bladder, bladder fucus, bladderwrack, Blasen-tang, brown algae, common seawrack, cut weed, Dyers fucus, edible seaweed, fucoidan, fucoxantin, Fucus, green algae, Hai-ts'ao, kelp, kelpware, knotted wrack, Meereiche, Quercus marina, popping wrack, red algae, red fucus, rockrack, rockweed, schweintang, sea kelp, sea oak, seetang, seaware, seaweed, sea wrack, swine tang, tang, Varech vesiculeux, vraic, wrack. These uses have been tested in humans or animals. Safety and effectiveness have not always been proven. Some of these conditions are potentially serious, and should be evaluated by a qualified healthcare provider. Laboratory study suggests antifungal and antibacterial activity of bladderwrack. However, there are no reliable human studies to support use as an antibacterial or antifungal agent. Laboratory study has found anticoagulant properties in fucans or fucoidans, which are components of brown algae such as bladderwrack. However, there are no high quality human studies available to support this use. Laboratory study suggests antioxidant activity in fucoidans, which are components in some brown algae. However, there are no high quality human studies available to support use as an antioxidant. Several brown algae, including bladderwrack ( Based on animal research, extracts of bladderwrack may lower blood sugar levels. However, there are no reliable human studies available to support a recommendation for use in diabetes. Goiter (thyroid disease) Bladderwrack contains variable levels of iodine. As a result, it has been used to treat thyroid disorders such as goiter. While the evidence does suggest thyroid activity, there is not enough research to support this use of bladderwrack. Bladderwrack and other seaweed products are often marketed for weight-loss. However, safety and effectiveness have not been studied in humans.

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Climate change campaigners are complaining bitterly that global warming and greenhouse gas reduction were entirely missing from the presidential and vice-presidential debates. However, it was discussed — just under a different title. In every debate, “clean energy,” “green energy,” and solar and wind power came up at least once, in some cases repeatedly. This is indirect climate policy: the drive to enable these technologies — which happen to be supported by all four candidates — is primarily the result of the belief that it is important to reduce carbon dioxide (CO2) emissions to prevent a global climate crisis. Without climate concerns, clean and green energy would refer only to low pollution energy sources, not to low CO2 sources (which is an essential reactant in plant photosynthesis and in no way a pollutant). Developed countries have been very successful in reducing real air pollutants, such as sulphur dioxide, nitrogen oxides, particulates, lead, and others. With the exception of ground level ozone, which has been difficult to reduce in many metropolitan areas, even our largest cities have much cleaner skies (and waterways) than they had decades ago. So, without the climate scare, there would be little reason for wind and solar power to have such prominence now. They would only be considered as niche applications in special circumstances. Someday, perhaps these power sources will be reliable and efficient enough to complete with conventional fossil fuel, hydropower, and nuclear sources without heavy government subsidies. Yet we are a long way from there. The approach of boosting low “carbon” energy sources as an alternative path to arrive at the climate movement’s goal — “de-carbonization” of humankind’s energy sources — has been planned for some time. For example, the Nathan Cummings Foundation (NCF), a $10 million-plus donor to climate change campaigns between 2005 and 2010, explained the need for a new, less direct approach in their Annual Report 2009 (see p. 16, “Ecological Innovation Program”). They expressed concern that grantees were overly emphasizing direct CO2 emission reduction and other costly measures to address climate change. NCF discussed how this left organizations they support open to damaging attacks from their opponents when promoting government and industry action on climate change. Presumably, NCF and their allies could see how the public were coming to realize that the costs of CO2 emission reduction were anything but trivial, and the raison d’être for the activities — the science — was also being increasingly questioned. So a new approach was needed. NCF explained in their annual report that the foundation’s desired focus is on the supposed benefits of low CO2 energy sources, instead of direct CO2 restrictions on conventional power plants. The idea was to change the paradigm of the discourse in America: instead of making conventional energy sources more costly, the objective was to present low CO2 emitting energy sources as inexpensive “in order to engage many more people.” - NCF grantees are working to make clean energy innovation a core component of the new mainstream approach to climate policy. - Experts estimate that it will take annual investments on the order of $500 billion to $1.5 trillion globally to effect a transition to a clean energy economy. Most of that money will need to come from private investors and NCF grantees are engaged in a complimentary set of efforts to ensure that those investments will be made. - They [NCF grantees] are working to develop a more powerful advocacy community for clean energy investments. NCF and their allies have certainly succeeded. Media now regularly report glowingly on so-called clean energy projects, activities that have as their main objective reducing carbon dioxide emissions — or “global warming pollution,” as many journalists erroneously call it. President Barack Obama used this approach in his 2011 State of the Union address, and then in his 2012 address as well. As a consequence, public opinion surveys now often show strong public support for “clean” energy sources such as wind turbines and solar power. By January 2011, Rasmussen, after polling in the U.S., released a document titled “Support for Renewable Energy Resources Reaches Highest Level Yet.” In July 2011, Rasmussen even found that “51% Say Government Should Force Oil Companies To Use Profits To Develop Alternative Energy.” But alternative energy is extremely expensive and relies on huge taxpayer subsidies. To use such intermittent and diffuse power sources requires that the consumer pay between three and ten times the price of power from conventional sources. Energy independence is not a good reason for promoting new renewable energy technologies, either. Energy independence is more easily — and much more cheaply — attained by exploiting abundant national fossil fuel reserves, and then by spending some of the wealth created on research into potential new energy technologies. While large direct climate change programs continue across the world as well, the child of the climate scare — the drive for low carbon dioxide emitting energy sources — has grown up and now threatens our energy security. With twenty-nine American states and the District of Columbia now enforcing renewable energy mandates, hundreds of billions of dollars are being squandered on wind turbines, solar power, and most biofuels. At the same time, conventional power supplies are often neglected, thereby threatening our energy security, triggering higher energy prices, and placing millions of jobs and the economic futures of many countries at risk. Tragically, most energy companies have totally succumbed and now are feeding the fire that threatens to burn down their industries. We can no longer allow our politicians to promote so-called green energy solutions without holding them to account for what they actually cost and for their ineffectiveness at providing the reliable base load power needed by a modern industrial society. Unless this climate policy by stealth is recognized for what it is and halted quickly, millions of people will be left hungry and freezing in the dark.

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Feb. 6, 2005 The Hubble Space Telescope's latest image of the star V838 Monocerotis (V838 Mon) reveals dramatic changes in the illumination of surrounding dusty cloud structures. The effect, called a light echo, has been unveiling never-before-seen dust patterns ever since the star suddenly brightened for several weeks in early 2002. The illumination of interstellar dust comes from the red supergiant star at the middle of the image, which gave off a pulse of light three years ago, somewhat similar to setting off a flashbulb in a darkened room. The dust surrounding V838 Mon may have been ejected from the star during a previous explosion, similar to the 2002 event. The echoing of light through space is similar to the echoing of sound through air. As light from the stellar explosion continues to propagate outwards, different parts of the surrounding dust are illuminated, just as a sound echo bounces off of objects near the source, and later, objects further from the source. Eventually, when light from the back side of the nebula begins to arrive, the light echo will give the illusion of contracting, and finally it will disappear. V838 Mon is located about 20 000 light-years away from Earth in the direction of the constellation Monoceros, placing the star at the outer edge of our Milky Way galaxy. The Hubble telescope has imaged V838 Mon and its light echo several times since the star's outburst. Each time Hubble observes the event, different thin sections of the dust are seen as the pulse of illumination continues to expand away from the star at the speed of light, producing a constantly changing appearance. During the outburst event whose light reached Earth in 2002, the normally faint star suddenly brightened, becoming 600 000 times more luminous than our Sun. The new image of V838 Mon, taken with Hubble's Advanced Camera for Surveys, was prepared from images obtained through filters that isolate blue, green, and infrared light. These images have been combined to produce a full-colour picture that approximates the true colours of the light echo and the very red star near the centre. The Hubble Space Telescope is a project of international cooperation between ESA and NASA. Other social bookmarking and sharing tools: Note: Materials may be edited for content and length. For further information, please contact the source cited above. Note: If no author is given, the source is cited instead.

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