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Centimeters to Kilometers Calculator
This calculator allows you to convert a distance in centimeters to kilometers. By entering the number of centimeters, you will immediately get its equivalent in kilometers and kilometers + meters.
Below you can read additional information about using the calculator and about the general relationship between centimeters and kilometers. In addition, you will be able to use a table from centimeters to kilometers.
How to use the calculator to convert from centimeters to kilometers?
Step 1: Enter the distance in centimeters in the first input box. You can use any real value.
Step 2: The distance in kilometers will be displayed on the right-hand side panel.
Step 3: The equivalent in kilometers + meters and the process used to obtain the number of kilometers will be shown at the bottom.
How many centimeters are there in a kilometer?
1 kilometer contains 100,000 centimeters. Alternatively, 1 centimeter is equal to 0.00001 kilometers.
Centimeters and kilometers are both units of distance in the metric system. In this system, the base unit of distance is the meter. The other units are derived from the meter.
We use suffixes to name units derived from the meter. In this case, centi equals 10-2, so we multiply the distance in centimeters by 0.01 to get the distance in meters. And kilo is equal to 103, so one kilometer is equal to 1000 meters.
Therefore, we can conclude that between centimeters and kilometers there is a difference of 105, that is, 5 digits.
How to transform from centimeters to kilometers?
To convert centimeters to kilometers, we have to divide centimeters by 100,000. Or alternatively, we can multiply centimeters by 0.00001 to get kilometers.
|d(km) = d(cm)/100000|
How many kilometers are equal to 300,000 cm?
We divide the number of centimeters by 100,000 to get the number of kilometers:
d(km) = 300000/100000
d(km) = 3 km
Find the number of kilometers equivalent to 550,000 cm.
Get the distance in kilometers by dividing by 100,000:
d(km) = 550000/100000
d(km) = 5.5 km
Convert 80,000 centimeters to kilometers.
If we divide centimeters by 100,000, we have:
d(km) = 80000/100000
d(km) = 0.8 km
Centimeters to Kilometers table
|Centimeters (cm)||Kilometers (km)|
|1 cm||0.00001 km|
|10 cm||0.0001 km|
|100 cm||0.001 km|
|1000 cm||0.01 km|
|10000 cm||0.1 km|
|100000 cm||1 km|
|200000 cm||2 km|
|300000 cm||3 km|
|1000000 cm||10 km|
|2000000 cm||20 km|
|3000000 cm||30 km|
|10000000 cm||100 km|
|20000000 cm||200 km|
|30000000 cm||300 km|
|100000000 cm||1000 km|
|1000000000 cm||10000 km|
- 🖩 Kilometers to Centimeters Calculator (km → cm)
- 🖩 Centimeters to Inches Calculator (cm → in)
- 🖩 Centimeters to Feet+Inches Calculator (cm → ft+in)
- 🖩 Feet+Inches to Centimeters Calculator (ft+in → cm)
You can explore other calculators here. |
In Tim O'Brien's The Things They Carried, there was a definite and obvious emphasis on the word "carry-. However, the theme behind the word "carry- was the idea of weight "physical and emotional. Also, there was symbolism in the jumbo jet, in that the men believed they could be weightless and free.
The most obvious theme of carrying was developed by the weight of the men's supplies. This was a physical weight that literally exhausted the men in the story. During the story these men carried pounds and pounds of their supplies and necessities which weighed them down. All of the men had responsibilities of carrying supplies for the troop. However, their personal items, which were considered necessities, differed: Lavender carried his dope, Bowker his diary, Kiley his comic books, Kiowa his Bible, and Lt. Cross his pictures and letters from Martha (281). They strongly relied on their possessions for comfort and the much needed feeling of safety; however, their comfort items actually weighed them down more. The items gave the men feelings of home and safety which in return made them focus less on their missions at hand. In Martin Naparsteck's interview with O'Brien, O'Brien states "my personal feeling is that it's [war] pretty ugly. I was in danger, and my perception never let me see any beauty. All I felt was fear- (9). Fear was what the men were trying to escape by having their personal items. Another example of physical weight was Ted Lavender; fear inspired, he carried thirty-four rounds of ammunition when he was shot. The safety supplies made the man dead weight, and when he was shot, "just boom, then down- (283). O'Brien placed much emphasis on the dead weight issue by mentioning it several times.
In The Things They Carried, the men also dealt with numerous different emotions brought on by war. They carried these emotions just as they carried their supplies; however, they could not put down the emotions of the war as they could the supplies. |
I am working on Valentine’s Day feature article on eating hearts (animal hearts, of course). I am curious about how healthy or unhealthy this is.
I would be very grateful if you could supply me with any knowledge that you have on the subject. How should it be prepared? What animals’ hearts are edible? What is the nutritional value of a heart? Who eats them? I know this is very short notice, but I must gather all the information by Tuesday. Thank you so much for your help. I look forward to hearing from you.
The heart is considered an organ meat similar to liver or kidney. It would be about as healthy as eating liver, which contains similar nutritional content. Most people probably wouldn’t eat heart or liver on a daily or even weekly basis in the US, but may in other cultures.
Three ounces (100 gm) contains about 188 calories, 274-mg cholesterol and 5.7 grams of fat. Because it is animal meat, it is a good source of thiamin, riboflavin, niacin, Vitamin B6, phosphorus, iron, and zinc. It is an excellent source of Vitamin B12. The proportions of saturated, mono and unsaturated fats are about equal which is good.
I remember cooking and eating heart in a college food class and we simmered it. However, I’m sure there are better, more tasteful methods of cooking. I remember heart has sinews, but parts are similar to liver. You can eat chicken, turkey, lamb, pork, and calf or beef heart. Chicken is the most tender and can be broiled or cooked in a small amount of fat (sauteed). |
Experiencing Mental Health Concerns Due To Punishment?
Work With A Therapist Online.
Psychological punishment can refer to a variety of actions meant to psychologically affect others so that they will engage in desired behavior. Although punishment may have been used extensively in the past, positive reinforcement is often more highly recommended today. If you are experiencing mental health concerns due to experiences with psychological punishment, you may wish to consider online therapy.
The Law Of Effect
Dr. Burrhus Frederic Skinner, or B.F. Skinner, was a psychologist who thought classical conditioning may have been too simple to explain human behavior accurately. Therefore, he decided to use the causes of action and consequences to determine why we do what we do. Skinner based his operant conditioning on Dr. Edward Thorndike'sLaw of Effect.
The Law of Effect theory was that satisfying responses can cause an individual's actions to be repeated, and unwelcome responses can cause these actions to occur less frequently. For example, if you did something nice for someone else, and they praised you for it, you might be more likely to do it again.
Dr. Skinner found three different operant responses that often follow certain behaviors. These include:
- Neutral responses, which are those that do not decrease or increase the probability of the behavior happening again.
- Reinforcement, which is a response that increases the chances of a certain behavior happening again.
- Punishments, which are responses that weaken the behavior and lessen the chance that it will happen again.
Psychological Punishment Definition
Psychological punishment can include ignoring, yelling, intimidating, or nagging someone to do or not do something. Other forms of psychological punishment that can be traumatic include physical and verbal abuse, swearing, and violent anger. These forms of psychological punishment are often effective because the person on the receiving end can be filled with fear, shame, or guilt. These methods of punishment should never be used as they may not teach the individual anything but fear and violence and are likely to have negative impacts.
If you are experiencing any abuse or violence at home or elsewhere, you can call the National Domestic Violence Hotline at 1.800.799.SAFE (7233) for advice and assistance.
Positive Punishment Versus Negative Punishment
Positive punishment is a type of punishment that produces a stimulus that can cause a behavior or activity to stop. For example, let's say your child runs into the street, and you yell at them. When your child is no longer in the street, you stop yelling at them. This can increase the chance that your child will stay out of the street in the future because they will likely associate being in the street with being yelled at.
Even pain can be considered apositive punishment. When you do something that causes pain and then stop doing it, and the pain also stops, you may refrain from doing it again because of the pain it caused.
An example of this could be touching a hot stove or curling iron. Although it may hurt, the pain can serve a purpose by reminding you to be careful around hot objects so that you don't get hurt again.
Negative punishment is when the person doing the punishing removes a stimulus that the subject considers a privilege. For example, if you arrive at work an hour late, your boss may not pay you for that hour, or if you do not do your work properly, you may not get the promotion you want. The punishment can increase the chance that you come in on time and do your work properly because of your desire for pay and a promotion.
Positive And Negative Reinforcement
There are two other forms of operant conditioning: positive and negative reinforcement. These are similar to the punishment theory but reversed. They can be used to reinforce a behavior rather than discourage a behavior.
- Positive Reinforcement: Positive reinforcement consists of giving an individual something they like or want so that they are influenced to repeat the desired behavior. For example, if your partner cleaned the kitchen and made dinner, you could verbally express your appreciation or take care of their least favorite chore. This may influence them to repeat the behavior of cleaning the kitchen and making dinner in the future.
- Negative Reinforcement: This consists of stopping something negative or unpleasant to encourage the individual to repeat the positive behavior. For example, you might stop an employee's supervision when shown that they can be trusted to do their job correctly. They may be more likely to do their job correctly in order to avoid supervision.
Is Psychological Punishment A Healthy And Effective Practice?
You may wonder whether we should use punishment as a learning tool for our children or peers. Is it wise to attempt to enforce our desires on others by punishing them?
Punishment may have been the preferred teaching tool at home and school in the past. However, in the United States, punishment may be more frequently frowned upon today. Some experts believe that punishment and negative consequences can encourage bad behavior rather than reinforce good behavior. There has been quite a bit of research showing that positive reinforcement can be more effective than negative reinforcement or punishment. Many parents and schools may now be turning to methods like positive parenting, which can encourage good behavior while promoting children’s inherent worth and self-esteem.
is often remembered long after it takes place. While remembering a spanking for misbehaving at school may stop a child from misbehaving again, it may also lead to aggression because the child may think being aggressive is an effective way of handling challenging situations.
Punishment may also lead to fear of the punisher, which can mean that obedience becomes the result of fear, rather than the child simply wanting to behave well. Even though you may believe that it could be good for your child to be afraid of the consequences of "being bad" at school, it may not be helpful if they are afraid of their teacher or going to school in general. This could cause your child not to want to go to school or to be frightened of authority figures such as teachers and police officers.
Some types of punishment are typically not useful in any context, such as becoming violent or abusive. Studies have shown that children who have been subject to abuse or violence can be more likely to be abusive as adults. Approximately one-third of those neglected or abused as a child may abuse or neglect their children. In addition, survivors of abuse can be more likely to have mental health disorders such as depression, post-traumatic stress disorder (PTSD), and anxiety disorders. Survivors can also be moresusceptible to addiction disorders. Still, it can be important to note that many abused and neglected children can grow up to become excellent parents who may never abuse or mistreat their children.
Experiencing Mental Health Concerns Due To Punishment?
Work With A Therapist Online.
Online Therapy May Help You Cope With Mental Health Concerns From Punishment
If you’re living with mental health concerns stemming from psychological punishment, you may wish to seek therapy so that you can work with a mental health professional to learn coping skills and gain insight into the way the punishment affected you. Traditional therapy may not be your preferred method of getting help, and if that’s the case for you, you may be interested in online therapy. With online therapy, you still get to connect with a licensed professional, but you can do so without leaving the house.
Often, psychological punishment can negatively impact self-esteem. According to this study, online therapy can be effective in increasing self-compassion and happiness, as well as decreasing difficulties with emotion, depression, and stress.
When a person takes action to affect another psychologically in order to get them to behave in a certain way, that can be considered psychological punishment. This type of punishment was frequently used in the past, but today, it may be considered more effective to use positive reinforcement to encourage desired behavior. Psychological punishment can sometimes lead to negative impacts on mental health. If you’ve experienced this personally, please know that help is available, and online therapy may provide the support and guidance you deserve.
Why is punishment good psychology? ›
A punishment in psychology is a consequence which reduces or aims to reduce the likelihood of a targeted and undesirable behavior from happening again. Punishment is a part of operant conditioning, or the use of rewards to encourage certain behaviors and use of negative consequences to discourage unwanted behaviors.What is punishment as used in psychology? ›
Punishment is a term used in operant conditioning psychology to refer to any change that occurs after a behavior that reduces the likelihood that that behavior will occur again in the future.How can punishment be used effectively in psychology? ›
Punishment has also been used to psychologically manipulate individuals to gain control over victims. It has also been used in scenarios where an abuser may try punishment in order to traumatically bond their victim with them. Stuttering therapy has also seen the use of punishment with effective results.How do you use punishment correctly? ›
- The punishment has to be relative intense. The subject should feel it as a punishment)
- It has to be giving promptly. ...
- It should be given consistent. ...
- The punishment should not be associated with any kind of positive enforcement. ...
- It should not lead to escaping or avoidance behavior.
Research shows that spanking, slapping and other forms of physical punishment don't work well to correct a child's behavior. The same holds true for yelling at or shaming a child. Beyond being ineffective, harsh physical and verbal punishments can also damage a child's long-term physical and mental health.Why should punishment not be used? ›
Punishment creates more negative behavior, and it shifts a child's focus to avoiding punishment, often by getting more skilled at not getting caught, rather than making choices based on morals, respect, or love.What is the best purpose of punishment? ›
There are five main underlying justifications of criminal punishment considered briefly here: retribution; incapacitation; deterrence; rehabilitation and reparation.Why do we use punishment? ›
The utilization of punishment is justified in terms of deterrence, retribution, or incapacitation. The deterrence position maintains that if the offender is punished, not only the offender by also those who see his example are deterred from further offenses.What are some of the problems with punishment psychology? ›
Punishment elicits aggression towards the punishing agents and others. Not only is there little evidence to show the effectiveness of punishment, but often it makes behavior worse. Skinner found pigeons and rats get more aggressive after being punished, and current research shows similar findings with children.Is punishment the best way to modify behavior? ›
Punishment does not need be extreme. It is simply a stimulus that is used to discourage or decrease an undesirable behavior. Although punishment does not replace the negative behavior like reinforcement does, it is still a resourceful technique.
When can punishment works best? ›
Positive punishment can be effective when it immediately follows the unwanted behavior. It works best when applied consistently.How can punishment be positive and negative? ›
Positive punishment involves adding an aversive consequence after an undesired behavior is emitted to decrease future responses. Negative punishment includes taking away a certain reinforcing item after the undesired behavior happens in order to decrease future responses.What are the 4 dangers or the use of punishment? ›
Corporal punishment is linked to a range of negative outcomes for children across countries and cultures, including physical and mental ill-health, impaired cognitive and socio-emotional development, poor educational outcomes, increased aggression and perpetration of violence.Is punishment justified or not? ›
Consequentialist accounts contend that punishment is justified as a means to securing some valuable end—typically crime reduction, by deterring, incapacitating, or reforming offenders. Retributivism, by contrast, holds that punishment is an intrinsically appropriate (because deserved) response to criminal wrongdoing.Is punishment ever justified? ›
If punishment is justified according to its beneficial consequences in maximising well-being or satisfaction by deterring crime and mitigating social insecurity, scapegoating acts of victimisation against non-offenders can be justified in the same way.Does punishment help anyone improve? ›
In psychology, punishment is always effective in changing behavior, even when children don't feel punished. Not only is it possible for children's behavior to be punished without punishing children, it is possible for their behavior to be punished while at the same time being nice to them.Why punishment is not good for students? ›
It results in more negative behaviour
Lots of students misbehave because they want attention. Punishing students gives them the attention that they want. The more you punish your students the more likely it is you'll see the same behaviour in the future. The more you use a punishment, the less effective it becomes.
Retribution is the most ancient justification for punishment. This theory insists that a person deserves punishment as he has done a wrongful deed. Also, this theory signifies that no person shall be arrested unless that person has broken the law.Why is positive punishment? ›
Positive punishment is adding something to the mix that will result in an unpleasant consequence. The goal is to decrease the likelihood that the unwanted behavior will happen again in the future. This approach may be effective in certain circumstance, but it's only one part of the equation.What is an example of positive punishment in psychology? ›
Positive punishment involves adding an aversive stimulus after an unwanted behavior to discourage a person from repeating the behavior. Spanking and chores are examples of this. On the other hand, negative punishment involves the removal of something desirable.
Why is effective punishment important? ›
Encourages Good Choices
Kids need to learn problem-solving skills, impulse control, and self-regulation skills from appropriate training. It is important to distinguish the difference between consequences and punishments. When kids are disciplined with appropriate consequences they learn from their mistakes. |
Combined applications of manure and inorganic fertilizer (integrated nutrient management) may allow sustainable cropping with higher productivity and larger economic benefits than applications of either one alone. This is being examined in three of the major crop rotations in the mid-hills of Nepal. These are rice-wheat on irrigated khet land, millet, either relayed or grown sequentially after maize, on rain-fed bari land, and blackgram grown after upland rice on ancient river terraces, tar land. At each of the six sites seven different nutrient treatments were applied either to a single crop (maize and upland rice) or to both crops (rice and wheat) in the rotation. Manure or inorganic fertilizer, or equal parts of both, were applied at a high rate and at half that rate. A treatment with no additions was also included. Crops of millet and blackgram were unfertilized. Grain yields of maize, upland rice, wheat, and rice were greater at the higher rate of N, as were straw yields. Grain and straw yields were greatest following application of fertilizer alone, except for maize at Pakhribas and wheat at Kholitar, and rice grain yields at Kholitar. For most crops, labor costs exceeded the market value of the yields from the zero-input treatment. Partial budget analysis showed that margins were generally negative when manure was applied either alone or in combination with fertilizer, but positive with applications of fertilizer. Results imply that applications of fertilizer are advantageous in the short-term.
Pilbeam, C.J.; Tripathi, B.P.; Munankarmy, R.C.; Gregory, P.J. Productivity and economic benefits of integrated nutrient management in three major cropping systems in the mid-hills of Nepal. Mountain Research and Development (1999) 19 (4) 333-344.
Productivity and economic benefits of integrated nutrient management in three major cropping systems in the mid-hills of Nepal. |
Here at Sparklysmile we love pineapple! It’s juicy, tasty, delicious and we’ve noticed it’s very on trend for home interiors as well. But what about pineapples and teeth? Some reports have stated that this spiky-topped fruit has plaque-fighting qualities, so we thought it best to investigate.
The so-called plaque-fighting qualities in pineapple all stems from the enzyme Bromelain, which is found in the fruit and is said to cleanse the teeth and break up plaque. Bromelain is credited to many health benefits and can be useful as a complementary therapy for helping ease inflammation and can also be used topically to soothe wounds and burns. In addition, vitamins K and C found in pineapple also promote healing.
While this is interesting, we cannot find enough research that really clarifies whether or not pineapple can help to break up or fight plaque. What we do know for sure is that it – along with many other fruits – is acidic and this is something to think about with regards to the teeth.
Consuming foods and drinks that are acidic can cause dental erosion that is damaging to the teeth. Exposure to these acids can weaken and demineralise the tooth enamel over time, causing discolouration, sensitivity and eventually decay.
Here at Sparklysmile we always advise using a straw to drink fruit juices as this helps to prevent contact with the teeth. Simply rinsing the mouth with water after eating foods like pineapple can help to dilute any harmful acids, and always wait at least 30 minutes before brushing your teeth. This gives the enamel a chance to remineralise following the ‘acid attack’.
As much as we love pineapple, we really can’t promise that eating it will help to fight plaque, unless some stronger evidence becomes available to suggest otherwise. In the meantime, enjoy this tasty fruit sensibly. |
Based on these facts, the latest suggested strategy to improve blood pressure control relies on measuring sodium and potassium concentrations in urine and adjusting the diet to achieve the urine Na/K ratio close to 1 (9). However, high potassium intake may be risky and sometimes even dangerous in hypertensive patients with CKD stages 3-5, especially those with diabetes. Furthermore, even though increasing potassium in the diet may be beneficial for hypertension, its effect on CKD progression is less clear. Some analyses suggest that high urinary sodium and potassium excretion are associated with increased risk of CKD progression, while others found a completely inverse relationship (10, 11). Nevertheless, the prevalence rates of hyperkalemia and hypokalemia in CKD patients are similar, and both are associated with equally high mortality risk. Moreover, even serum potassium levels in the low normal range are associated with higher mortality rates in CKD patients (12). The content of the diet also seems to be relevant in preserving the glomerular filtration rate (GFR). A diet rich in fruits and vegetables mitigates further GFR decline in patients with CKD stage 3, probably related to its alkalizing effect (13). Such conflicting evidence precludes the definitive recommendations on whether to restrict or liberate potassium intake in CKD patients and call for further research in this area (14).
The DRI for phosphorus in the general population and CKD patients is equivalent. However, unlike for potassium, the estimated average phosphorus intake is more than double the DRI (4, 15). This is especially alarming since for phosphorus there is a tolerable upper intake level compatible with life. On the other hand, many inaccuracies, plus hidden phosphate preservatives, make dietary counseling of a low-phosphate diet challenging, and dietary adherence by patients nearly impossible (16).
Serum phosphorus level is independently associated with renal failure and mortality in non-dialysis dependent CKD patients (17). Thus, it might seem that restricting dietary phosphorus intake should slow down CKD progression. However, this relationship is not that simple. In CKD stages 3 to 5 phosphate intake is not tightly associated with serum phosphate concentrations and there is no evidence that higher phosphate intake, assessed by 24-h phosphate excretion, is associated with end-stage renal disease or all-cause mortality (18). Hence, factors other than dietary intake may affect serum phosphate concentrations calling for additional investigation.
There is indirect evidence of the renoprotective effect of dietary phosphorus restriction. While high phosphate levels attenuate nephroprotection through angiotensin-converting enzyme inhibition, reducing phosphate burden decreases proteinuria and mitigates the progression of renal disease in CKD patients (19). Dietary phosphorus originates from protein-rich foods, thus the protein source of the phosphate may also be important. Even with the same overall protein intake, serum phosphorus levels were lower with vegetarian than with a meat-based diet, thus emphasizing the significance of protein source (16).
Based on all this evidence, the KDIGO guidelines suggest that limiting dietary phosphorus intake should only be undertaken as a measure to control hyperphosphatemia in CKD patients stage 3 to 5D and with careful consideration of phosphate source (20). However, randomized controlled trials are necessary to further evaluate the impact of dietary phosphorus on disease progression and outcomes.
The DRI for magnesium in the CKD population is lacking, but it is established that the estimated average intake in the general population is somewhat lower than the DRI (4, 21). The recommended daily intake for magnesium is at least 10 mmol (240mg), and preferred sources include nuts, grains, fish, vegetables, and legumes. Low serum magnesium is associated with inflammation, atherogenesis, endothelial dysfunction, and vascular calcification, while a higher intake of this element is related to lower blood pressure. Furthermore, it appears that both lower dietary magnesium intake and low serum magnesium levels are associated with greater odds of rapid kidney function decline and progression to end-stage renal disease (22, 23).
Based on all these data it seems that a vegetable-based diet carries numerous advantages in CKD patients. It improves gut microbiota, provides fibers to promote intestinal transit, contributes to serum alkalization, decreases phosphate and increases magnesium serum levels, and, last but not least, increases urinary potassium thus contributing to better blood pressure control (Figure 2). It is thus reasonable to propose a reconsideration of the current practice and encourage a more liberal intake of vegetables in CKD patients. |
There is at least a time gap of 10 hours between your dinner the previous day and your present day breakfast. This time is called a ‘fasting period’. By morning mostly all the food is digested leaving your body with no source of energy. Some studies show that eating your breakfast will regulate your weight, give a positive mood, prevent binge eating and so much more. Here are a few reasons why breakfast is important.
1.Boosts your Energy
Your stomach is empty by the time you wake up leaving you with no source of energy for the rest of the day. The start of the day is when you need your short term memory to work the best because you have to plan for yhe rest of the day. And if you have no energy in your body, your overall functioning will reduce, which includes aspects like your muscle movement,memory. Thus it is important that you have your breakfast
- Gives you energy
As you have no more food left in your stomach by morning, it is important that you eat as it decides your energy for the day. It is not necessary that you eat a big meal but it is good to have something which will give you something to rely on. If you have your breakfast you will find it easier to do your tasks.
- Maintains your Weight
If you don’t eat a meal in the morning, you will find yourself snacking throughout the day especially when you get short breaks during work or class. This will result in eating more than your body actually needs.
Recent research shows that breakfast does not directly influence your weight, but it will influence the amount of food you eat in a day. It is said that having a nutritious breakfast will decrease your calorie intake of the day. It is important that you only eat what your body needs. Since your body needs some fuel in the morning, breakfast becomes a necessity.
If you find it hard to wake up early enough in the morning you can prepare some take-with-you breakfast. Otherwise try your best to eat something when you get up in the morning just to get the energy you need to start your day.
Use the comment section below to tell me what you think about this blog post, to share your thoughts on this topic, and to tell me if you’d like for me to do a blog post on any particular topic. Have a great week! |
A Seasonal Circular | Spring 2017
Kootenay-Boundary School Districts
Supporting students’ understanding of their local environment
Empowering thoughtful action through learning that is
Making Waves in the Kootenays!
The Kootenay-Boundary Environmental Education (KBEE) partnership was initiated to support a coordinated focus on K-12 environmental education across the region.
Intentionally connecting the districts, schools, and teachers of the region and providing common awareness, access to professional development, resources, and opportunities will enhance the EE experience and learning of all of our students.
Daily doses of connecting our students to the outdoors & nature are key to their academic, social, emotional and physical success. Click here for research on the benefits of connecting students to nature & the outdoors.
Click here for a report was just published by Stanford University on the impacts of environmental education for K-12 students. This includes a higher aptitude for 21st century skills such as critical thinking, oral communication, analytical skills, problem solving, and higher-order thinking. https://naaee.org/eepro/blog/benefits-environmental-education-k-12.
You can find many connections to outdoor/place-based learning and the redesigned BC curriculum online here: http://cbeen.ca/curriculum/
Jennifer Roberts & Diane Casault
Terry Taylor & Lorna Newman
Kristi Crowe & Katherine Shearer
Over the winter the KBEE Committee has been working on a number of initiatives:
1) Take Me Outside Day: To promote the benefits of outdoor and place-based learning, KBEE launched the first regional Winter Take Me Outside Day in February with over 6000 students in the region participating! As a result, KBEE is undertaking a similar Spring Take Me Outside Day on Thursday, April 20. For more information and to register go to www.cbeen.org/outside
2) Sharing Stories and Inspiration: Place-Based Education Exemplars Video Project: This project will highlight mentor teachers and innovative practices from across the region in order to inspire more teachers to incorporate environmental education into their own work. The video series will explore the teaching practice and pedagogy of teachers who support outdoor, experiential, inquiry-based and place-based learning opportunities for their students.
3) Curricular Tools: Supplementing the videos will be a series of curriculum-linked teaching resources, derived from participating teachers to support and inspire their colleagues.
4) Leadership Clinic: KBEE school districts are supporting teachers' efforts to better collaborate and provide professional development in environmental education through the CBEEN 2017 Environmental Education Leadership Clinic. We believe that by supporting the development of local chapters of EEPSA, our teachers will have more opportunities to better support students' outdoor, experiential, place-based and place-conscious learning.
5) Assessment: We are working on assessment tools to monitor progress and assess our students' experience with environmental education in our schools;
6) Partnerships: We continue to strengthen relationships with other environmental learning organizations across the province including EEPSA, WildBC and CBEEN, as well as funders such as Columbia Basin Trust and the Vancouver Foundation.
Resources for taking your learning outside this Spring!
Our friends at WildBC have developed a number of resources for place-based outdoor learning. We encourage you to download lessons, copy sheets and more!
Resources are listed under the 5 main categories below and are also searchable in the Resource Database.
Energy, Atmosphere and Climate
Earth, Ecosystems and Ecology
Plants, Animals and Habitats
Water, Wetlands and Watersheds
Outdoors, Projects and Places
Teacher Tips and Tricks
Environmental Education Leadership Clinic
April 29 - May 2, Kootenay National Park
A team of teachers in each school district in the Columbia Basin has been selected to attend with the purpose of starting/developing a local chapter of the Environmental Educators Provincial Specialist Association in their school district. Read more...
Education: No Limits Conference
May 11-13, Jasper
The Global Environmental and Outdoor Education Council is teaming up with the Health and Physical Education Council to offer this joint conference.
See Change: National Environmental Learning Conference
May 18-21, Nova Scotia
Explore and share how innovative learning inspires connection to nature, more sustainable lifestyles and livelihoods, resilient communities and a life-giving planet.
Inquiring Voices Sustainability Symposium
September 29 - October 1, Blue Lake Centre
This annual pro-d event brings together educators to share, inquire, support, and collaborate with one another. This is a great opportunity to network, share resources and inspire one another.
Do you want to host your own professional development workshop? Click here to see a list of great workshops you can book, and access funding to pay for facilitators, venue and food.
Upcoming Pro-D Opportunities
Wild School Program
March 31 Deadline
This provides funding for a 3-year initiative for K-9 schools to help the school build connections with nature, develop ecological understandings and encourage stewardship practices.
Evergreen School Ground Greening Grants
April 13 Deadline
Up to $3,500 for schools to create outdoor classrooms and provide opportunities for students to engage with nature on their school grounds.
Click the button to check out CBEEN's Funding Directory!
CBEEN Funding Directory
EarthPLAY for Earth Day 2017 Webinar
March 22, Online
Learn about EarthPLAY for Earth Day, a program focused on improving play opportunities for young people in schools and other community spaces.
To Unplug or Plug In Webinar
March 27, Online
Review and select both the technology and the apps that will work best for your educational situation.
Fields Forward Education Workshop
April 7-9, Creston
This workshop is for educators to enhance their ability to start school gardens, to go deeper in their environmental education, to think about creative ways to teach using local community resources. Read more...
Child & Nature Network International Conference
April 18-21, Vancouver
Inspiring keynotes, expertly-curated workshops, field trips and action labs designed to support and advance the work you do to connect children, families and communities to nature.
Directory of Community Partner Organizations
This online searchable directory lists over 100 organizations that support environmental education opportunities for all ages in the Columbia Basin.
Benefits of Connecting Children to Nature
Outdoor learning environments (OLEs) stimulate the diversity of children’s play experience and contribute to their healthy development. experience.
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Southeast Kootenay School District 5 had over 2400 students participate in Winter Take Me Outside Day!
At Fernie Secondary Grade 7-9 students enjoyed an afternoon of competitions organized by junior student council.
Highlands Elementary students captured snowflakes on some black furry fabric then went to the school field and found a spot that had not been compacted and measured the snow with a meter stick.
At TM Roberts, students studied solids, liquids, and gases as matter and looked at the effect of temperature on pressure in a gas. Using the scientific method, students hypothesized, and observed.
Frank J. Mitchell Elementary students were divided into four groups, and rotated through four stations; tag games, building with the snow, snow hill fun, free play.
Gordon Terrace Elementary students focused on an inquiry unit on light and sound, and studied light and shadows from the snow and trees.
Students at Elkford Secondary relished the chance to get outside in the local wilderness and experience a little bit of their literary reading, “A Mountain Journey” by Howard O’Hagan.
Amy Wood Elementary has been spending every Wednesday morning at Jim Smith Provincial Park participating in a forest kindergarten day we call "Wilderness Wednesday."
At Sparwood Secondary Melissa Traub built a great activity that was spun into the idea of exploring Canada through the Fur Trade. Students also worked on building directions and having others follow (a little bit of coding spun into the lesson). Penny Lowe is often outside x-country skiing or snowshoeing with her PE students.
Congrats to Rose Holmes at TM Roberts who was the draw prize winner of the outdoor learning resource 'Sizing up Winter'.
JMS Kindergarten collected information and photos for their next Knook Book. They are looking at berries in the forest and noticed so much more! The larches yellow needles carpet the forest .
GT have harvested kale, lettuce, carrots, tomatoes, beets and potatoes. My class is having an outing each week somewhere in the neighbourhood and are working in the garden each week. We just spread all of the compost that has turned into soil into our garden. ��������qa6>� GT we have continued with our garden.We have harvested kale, lettuce, carrots, tomatoes, beets and potatoes. My class is having an outing each week somewhere in the neighbourhood and are working in the garden each week. We just spread all of the compost that has turned into soil into our garden. GT we have continued with our garden.We have harvested kale, lettuce, carrots, tomatoes, beets and potatoes. My class is having an outing each week somewhere in the neighbourhood and are working in the garden each week. We just spread all of the compost that has turned into soil into our garden.
They istened to listened to Our boardwalk pond has leaves that float, and soggy sinking leaves. We finished up at Mrs. Sauerborn's garden to do some winter planting and rake up big piles of leaves.
How do we deepen our students’ education experience with relevant place-based learning? How can all members in our district maintain integrity in their relationship to the natural world?
Over 1000 students from Rocky Mountain School District 6 took part in Winter Take Me Outside Day!
Every Child, Every Day:
Our students will experience environmental, outdoor, and community-based learning.
Students at David Thompson Secondary took to the ice of Lake Windermere to ice fish, built a snow pit, made a fire, and completed a scavenger hunt.
At Edgewater Elementary, students braved the wintery conditions and deep snow to try snowshoeing, and received ice balls from frozen water balloons and talked about how they were made and what would happen if the temperature changed.
Eileen Madson Primary students were asked if they could create a 'bobsled ball". their fabulous leadership qualities shinned through. They looked at the science of snowflakes, made our own animal tracks, and played a cooperative snow game.
JA Laird Elementary students played a game to practice cardinal directions, divided in two and a new type of dodge ball was created, and used liquid jello to represent animals in the wild.
Lady Grey Elementary students went outside with their Aboriginal Education Support Worker and played some outdoor traditional games in the fresh snow.
Lindsay Park Elementary used the story "Snow" by Joan Clark to base their outdoor learning.
Students at Marysville Elementary planned four stations for the kids to rotate through.
Students at Windermere Elementary headed down to Lake Windermere and enjoyed a fun afternoon of skiing and activities in the deep snow!
Congrats to Sandra Beckett from Alexander Park Elementary who was the recent recipient of a regional Environmental Education Award of Excellence! Click here to read the full story.
Given the emphasis on place-based learning, Aboriginal Perspectives and citizenship in the Curriculum, how can we instill place-based consciousness in ourselves and our students?
Over 500 students from School District 8 enjoyed Winter Take Me Outside Day!
At Wildflower, students ventured outdoors for their mid-winter snow carnival that they combined with Take Me Outside Day! They all grabbed snowshoes and walked around the playground together getting a feel for what snowshoes feel like in all of the snow. Snow Ice cream was made and eaten in cones, along with paint the snow and ice sculptures. It was a magical afternoon of exploration and fun on the best day with all the snow that had fallen the previous night!
Willaw Elementary brought their math geometry lesson outside and used our bodies to make shapes in the snow. They also did a search for shapes on our playground. The kids loved seeing the tube slide as a cylinder and finding parallelograms in unexpected places.
Students in Grades 5 and 6 tried to pack snow into containers -tubs and a large plywood form to build with. The snow was a bit to powdery to take on form easily. The girls were successful in creating a bottom rung of an igloo. The boys cleared off an igloo built earlier and filled the plywood form for carving next week.
Students at Redfish Elementary enjoyed participating at multi-age stations: Bird Seed Gelatin molds, Snow Sculpture, Sliding scientists, and snowball fun.
Congratulations to Linda Out from Winlaw Elementary who was the recent recipient of a regional Environmental Education Award of Excellence! Click here to read the full story. http://cbeen.ca/2017-awards-of-excellence-recipients-announced/
Lucerne Elementary had members of the Valhalla Nordic Cross Country Ski Club take them out to the Nordic trail in Hills for the entire afternoon,. The snow was light and soft, and conditions were great. The students skied the "Teardrop" and fun was had by all.
Outdoor learning is a match with SD10's signature pedagogy- place-conscious learning. It helps students self-regulate their learning, improves both student and staff well-being (as is evident in current research on the positive role of environmental education, physical health and well-being to increased academic achievement)and integrates powerful learning in the redesigned curriculum in relevant ways.
On January 23, a environmental education pro-d workshop was held, and Gary Parkstrom, Richelle Johnston, Leslie Leitch, Biz Tupper, Erika Momeyer, and Katrina Sumrall were all part of a panel sharing ideas on environmental education, field trip planning and risk assessment.
SD10 has developed a series of videos to showcase place-consious learning. Click on the links below or to the right to view some of these:
Primary Outdoor Classroom
Collaborative Environmental Stewardship
Gardens, Greenhouses & Sustainability
They are small but mighty! School District 10 had 180 students participate in Winter Take Me Outside day - over 40% of the students in the school district.
A Green school district that regularly practices innovative place-conscious outdoor learning, embodies ecological and sustainability principles in all classrooms, schools and district operations, incorporates First Peoples Principles of Learning in outdoor experience, and improves student self-regulation and health through outdoor experiences.
At Fruitvale Elementary, the kindergarten class headed outside to paint the snow and talked about all of the senses we used to create our outdoor snow masterpiece. The Applied Design classes went outside to build structures out of snow.
Glenmerry Elementary has been inquiring about what type of sled will work best. The students build sleds and did research, created a prototype and tested. We had many successful sleds and some ones that need further research. Watch a video!
JL Crowe Elementary took their students outside to learn about snow and what happens when it melts. Students predicted what they thought would happen to the snow in their bottles, then we marked where we all thought the water would be at once melted.
Kinaird Elementary embraced all of the fresh snow and had 4 classes join up for a snow day.
At Robson Commmunity School they have been studying Haida Gwaii culture and recently looked at their homes in comparison to our homes and igloos. Their task was to build a snow fort with a unique entrance and enough space to sit as a class!
Rossland Summit School got a huge amount of snow so it was a great opportunity for us to teach the students about how the temperature outside creates snow, rain, hail etc. (evaporation and precipitation). We also discussed and looked at how snowflakes are formed, how many points they have and how each snowflake is unique.
At Twin Rivers Elementary, students enjoyed walking in the deep snow, body sledding and snowshoeing.
Webster Elementary students participated in a variety of outdoor activities from snowshoeing, to winter hikes to Wildsight's "WInter Wonder".
Committed to providing our learners with quality public education through partnerships with our communities and connections to our natural environment.
School District 20 had over 3600 students participate in Winter Take Me Outside Day!
Boundary Central Secondary School headed outside to celebrate "Carnival" style. They had some very deep snow in which to play a round of Capture the Flag, Ultimate Frisbee, Dodgeball and Tug of War. They wrapped up our very active outdoor adventure with Cabane à Sucre. S'était bien amusant!!
Hutton Elementary spent time building in the snow with big and little buddies. It was great to see the kids work together and enjoy their extended time outside together. The problem solving and collaboration that happened as groups formed and worked on various snow fort designs was exciting and empowering for the kids.
As well, the Hutton Hideaway students completed the snow melt activity which was listed as a suggestion. The students were close with their predictions on how much water would be produced. Everyone was surprised at how long it took to melt the snow. Students were also quite shocked at how much sand, hair and grass there was in the water.
To recognize SD51 for their outstanding rate of participation, they have been awarded the brand new Green Teacher publication, 'Tackling our Phobias' which looks at teaching about conservation through things like insects, snakes, and invasive species. Click here to find out more.
School District 51 won the prize for the most participation in Winter Take Me Outside Day with over 60% of students in the district participating!
How can we cultivate personal and social consciousness of the environment to empower students through thoughtful action to affect positive, sustainable change? |
Presidential Proclamation -- National Impaired Driving Prevention Month, 2013
NATIONAL IMPAIRED DRIVING PREVENTION MONTH, 2013
- - - - - - -
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
During the holiday season, Americans join with family, friends, and neighbors to take part in longstanding traditions. For some, those celebrations are tempered by the absence of loved ones taken too soon in traffic crashes involving drugs or alcohol, or caused by distracted driving. During National Impaired Driving Prevention Month, we dedicate ourselves to saving lives and eliminating drunk, drugged, and distracted driving.
Impaired drivers are involved in nearly one-third of all deaths from motor vehicle crashes in the United States, taking almost 30 lives each day. This is unacceptable. My Administration is committed to raising awareness about the dangers of impaired driving, improving screening methods, and ensuring law enforcement has the tools and training to decrease drunk and drugged driving. We are designing effective, targeted prevention programs, and are working to curtail all forms of distracted driving, including texting and cell phone use. To keep the American people safe this holiday season, law enforcement across our Nation will participate in the national Drive Sober or Get Pulled Over campaign from December 13 to January 1. This initiative increases enforcement and reminds us all to consider the consequences of impaired driving.
Everyone has a role to play in keeping our roads safe -- from parents, schools, and businesses to faith-based and community organizations. Together, we can teach young people, friends, and fellow citizens how to avoid a crash brought on by impaired driving. I encourage all Americans to designate a non-drinking driver, plan ahead for alternative transportation, or make arrangements to stay with family and friends before consuming alcohol. Americans should also know what precautions to take if using over-the-counter or prescription medication. For more information, please visit www.WhiteHouse.gov/ONDCP and www.NHTSA.gov/Impaired.
This month and always, let every American drive sober, buckle-up, and avoid distractions while driving. If we take these actions and encourage those around us to do the same, we will save thousands of lives and keep thousands of families whole.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim December 2013 as National Impaired Driving Prevention Month. I urge all Americans to make responsible decisions and take appropriate measures to prevent impaired driving.
IN WITNESS WHEREOF, I have hereunto set my hand this twenty-ninth day of November, in the year of our Lord two thousand thirteen, and of the Independence of the United States of America the two hundred and thirty-eighth. |
, the first speaker at the 2009 Academic Symposium, shook up the world of astronomy with her discovery that some stars are born near the center of the galaxy.
Astronomers had not believed that was possible, and doubters suggested that these stars were not actually young, but rather old ones that acted and looked young.
“I’m from L.A. I’m very familiar with old stars masquerading as youths,” Ghetz quipped.
However, she said, these stars did not apply stellar Botox, and actualy did appear their true age.
“Andrea’s work has helped to illuminate the galactic center for us. It’s also illuminated in some sense our minds,” said George McCluskey
, professor of physics
, in his introduction. “One thing I always try to tell my students is that you have to keep an open mind about these things. Don’t get hidebound by theory and what nature can and can’t do. Nature can do a lot more than we can imagine.”
‘Black holes on a diet’
Those listening solely to Ghez’s inflictions and intonations might assume that she was enthusiastically reading a favorite bedtime story aloud to her children, not presenting complex research in astrophysics, which she teaches and studies at UCLA.
Ghez’s passion for the stars and her quick wit entertained her audience as she presented in a simplified manner what might have been an abstruse subject. Most of Ghez’s research has attempted to answer the question: If you or I am not at the center of the galaxy, what is?
When Ghez started studying the galaxy’s core approximately 15 years ago, scientists had noticed that some galaxies swirl around very large—or as it is technically termed, supermassive—black holes that are a million to a billion times the size of our sun.
While astronomers cannot see the black holes, they noticed jets of energy spewing from a central location, and observed matter drawing toward that location, heating up and then shining brightly. That glow, she said, is the black hole “feasting on the center of the galaxy.”
Astronomers speculated that other galaxies may pivot around black holes that are less visible because they are not as active—or, as Ghez put it, they are black holes “on a diet.”
Black holes, Ghez explained, are defined as a large mass compressed into an infinitesimally small region that generates a powerful gravitational field from which not even light can escape. If any mass were squeezed beyond a certain point, it would be forced to collapse into a black hole. For example if the earth were pressed to the size of sugar cube, it would become a black hole, she said.
‘We have this horrible beast in the center of our galaxy’
To prove that our own galaxy, the Milky Way, has a black hole at its core, Ghez needed to prove that its center had a mass confined to such a small space that it could only be a black hole.
Her team devised a method to measure the mass and volume of the galaxy’s center by examining orbits of nearby stars. If these orbits were affected by a gravitational pull, that would suggest a large mass, confined to a very small radius. And that would mean the stars were likely to be orbiting around a black hole.
This relatively simple proof had not yet been done, because interstellar dust obstructed astronomers’ view, and they could not distinguish individual stars from the haze.
“Now I’m from Los Angeles, I understand this phenomenon extremely well,” Ghez said. “It’s smog. The size of the dust particles in our galaxy are, in fact, very comparable to the size of the smog in Los Angeles.”
Because of these dust particles, she said, “the center of our galaxy is basically invisible at wavelengths that our eyes can detect.”
However, near infrared light can dodge more dust particles than visible light, and by using the same wave lengths that television remotes do, Ghez can distinguish individual stars in our galaxy.
After more than a decade of stargazing, Ghez has documented the orbits of several stars and determined both the density and size of the Milky Way’s core.
“The conclusion is pretty inescapable,” she said. “There is a supermassive black hole in the center of our galaxy.”
“While we have this horrible beast in the center of our galaxy, we are perfectly safe,” Ghez said, in response to a query posed by Virginia McSwain
, assistant professor of physics at Lehigh, during their on-stage conversation held after Ghez’s presentation.
McSwain asked Ghez about her work in astrophysics, and about how she manages her time as a mother (she said you learn to juggle as a professor and perfect the skill as a mother) and whether she had any difficultly being a woman in a male-dominated field (she had not).
Among those attending the lecture were students in professor Steve Peters
' earth and environmental studies
(EES) senior seminar. Leading up to Ghez’s lecture, the class reviewed physics and astronomy and then read one of Ghez’s research papers.
While astrophysics is not typically considered part of EES, Peters said that his class is built on the principle that upperclassmen at Lehigh should be equipped to understand any research.
“The idea is to give students the awareness that they can read anything and make sense of it. The major that you pick doesn’t matter as much as whether you can read effectively, comprehend important concepts, and ask insightful questions,” he said.
Ghez’s lecture provided Peters’ students the opportunity to explore a field they were not familiar with, and prepared them to study other fields that seemed as out of reach as the stars.
Back to Lehigh hosts celebration of research and scholarship
Photo by John Kish IV
Posted on Friday, April 17, 2009 |
Decorative Stone Gravel
Decorative stone gravel is often used to make gardens and hardscapes stand out. Gravel is a natural drain, so it is one of the best ways to water plants with an all natural medium. At the same time, gravel keeps weeds from springing up, so it is a key element in low maintenance garden and landscape designs. Certain ground covers also hold position much better when they are grown in gravel, and virtually any plant looks enhanced when it is surrounded by a gravel bed of some kind.
Ground cover is very important in garden design. It adds dimension and color the garden so that the stereotypical flower bed look can be avoided. It is also important to the health and growth of many ground cover species. The natural drainage it provides helps maintain plant vitality, and its aesthetic covering works to conceal mechanical drains and irrigation systems that sometimes have to be built, but also concealed, with certain garden designs.
Most decorative stone gravel used in gardening is actually river rock. Its smooth surface makes it ideal for letting water flow around it. It also looks both natural and decorative. Smaller river rock is called pea gravel.
It creates distinction and accent wherever it is placed, and it is a key element in French, Italian, English, and Japanese gardens. Pea gravel helps trees, shrubs, and ornamental plants stand out when it is placed around their borders. When it is laid out in geometric patterns, it creates borders and defines zones of interest.
In gardens where hardscapes are integrated into softscapes, decorative stone gravel is used to help divide hardscape clearly from softscape. This is done to prevent plants from growing over stepping stones, brick pathways, and the edges of patios. This also maintains an aesthetic of clean lines, sharp angles, and ordered symmetry that distinguishes a professionally designed garden from a random planting of decorative plants.
When constructing pathways that lead into and out of gardens, we frequently use crushed decorative stone gravel to lay down the foundation of the path. Crushed gravel has sharp edges that grind and interlock together to some degree, so it makes a good solid surface for a small narrow pathway leading through the shrubs and trees. It also can be used as a foundation for stepping stone walkways that provide an even firmer surface on which to walk.
Pea gravel is also an ingredient that is used in certain decorative concrete hardscapes. When mixed with any kind of concrete, it creates an aggregate that is highly distinctive, but also comfortable to stand, sit or walk on. The stones are too small to create an uncomfortable top surface, yet they are large enough to remain clearly visible after the concrete dries.
Such aggregate forms are commonly used to build patios, walkways, and courtyard floors in a variety of Houston landscaping design styles. Many times too, decorative stone gravel is used in driveway design to generate an aesthetic that compliments the home in the front yard while simultaneously introducing themes that are continued throughout the hardscape and garden designs used throughout the property. |
Questions are a critical piece of any conversation and there is an easy way to use them to build better conversations and depth while communicating. That method is simply by using more open ended questions.
Open Ended Versus Closed Ended
There are two types of questions that are important to know in order to keep your conversations going and to build more rapport with others in conversation. They are open ended and closed ended questions.
Closed ended questions can be answered with a single one or two word response. They are often a yes or no question and don’t leave much room for elaboration, interpretation or opinion.
Open ended questions on the other hand are questions that cannot be answered with one word responses. They require some thought and some details to reasonably answer the question.
Build a Conversation
Simple response closed questions don’t leave much room for elaboration or really a full response. These are often question using phrases like, did you, when, do you want to, will you, have you, etc. Each of these just need a couple words to answer and they don’t transition well from one topic to another in a conversation. They leave little room for new ideas and they don’t spark much creativity or imagination which leads to new questions. That is where open ended questions excel. They provide much more detail, thoughts, comments and bits of information that can more easily form into new ideas and transitions. Here are some examples of typical questions in an open format:
- Tell me what you think about that?
- What is it you like about the idea?
- Why would you suggest that?
- How do you plan to achieve that?
Let Others Talk More Than You
Open ended questions also ensure that you give others a chance to talk more than you. It forces you to listen more in any conversation because you have to wait for a longer response with these questions. You can still lead a conversation by steering with your questions but at least the open questions will allow room for a more elaborate expanse.
Open questioning is also a great tool to promote creative thought, problem-solving skills, and cognitive growth in others because it forces a person to spend more time contemplating their response instead of just giving a disconnected yes or no response. The thought needed behind may seem simply but it forces an association pattern that makes a person relate something of meaning that they response with, to the person or conversation. This inherently builds a stronger bond with, better memory of and definitely a more engaged conversation.
Ask Them to Talk About Themselves
Similarly to simply having someone talk more, having someone talk about themselves, their own thoughts and their feelings on a subject shows that you have some genuine interest in them and care enough to want to take the time to listen. This is immensely powerful both for seeing how the conversation topics affect that person but also to strengthen that relationship more. Whether you know the person well, or you are already a close friend or family member, these personal and open ended questions only lead to an even stronger bond with a longer more meaningful conversation at the outset.
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The use of electronics devices in daily life has become the fuel of human life. It has made the human life more luxurious. The use of electronics has been saving the human energy as well as the time. It has helped making the world a global village. With the invent of mobile phones, people are accessible to their family, friends, clients and to the world anywhere and anytime.
The use of electronic devices is growing day by day. The use of electronic devices is very common at home, in schools and at work.
Nearly all the working places and living places have computers, television, radio, telephone, mobile phone, fax, air conditions, camera etc. There are so many positive effects of the use of the electronic products. Let us look at the important areas, where electronics has brought positive changes:
1. Many crucial processes are made easy with the use of electronics. The machines are now taking the place of humans. The robots can perform all the difficult tasks with its powerful batteries.
2. Electronics has simplified many difficult tasks in the industry and household work. The electronic devices are taking care of difficult, routine and time consuming industrial and household work.
3. Earlier the mode of transportation was changed from the bullock carts to mechanical motors and now these vehicles are equipping themselves with different electronic devices and making the transport system better, accident proof, environment friendly. Use of GPS system in the cars has altogether changed with way they were driven. In the coming days, use of hybrid cars is bound to increase.
4. There is no need to mention that how the invention of computers changed the face of the world. Computers can store huge amount of data and information. The internet has become the largest and the most effective communication platform. Nobody can think of this world minus computers and internet.
5. The information can reach to people within seconds over the internet.
6. Digital cameras and digital televisions helped us to experience the live show and improved the quality of pictures.
7. Mobile phones have broadened the horizons of communication. Today, no one can imagine life without mobile phone.
8. Satellite TV’s and satellite radios enables the broadcasting of all the important events across the globe.
9. There are so many fields where the uses of electronics have made the life easier than before be it medicine, corporate world, aviation, education, entertainment etc. It has made an impact on all the sectors.
There are many electronic e-shops from where one can buy electronic devices. People don’t hesitate to spend on these appliances because these electronic products are providing the best value of money.
Source by Lee |
The jaguar is one of five wildcats found in Belize's rainforest. (Photo: Jupiterimages/Photos.com/Getty Images )
Although tourists often flock to Belize to swim and dive in its warm Caribbean waters, those who venture inland can explore a lush rainforest densely populated with thousands of species of plants and animals. About half of this Central American country is covered by jungle. Several tours will take you into the rainforest to observe the flora and fauna. If you want a guaranteed shot at spotting some of the more elusive animals, you can catch many at the Belize Zoo.
Thousands of varieties of trees, plants and flowers grow in Belize's rainforest. Orchids alone come in more than 250 varieties in Belize, along with other epiphytes – "air plants" that grow on other plants – including flowering bromeliads and aroids. Colorful hibiscuses, poinsettias and thousands of other flowers also sprout in the rainforest. A useful food source is the towering breadfruit tree, which bears a fruit that can be ground into flour. You also can find, and be wary of, the poisonwood tree, which has a toxic sap that can blister your skin.
Belize is home to at least 543 species of birds, many living within the rainforest. The blue-crowned motmot, distinguished by its long tail with a tennis racket-like tip, is a common find. Other birds include spoonbills, grebes and the jabiru storks, which is the largest bird in Belize and can have a wingspan as big as 8 feet. The rainforest also is home to a wide variety of lizards, iguanas and snakes, including the highly venomous and dangerous fer-de-lance. At the Belize Zoo, you're sure to see toucans, macaws, the harpy eagle and the king vulture.
Five different types of wildcats live in Belize's rainforest. Hunting thinned much of the jaguar population throughout North America, but Belize is still home to one of the largest populations of the leopard-like cats as well as its darker-furred, smaller relative the jaguarundi. The forest also is home to the reclusive margay, a small, nocturnal tiger-like cat that lives in trees. The ocelot, now endangered after years of hunting for its fur, also has a large population in Belize. Mountain lions, known as pumas in Belize, are the largest wildcat in the Belize rainforest. Difficult to see in the wild, you'll see several cats at the Belize Zoo, including a rescued jaguar that was trapped after it was thought to be killing ranchers' cattle.
Howler monkeys, which can shriek loud enough to be heard from miles away, live in Belize, and the Americas' rainforests are the only places to find them worldwide. In Belize, the black howler monkey, an endangered species, is among their ranks. The forest also is home to gibnuts, large rodents that can weigh more than 20 lbs. The long-nosed, raccoon-like coatimundi is one of the more common mammals in Belize. They're often seen near people, as they like to eat scraps discarded by humans. Its relative the kinkajou, a quick, long-tailed animal that lives in trees, also is abundant. The pig-like tapir, also known as the mountain cow, often feeds and swims along the forest's rivers. All of these animals are in the Belize Zoo.
Leaf Group is a USA TODAY content partner providing general travel information. Its content is produced independently of USA TODAY. |
AHA Moments in Beauty
Many of the groundbreaking beauty products and treatments we know and love today had humble beginnings in medicine. Check it out.
Before they plumped up our fine lines…
Circa 1934: Scientists at Columbia University in New York discovered hyaluronic acid in 1934 in a cow’s eye. Hyaluronic acid is produced naturally in the body and is found in the highest concentrations in fluids in the eyes and joints; it acts as a cushion and lubricant and also adds volume to the skin’s surface. Before cosmetic use, it was used in eye surgeries and injected into arthritic joints. It was FDA-approved for use as a cosmetic filler on the face in 2003. Today Restylane is a firm filler used to add volume in the lips, as well as, filling in deep wrinkles in male skin which tends to be thicker than female skin. Restylane is also used to restore stretched earring holes, a problem caused from years of wearing long heavy earrings.
Circa 2005: Doctors dealing with ear, nose, and throat therapies were presented with a study, at the annual Otolaryngology Spring Meeting, that showed how this gel and calcium-based volumizing filler improved the voice of patients suffering from Vocal Fold Insufficiency – a serious form of voice loss in which one or both vocal folds (and cords) lack the physical capacity to vibrate properly. Many of the world’s famous singers receive Radiesse Voice treatment to perfect their voice. How it works cosmetically: When injected, it stimulates the body to produce scar tissue to “fill” deep wrinkles such as smile lines. Unlike Restylane, Radiesse is a non-hyaluronic acid filler that typically lasts for a year or longer.
Before they relaxed our wrinkles…
Circa 1987: Over dinner, Vancouver ophthalmologist Jean Carruthers told her dermatologist husband, Alastair Carruthers, that she suspected the botulinum toxin she was using in her practice to calm spastic eye muscles could also erase wrinkles. Fifteen years later, Botox was FDA approved to treat frown lines.
Circa 2005: Used in Europe to treat various movement disorders such as excessive eyelid spasm and twitching, twisted neck or uncontrollable muscle stiffness and/or muscle tone after a stroke. Approved in 2009 for cosmetic use in Canada, this neurotoxin is the new alternative to Botox.
Before they gave us more lashes and hair …
Circa 1990: The drug company Allergan was testing its Lumigan eye drops for treating glaucoma when they noticed that patients were growing longer, thicker lashes. The company began development on a cosmetic product that contained smaller amounts of the same active ingredient. Latisse became available in the U.S. in 2009 and then a year later in Canada.
Circa 1980: Hypertension patients taking minoxidil pills to dilate their blood vessels began sprouting extra hair on their heads, arms, chests, and backs. Studies conducted over the next few years showed that a topical mioxidil solution applied to the scalp reversed baldness. In 1998, minoxidil was launched as a prescription hair-growth treatment under the name Rogaine, and became available over the counter in 1996.
Before Jersey Shore made it a beauty staple…
Circa 1955: The active ingredient, dihydroxyacetone, was being given orally at the University of Cincinnait Children’s Hospital to kids with glycogen storage disease. The researchers noticed that if the children spilled or threw up the liquid, the areas where it touched their skin darkened. |
Gulls and other related sea birds exist in great numbers along coastal areas, large lakes and rivers. A subset of long winged swimming birds, there are 45 species of Gulls . Twenty species are resident (nesting) in North America and four are visitors (non-nesting). An intelligent bird, they will carry mussels and clams high in the air and drop them on hard surfaces to get to the soft meat inside. Gulls have the ability to drink saltwater and freshwater, thanks to a pair of salt removing glands above their nostrils. They are good swimmers who can walk or run agilely on land. Gulls are scavenging birds; they will eat everything from dead fish and garbage to field mice and insects. Gulls enjoy protection at the federal, state and local levels.
The typical Gull has a light colored body with black wing tips and a dark mantle that can range from deep black to light gray. Their coloring can change between seasons. Juveniles are usually brown with a dark band on the tail.
Gulls can be a nuisance in coastal areas, particularly at dump sites, piers and harbors. Flocks of Gulls often create hazardous conditions to low flying aircraft. Large buildup of droppings will lead to structural damage from the uric acid. Boats, streetlights and buildings are just a few of the items damaged from excessive gull droppings. Furthermore, their droppings can also pose a health risk.
systems and large 4" mesh StealthNet
will deny access to large open areas. Bird-Flite
spikes, 5" Bird-Coil
, and Bird-Shock Flex-Track
are very effective on ledges depending on the level of bird pressure. The Daddi Long Legs
is a great product to dissuade Gulls from landing on silos, street lights, A/C units & large flat rooftops. For feeding sites such as dumps, a wide variety of Audio
and Visual Deterrents
like the Scare Eye Ballon and high tech multiple and random sound distress call units like the Bird-Gard units should be combined with exclusionary products such as Gridwire
or 4" StealthNet
Gulls build basic nests on the ground in safe open areas. The nest often consists of grass, seaweed and some sticks. They nest in colonies on sandy or gravely areas near the shore.
These birds have one brood a year with an average of three eggs. Incubation takes 20 to 24 days with a six week fledgling period before the young leave the nest. The eggs are brown, green or blue with blotches of black, brown or gray.
Some species are migratory. Gulls need open water and secluded breeding areas. Because of this, Northern Gulls will fly south away from frozen lakes and rivers in the winter, while southern Gulls stay put year round. They have a distinct springtime breeding season. The young take two years to mature and display adult plumage. |
Mathigami is a way of exploring mathematical concepts through the art of origami.
The Mathigami Project is a pilot program created by University of San Diego (USD) in collaboration with a local community center. The program is focused on developing an interest in and love of mathematics. As part of Project Mathigami, college students explore mathematical concepts with children through the creation of origami models. We aspire to instill in young children the belief that they can succeed in mathematics and the disposition to approach challenges with curiosity and perseverance. We want them to develop critical thinking and problem-solving skills, and to become adept at communicating their reasoning and understanding the reasoning of others. The power of mathematical thinking will be beneficial in any path they choose and will open up opportunities for them to pursue careers in STEM fields.
In this pilot stage, USD students volunteer to mathematically engage over one hundred third through fifth graders in underserved communities. Project Mathigami activities foster opportunities for real-life mathematical experiences and help students recognize the myriad applications of both mathematics and origami.
Common reactions to mathematics include fear, feelings of inadequacy, and aversion. In the United States, only 17 percent of 12th graders are both proficient in mathematics and have an interest in pursuing a career in the STEM fields--mathematics, science, engineering or technology. And despite the high unemployment rate in America, there are almost 600,000 unfilled jobs because there aren’t enough workers with expertise in STEM.
Our goal is simple. We want people to SMILE when they hear the word "Mathematics"; to see mathematics as powerful and beautiful, and to approach mathematical challenges with confidence, leading to greater mathematical capability. Mathigami is our way to contribute to what needs to be a worldwide effort at all levels. We believe that approaching mathematics through the lens of origami will engage more children in mathematics, including some who may have been lost through the conventional methods.
Here’s where you come in. We need you! Please:
Spread the word that mathematics is powerful, beautiful and achieveable.
Your financial support will:
Click the donate button to make a tax-deductible donation:
Or send a check (payable to USD) to:
College of Arts and Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
To learn more or get involved, contact: firstname.lastname@example.org
Up to $24.99
All contributors will be gratefully acknowledged on our website.
Donate at the Bamboo Crane Level or above and you will also receive a Mathigami button that will show your support for our project.
Support this project at the Pearl Crane Level or above and you will also receive an official Mathigami t-shirt that tells the world you are a mathematics lover as well as a supporter of the arts, sciences, and education.
Collaborate with a donation at the Bronze Crane Level or above and we will also make, just for you, a handcrafted origami paper and resin pin.
Donate at the Silver Crane Level or above and also receive a digital copy of the Director’s Cut of our Documentary Video.
Contribute at the Golden Crane Level or above and we will also write your special message on a Japanese prayer plaque to be left at a temple in Japan. We will send you a digital photo to treasure.
Donate at the Platinum Crane Level or above and we will also place your logo or name on our Mathigami website and documentary.
Contribute at the Diamond Crane Level or above and you will also be named as a producer of the documentary on the film credits.
A Japanese legend has it that a wish goes along with the folding of 1,000 paper cranes. The lucky and generous patrons who contribute at the Peace Crane Level or above will also receive a piece of framed artwork made up of 1,000 paper cranes and perhaps, will be granted a wish.
For gifts above $10,000, please contact Perla Myers at email@example.com for exclusive recognition opportunities to show our appreciation and involve you in the work of the program. |
Mom was a Jungian—sort of.
A World War II-era psychiatric nurse, she understood there are times when talking through a problem simply wasn’t enough. She knew the health of the mind was inextricably linked to the health of the body. She’d seen firsthand the devastating effect of shell shock, as well as the psychosis and personality changes suffered by her sister when a well-meaning fool burst a goiter on her sister’s neck. She also knew entire families could suffer with mental health issues, and it wasn’t a matter of fault. They were born that way.
To her way of thinking, we’re all born that way. Even people wired to be happy can find themselves devastated by circumstances beyond their control—the death of a loved one, terminal illness, injury and global catastrophe. Sometimes sadness or a feeling of utter powerlessness is the only rational response to a situation. As someone who’d experienced her share of tragedy, she knew grief was a natural part of the human condition. The trick was to prevent the sorrow from becoming more calamitous than its cause.
Safe, effective anti-depressants hadn’t been invented yet. So Mom and her colleagues explored other modes of treatment. Mom focused on the coping mechanisms developed independently by those who routinely struggled with depression. She was particularly struck by Winston Churchill’s way of dealing with his “Black Dog”. Whenever Churchill felt himself sliding into despair, he would go into the garden and lay bricks on a wall.
To a Jungian, the symbolism was obvious. The wall represented a physical and symbolic barrier between him and his troubles. But Mom took it further. Analyzing newspaper and magazine articles she found in the base library, she concluded Churchill’s deepest depressions coincided with moments where he felt most powerless. View in that light, the wall was also his way of exerting control over his world.
Few people in Mom’s orbit had the luxury of building a wall. Hell, if you were living in military housing, chances were you didn’t even have a yard. But control—Mom understood control. I used to describe her as a combination of the kinder, gentler qualities of Napoleon Bonaparte, Niccolo Machiavelli and Attila the Hun. Full disclosure: they didn’t have any. What they did have, however, was the ability to assess the available resources and apply them to the problem at hand.
Ultimately Mom decided the best alternative for building a wall was cleaning a bathroom. The two tasks shared many attributes. Cleaning a bathroom seldom qualifies as a daily necessity. It’s usually something you could choose to do. Or not. It involves manageable levels of physical labor (subsequently shown to help the body self-regulate its chemistry). It can be done in a limited amount of time. It offers tangible results. It harms no one, yet invariably leads to a sense of accomplishment. When I was young, she insisted it was the only viable therapy for a growing girl; a big, strong man like my dad could clean the stove. (What? You didn’t think she practiced her trade on Dad and me? See the historical role models listed above.) But later, after she finally sprang for a regular cleaning lady, she admitted any self-contained, productive activity could suffice, from washing the car to baking cookies for a friend.
Mom died twelve years ago, but I still use the “bathroom trick”. I don’t always clean a bathroom. Sometimes I don’t even bother with physical exertion. It doesn’t really matter what I do. The key is restoring a sense of control through a personal achievement, no matter how small.
Mom would have been the first to say the strategy doesn’t always work. Plus, it’s only a therapy, not a cure. But she believed that any strategy that took the edge off pain without causing harm should be shared. I share it in that spirit. If it helps anyone who reads this, I’ll consider it worthwhile. So would she.
About the campaign:
#HoldOnToTheLight is a blog campaign encompassing blog posts by fantasy and science fiction authors around the world in an effort to raise awareness around treatment for depression, suicide prevention, domestic violence intervention, PTSD initiatives, bullying prevention and other mental health-related issues. We believe fandom should be supportive, welcoming and inclusive, in the long tradition of fandom taking care of its own. We encourage readers and fans to seek the help they or their loved ones need without shame or embarrassment.
Please consider donating to or volunteering for organizations dedicated to treatment and prevention such as: American Foundation for Suicide Prevention, Home for the Warriors (PTSD), National Alliance on Mental Illness (NAMI), Canadian Mental Health Association, MIND (UK), SANE (UK), BeyondBlue (Australia), To Write Love On Her Arms and the National Suicide Prevention Hotline.
To find out more about #HoldOnToTheLight, find a list of participating authors, or reach a media contact, go to https://www.facebook.com/groups/276745236033627/. |
A New Plan of New England According to the Latest Observations 1720.
1720 (dated) 9.5 x 14 in (24.13 x 35.56 cm)
This is Daniel Neal's important and scarce 1720 map of New England. Centered on the colony of Massachusetts, Neal's map covers from the Hudson River and New York City east to Nova Scotia, extending north to Lake Champlain (Lake Iroquois) and south to Long Island and the Nantucket Shoals. Two inset maps in the lower right detail Boston Harbor (with depth soundings in fathoms) and Labrador as far north as Hudson Strait. Although Neal's sources are unknown, the map overall presents a sophisticated panorama of the region.
The heart of the map, the Connecticut and Massachusetts Colonies, features the densest cartography with detailed labeling throughout. The cartographer offers a surprisingly modern border configuration between Massachusetts, Connecticut, and Rhode Island. To the west there is a clearly defined western border with New York. Plymouth, which had been annexed in 1691, is properly integrated. The border with Rhode Island runs to the south of Bristol County.
In other parts of the map Lake Champlain and Lake George are clearly distinguishable. As is Lake Winnipesauke in modern day New Hampshire. Long island is well delineated with several communities, including East Hampton, South Hampton, and Shelter Island clearly noted. Along the Penobscot River, Maine, there is a note that reads 'Duke of York Claims Propriety from Kenebeck River to St. Crux.'
This map is accompanied by the 1747 second edition of Neal's two volume History of New-England
in which it was contained. Both volumes are in very good condition. Howes notes that Neal chiefly based his book on Mather's Marginalia and Oldmixon's British Empire in America
. This work was so well received in the colonies, that Neal was awarded an honorary degree from Harvard University in 1721. Learned notes:
[Neal's] work was superior to anything of the kind that preceded it. His attitude is that of one who wishes to remain impartial. He deals chiefly with political, religious, and military questions, but has an interesting chapter, largely condensed from Josselyn, describing the state of New England; and he has paid some attention to legislative history. His style is often sprightly and he displays a sense of humor. For some aspects of the revolution of 1688- 1689 his work is still useful.
Daniel Neal (14 December 1678 – 4 April 1743) was an English historian. Born in London, he was educated at the Merchant Taylors' School, and at the universities of Utrecht and Leiden. In 1704 he became assistant minister, and in 1706 sole minister, of an independent congregation worshipping in Aldersgate Street, and afterwards in Jewin Street, London, where he remained almost until his death. He married Elizabeth Lardner (d. 1748), by whom he had one son, Nathanael, and two daughters. In 1720 Neal published his History of New England, which obtained for its author, in the following year, the honorary degree of MA from Harvard.
Neal, D., The History of New-England, (London) 1747.
Very good. Minor wear on original folds. Minor verso reinforcement near margin upper left. Minor closed verso repair lower right quadrant where originally attached to bock.
McCorkle, B. B, New England in Early Printed Maps 1513 - 1800, 1720.2. |
Different Types Of PSAT Mathematics Preparatory Books
PSAT Math-Comprehensive Information
The test format of the PSAT is similar to that of the SAT. This test comprises three major sections:
- Critical Reading section
- Mathematics section
- Writing Skills section
Here in this article, we intend to share relevant information about the Math section of this test.
This section entails two types of questions. They are:
- Multiple-choice questions
- Student-Produced Responses
The above-mentioned types of Math questions are explained below:
Multiple-choice Math questions: In this type of questions, a question is given followed by five options. You have to choose the right answer from among the given options. There are twenty eight multiple-choice questions that are asked.
Tips to solve Math Multiple-Choice Questions:
- First, read the question carefully.
- Go through all the options before you start to work on the question.
- If you do not find your answer among the given options, try writing it in a different form. For instance, if your answer comes out in decimal form but the right option is in fraction accordingly, you have to change the form of your answer.
Student-Produced Response question: This type of question is also known as Grid- In; under this type, you have to solve problems and fill the answers in grids available on the answer sheet. The Student-Produced Response questions are not multiple-choice questions. There are ten questions of this type that are asked in the exam.
Tips to Solve Student-Produced Response Questions:
- Use a calculator to solve these problems. This will help in avoiding calculation mistakes and you can also do speedy calculations.
- Write your answers in the boxes above grids before you begin to fill in the grids.
- There is no negative marking for these types of questions. Therefore, you can try solving every such question.
- You can fill an answer on the grid in the form of a decimal or a fraction.
Topics Covered in PSAT Math
This part consists of various topics. They are given below:
- Numbers and Operation
- Algebra and Functions
- Data Analysis, Probability and Statistics
Scores Achieved in PSAT Math
The average score in this section was 49 in the year 2010. The students achieved this average score in their junior year of high school. The average score achieved in the same year by the sophomores for this section was 44. However, if you want to qualify for the NMSQT (National Merit Scholarship Qualifying Test) organized by the NMSC (National Merit Scholarship Corporation), you have to score high in the exam.
Books for PSAT Math
Following are the books that you can refer:
Official Student Guide
This book has been introduced by the official website of PSAT, the College Board.
This guide aids you in:
- getting complete answers to all questions
- accessing tips to solve different types of questions
You can open the link http://www.collegeboard.com/student/testing/psat/about/bulletin.html to get information in detail.
Kaplan’s PSAT Math Book
Kaplan runs coaching centers both online and offline. It has also recommended books for guiding students towards Math. For instance, it has introduced the book PSAT/NMSQT 2012 Premier. The salient features of this book are as follows:
- complete answers to all questions mentioned in the book
- tips to solve difficult questions
- full-length practice tests
You can get detailed information about this book, click on the following link: http://www.amazon.com/Kaplan-PSAT-NMSQT-2012-Premier/product-reviews/
Kaplan’s Tips to Solve PSAT Math Questions:
- Answers for difficult questions are confusing. More than one answer seems correct and easy to obtain. Therefore, you have to read difficult questions carefully.
- Read all the questions carefully.
- If you are not getting the clue to solve a problem, leave it and move to another question. If you get time at the end of the test, try to solve it.
- You can use shortcuts instead of doing calculations step-by-step.
The Princeton Review’s PSAT Math Book
The Princeton Review provides coaching classes to the aspirants. It has written the book Cracking the PSAT/NMSQT, 2012 edition. Mentioned below are the salient features of this book:
- math questions with complete explanations of their answers
- tips to approach difficult questions
- additional practice questions for the topics such as geometry, quadratic equations and functions
You can visit the following web page: http://www.amazon.com/Cracking-PSAT-NMSQT-College-Preparation/ to get more information about the book.
The above discussion clearly describes the PSAT Math test section, the topics it covers and the questions it encompasses. Moreover, you can also know about the guidelines that you can follow while solving these questions. Besides, you can access information about some of the best books that you can refer to score high in this test section. |
Your Child’s Pain
“My child just started treatment. I am worried about all of the painful tests and treatments he will have to endure and I want to know what I can do to help him.”
No matter how old your child is, when they feel pain, you feel it too. Unfortunately, there will be episodes of discomfort and pain from your child’s illness and treatment. That is why it is important to understand how to identify pain in your child, what you can do and what care providers care providers can do to help relieve the pain.
There are resources and information available that will help you keep your child comfortable. There are also guidelines to help you observe and “translate” the signs of pain in your child and communicate this information to the health care team.
You will often be the eyes, ears and hands of your child’s physician, both at home and at the hospital. No one knows your child as well as you do. You are the one who is most familiar with their subtle changes, expressions of distress, and signs of discomfort and pain. Therefore, you are likely to be the first one to recognize pain in your child and activate the proper relief.
In order for the doctors to better understand your child’s condition, they may need to conduct some tests that are uncomfortable or painful.
The following familiar comfort measures can be very effective in reassuring and relaxing your child during these procedures:
- Ask for something to prevent or decrease pain during painful procedures. Don’t be afraid to insist. You are your child’s pain advocate.
- Offer your ideas about what caregivers could do to maintain consistency in your absence and to make your child comfortable.
- When your child is in pain, try to distract them from the discomfort. One way is to help your child think of a peaceful or special place and imagine it with several senses.
- Bring stories and books from home to distract and redirect your child’s thoughts.
- Allow your child to have a comfort object, such as a bear, doll, animal, or headset with music while they are getting tests, procedures, etc. One mom left her (worn and smelly) tee shirt with her child so he could cuddle it and smell her when she couldn’t be there.
- Use your voice as a soothing mechanism. Record it for them to listen to on a headset when you can’t be there. You could read, say your goodnight, or reminisce.
- Maintain a positive outlook for your child. Offer positive reinforcement and encouragement despite the hurdles and challenges you are experiencing.
- Try tapes and CDs with relaxing nature sounds or music..
- Wash cloths somehow have “magical power” to make things feel better. Keep a special wash cloth handy to gently press on a sore area or your child’s forehead and eyes.
- Gently massage, rub, or stroke your child to soothe and distract them.
- Hold your child’s hand.
- Reassure your child that the pain will over soon.
- Help your child to be brave by not expressing fear yourself.
Your presence is the best way to reduce your child’s pain and anxiety during procedures or tests. Prepare your child by assuring them that you will be there during the entire procedure. Work together to create ways to make your child feel better, such as rituals, songs, holding each other, maintaining eye contact, etc. Explain to your child what is going to happen during the test. If you’re not sure, ask your doctor before the procedure begins so there are no surprises. Knowledge is empowering and it will help you overcome the anxiety you may feel.
What you need to know about pain management
Information can bring a sense of control when so much change is happening in your lives. If your child is in pain, insist on a consult with a pain specialist. Ask about the cause of your child’s pain, how you can detect it, and what you can do to help. Ask about your options for medication, including both over the counter and prescription drugs, and when and how often you can give it.
It is very important to ask your doctor how you will know when a stronger pain medication is needed. It is also a good idea to have something a bit stronger than what you currently need on hand should the need for it arise late at night or on the weekend. Remember that you are entitled to have the proper “ammunition” for mild, moderate or even severe pain when your child’s condition warrants it.
Good pain management is based on believing (and then acting upon) what the patient says is pain. Most hospitals will use a pain rating scale to evaluate the degree or intensity of pain. There are scales available for young children, school-age children and teenagers. Babies and non-verbal children “tell” us by their physical changes, cries and vital signs, etc. For example, one scale is rated from zero to ten with zero meaning “no pain” and 10 meaning “the worst pain”. The pain number rating helps the nurse and physician to determine the best medication and develop a care plan for managing the pain, now and ongoing.
Ask your health care professional which tool they use to evaluate pain so that you can become familiar with it. Understanding the tool can give you a sense of control, help your child communicate how they are feeling, empower you to report pain to your health care team, and choose the appropriate pain medications and comfort measures. Pain should be re-assessed frequently to ensure that the medications and comfort measures are sufficient.
Always remember that pain is what your child says it is, and we need to believe it as fact. Children want to be brave for you and for themselves but they do not need to suffer needlessly. Good pain relief will allow them to put their full energy into healing, getting well and feeling better.
Types of medication
Over the counter drugs such as acetaminophen (Advil) or ibuprofen (Tylenol) are used for general discomfort and mild pain. Make sure that you ask your physician about the appropriate dosage for your child’s unique condition and needs.
Moderate pain is pain that affects a child’s ability to enjoy activities and rest well. Moderate pain may also cause your child to be irritable or cranky. This type of pain may persist despite your comfort measures and current medicine. Some options that might be prescribed are codeine, oxycodone, or even morphine.
More severe and ongoing pain is often treated safely with morphine, hydrocodone and hydromorphone, etc. Your physician will discuss the need to increase the strength of pain medications as your child’s needs change.
It is important to understand that your child’s pain can be managed well with the available medicines. Morphine and similar drugs, given in amounts based on your child’s weight and condition, can be carefully monitored to determine the appropriate level for comfort while maintaining your child’s ability to function normally. Be sure you understand how often to give the medications. Is there a schedule or isthe medication to be to given on an “as needed” basis (when your child is hurting and you cannot relieve the pain with comfort measures alone)?
Keeping your child comfortable
The more frequently you give a medication, the more relief your child will feel. Medication given on an “as needed” basis, or “PRN”, means that you give the medication when a child tells you he is in pain. This works well when your child has only occasional pain and does not need medication on a daily basis. However, if your child has daily pain, even if it is sporadic, he may fluctuate between pain and relief throughout the day without consistent medication. If this is the case, a small regular dose should be given at scheduled times to best control pain and prevent the escalations that can be frightening or worrisome for both you and your child.
Getting through treatment and therapies can be challenging but keeping your child comfortable is both a right and a responsibility. It will help your child get stronger if their energy is devoted towards recovery rather than exhausted from pain.
Article contributed by Liz Sumner RN, BSN
Palliative Care Coordinator, The Elizabeth Hospice |
i-Biology: Illuminating Science!
Here’s a cool little TED video of bioluminescence in action.https://ted.com/talks/view/id/1149
In case you forgot, bioluminescence is the end-result of transcription and translation, with enzymes being produced to catalyse light-emitting reactions. Try it here at Learn.Genetics (What makes a firefly glow?). A beautiful real-world example of this semester’s content in action.
You might have noticed a new domain name and shorter URLs here – I got a new domain! It is domain-mapped through WordPress.com, so you shouldn’t need to update your bookmarks (but you might). Four years ago, this site started out as ‘Science Teachers’ Video Resources‘ but has evolved into something much more focused.
So here it is: i-Biology.net. Short and easy to remember.
The main focus of the site is IB Biology, but there will continue to be lots of videos and interactives linked for other sciences – especially as I will be moving soon to teach MYP science in Japan.
The “i-” could be “international” or even “I-love-” Biology. It’s up to you. I quite like “illuminate”.
With all the resources here now, “i-” should really mean “independent“. If you can support your own learning as a student by using this site, then great! What I really hope is that it will keep you “inspired” to continue Science beyond school.
As always, constructive comments and charity donations via Biology4Good are welcome. |
||Faecal pollution contains a rich and diverse community of bacteria derived from animals and humans, many of which might serve as alternatives to the traditional enterococci and Escherichia coli faecal indicators. We used massively parallel sequencing (MPS) of the 16S rRNA gene to characterize microbial communities from wastewater treatment plant (WWTP) influent sewage from 12 cities geographically distributed across the USA. We examined members of the Clostridiales, which included the families Clostridiaceae, Lachnospiraceae and Ruminococcaceae for their potential as sewage indicators. Lachnospiraceae was one of the most abundant groups of faecal bacteria in sewage, and several Lachnospiraceae high-abundance sewage pyrotags occurred in at least 46 of 48 human faecal samples. Clone libraries targeting Clostridium coccoides (C. coccoides) in sewage samples demonstrated that Lachnospiraceae-annotated V6 pyrotags encompassed the previously reported C. coccoides group. We used oligotyping to profile the genus Blautia within Lachnospiraceae and found oligotypes comprised of 24 entropy components that showed patterns of host specificity. These findings suggest that indicators based on Blautia might have the capacity to discriminate between different faecal pollution sources. Development of source-specific alternative indicators would enhance water quality assessments, which leads to improved ecosystem health and reduced human health risk due to waterborne disease. |
Definitions for SAVEseɪv
This page provides all possible meanings and translations of the word SAVE
(sports) the act of preventing the opposition from scoring
"the goalie made a brilliant save"; "the relief pitcher got credit for a save"
salvage, salve, relieve, save(verb)
save from ruin, destruction, or harm
to keep up and reserve for personal or special use
"She saved the old family photographs in a drawer"
save, carry through, pull through, bring through(verb)
bring into safety
"We pulled through most of the victims of the bomb attack"
spend less; buy at a reduced price
save, lay aside, save up(verb)
accumulate money for future use
"He saves half his salary"
save, make unnecessary(verb)
make unnecessary an expenditure or effort
"This will save money"; "I'll save you the trouble"; "This will save you a lot of time"
deliver, redeem, save(verb)
save from sins
refrain from harming
save, economize, economise(verb)
spend sparingly, avoid the waste of
"This move will save money"; "The less fortunate will have to economize now"
keep open, hold open, keep, save(verb)
retain rights to
"keep my job for me while I give birth"; "keep my seat, please"; "keep open the possibility of a merger"
record data on a computer
"boot-up instructions are written on the hard disk"
In various sports, a block that prevents an opponent from scoring.
The goaltender made a great save.
When a relief pitcher comes into a game with a 3 run or less lead, and his team wins while continually being ahead.
Jones retired seven to earn the save.
A point in a professional wrestling match when one or more wrestlers run to the ring to aid a fellow wrestler who is being beaten.
The giant wrestler continued to beat down his smaller opponent, until several wrestlers ran in for the save.
The act, process, or result of saving data to a storage medium.
To help (somebody) to survive, or keep (somebody) from harm.
To keep (something) safe; to safeguard.
To store for future use.
To conserve or prevent the wasting of.
To obviate or make unnecessary.
To write a file to disk or other storage medium.
To redeem or protect someone from eternal damnation.
To economize or avoid waste.
To accumulate money or valuables.
Except; with the exception of.
Only the parties may institute proceedings, save where the law shall provide otherwise.
Origin: (First attested 1175–1225) From saven, from sauver, from salvare
the herb sage, or salvia
to make safe; to procure the safety of; to preserve from injury, destruction, or evil of any kind; to rescue from impending danger; as, to save a house from the flames
specifically, to deliver from sin and its penalty; to rescue from a state of condemnation and spiritual death, and bring into a state of spiritual life
to keep from being spent or lost; to secure from waste or expenditure; to lay up; to reserve
to rescue from something undesirable or hurtful; to prevent from doing something; to spare
to hinder from doing, suffering, or happening; to obviate the necessity of; to prevent; to spare
to hold possession or use of; to escape loss of
to avoid unnecessary expense or expenditure; to prevent waste; to be economical
except; excepting; not including; leaving out; deducting; reserving; saving
Origin: [See Sage the herb.]
In baseball, a save is credited to a pitcher who finishes a game for the winning team under certain prescribed circumstances. The number of saves, or percentage of save opportunities successfully converted, is an oft-cited statistic of relief pitchers, particularly those in the closer role. It became an official Major League Baseball statistic in 1969. Mariano Rivera is MLB's all-time leader in regular season saves with 631.
The Nuttall Encyclopedia
a tributary of the Danube, rises in the Julian Alps and flows SE. across Southern Austria till it joins the Danube at Belgrade after a course of 556 m., of which 366 are navigable.
To deposit money in a bank, post office, credit union, building society or other legal financial institution.
She chose to save £20 per week towards her annual holiday.
British National Corpus
Spoken Corpus Frequency
Rank popularity for the word 'SAVE' in Spoken Corpus Frequency: #1680
Written Corpus Frequency
Rank popularity for the word 'SAVE' in Written Corpus Frequency: #941
Rank popularity for the word 'SAVE' in Verbs Frequency: #190
Images & Illustrations of SAVE
Translations for SAVE
From our Multilingual Translation Dictionary
- xilas etməkAzerbaijani
- desar, estalviar, salvar, aturadaCatalan, Valencian
- zachránit, spořit, uložitCzech
- neilltuo, cynilo, achub, arbedWelsh
- redde, spare, opspare, gemme, redningDanish
- speichern, sichern, sparen, rettenGerman
- αποταμιεύω, λυτρώνω, αποθηκεύω, σώζω, οικονομώ, εκτός, απόκρουσηGreek
- reservar, ahorrar, salvar, archivar, salvo, guardar, rescatar, excepto, redimir, paradaSpanish
- tallentaa, säästää, säilyttääFinnish
- sauvegarder, hormis, sauver, économiser, sauf, épargnerFrench
- sábháil, slánaighIrish
- חסך, הצילHebrew
- selamatkan, salin, tulis, simpan, kumpulkanIndonesian
- vista, bjargaIcelandic
- salvare, accumulare, racimolare, salvo, redimere, eccetto, immagazzinare, soccorrere, raggranellare, aiutare, risparmiare, fatto salvo, parataItalian
- 救う, 貯金する, 保管, 救出する, 助ける, 保存, 救助する, 節約するJapanese
- servo, auxilior, succurro, adiuvo, subvenio, opitulor, iuvoLatin
- bewaren, sparen, opslaan, reddenDutch
- spare, unntatt, lagre, redde, redningNorwegian
- zbawić, ratować, oszczędzać, zapisywaćPolish
- guardar, armazenar, salvar, poupar, socorrer, ajudar, estocarPortuguese
- salvar, salverRomansh
- salva, ajuta, aprovizionaRomanian
- копить, экономить, скопить, спасти, спасать, сохранять, накопить, сохранить, съэкономитьRussian
- salvai, sarvai, sarbai, sarvare, sarbare, salvareSardinian
- sprémiti, spásiti, štédjetiSerbo-Croatian
- shraniti, rešitiSlovene
- förutom, frälsa, spara, rädda, räddningSwedish
- రక్షించు, దాచుకొను, భద్రపరచు, తక్క, కాపాడు, తప్పTelugu
- tasarruf etmek, saklamak, kurtarmak, kaydetmekTurkish
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One entry found for tadpole.
Main Entry: tadĚpole
Etymology: Middle English taddepol "tadpole," from tode "toad" and polle "head" : the larva of a frog or toad that has a rounded body and a long tail, breathes with gills, and lives in water -- called also pollywog Word History A young tadpole looks like a large head with a tail. In time it will develop back legs and then front legs. Finally it will lose its tail and become a toad or a frog. Our word for this immature form of a toad or frog comes from Middle English taddepol. This word was a combination of two others, tode, meaning "toad," and polle, meaning "head." |
The Cunard Line was founded in 1840 and its ships are still sailing the world’s oceans to this day, making Cunard one of the oldest shipping companies in existence. During a period spanning nearly two centuries Cunard has owned and managed over 300 ships. The history of the Cunard is well documented and many books and websites recount the line’s rich heritage and diverse range of vessels. However, the final fate of these ships is often little more than a footnote, with the ship being declared either scrapped or wrecked. Once a ship has been scrapped that really is the end of the story, with maybe just a few artefacts and mementos preserved in museums and private collections for posterity. But when a ship is lost at sea it becomes a shipwreck and that is when a whole new chapter begins. |
CDC: Technology May Prevent PandemicBy Doug Bartholomew | Posted 2006-03-06 Email Print
The federal agency says its real-time data gathering can ward off a potential flu pandemic. Not every health-care provider is convinced.
The Federal Centers for Disease Control and Prevention (CDC) thinks it has found a better way to detect, track and share information about a possible flu pandemic should one break out in the U.S. But first, the CDC will have to convince a skeptical medical community that its technology-based solution, called BioSense, is a prescription worth filling.
Designed as a network that sits atop participating hospitals' existing systems, BioSense gathers and analyzes their data in real time.
The idea is to obtain a constantly refreshed flow of patient information from the field, enabling CDC epidemiologists to immediately detect the early signs of an outbreak of avian flu or other flu-like disease, and help marshal forces to control it.
"Part of a larger bird flu initiative at CDC, BioSense is designed to give us situational awareness of what is happening in a hospital or a city," says Barry Rhodes, associate director for technology and informatics at the CDC and the project's co-leader.
Started in 2003 and made operational in 2004, the BioSense network first gathered medical information on a daily basis from Defense Department and Veterans Affairs hospitals and one large medical laboratory. But late last year, the CDC began an initiative to expand BioSense to, in effect, take the pulse of a much broader spectrum of society, connecting civilian hospitals around the country.
The CDC, which spent $50 million for hospital recruitment and technology last year, will spend another $50 million to expand the network this year to connect more hospitals. The federal agency also expects to start sharing, in turn, its analysis of local and regional influenza-like illness trends with health-care and other public agencies in affected areas.
But the CDC is having a hard time selling BioSense to the civilian medical community for a host of reasons that include security and privacy concerns, the need for hospitals to recode patient and medical records, the feeling of some health-care officials that they are already overburdened with information-technology projects, and the skepticism of hospital administrators who simply don't think they need the system.
Since the CDC began actively recruiting hospitals last fall, only a few dozen non-government hospitals have been connected.
"Like many I.T. projects, BioSense is more difficult to get running than we expected and it is taking longer to get it to work right," says Dr. Jerome Tokars, a medical epidemiologist working on the project.
The people who work at or for CDC see BioSense as a national imperative that will become widely used by hospitals throughout the U.S. sooner or later. "We had people from the medical
community last fall telling us what we're doing is impossible," says David Groves, vice president for public health informatics and CDC project head at SAIC, a BioSense contractor.
"We got the system up and running at 11 health-care
organizations representing 33 hospitals in a few months," Groves says, "and we've got hundreds to go this year. We will never connect all 5,600 hospitals in America, and even connecting the 1,000 hospitals in large cities will still take two to three years or more. But it's not impossible."
Since Jan. 1, those 33 hospitals have been feeding information about patients coming through their doors complaining of flu-like symptoms to the CDC via the network. So far, though, the flow of information has been a one-way street.
As of mid-February, no hospitals in the network were yet receiving reports on influenza trends in their local areas. The CDC expects to start making its local and regional analyses of influenza outbreaks and related-illness trends available to participating hospitals starting this spring.
The CDC now wants to connect at least 300 more hospitals to BioSense by year-end. But, according to Tokars, "I don't know if we will get to our goal." In hindsight, he says, "maybe it would have been good to get it up a few years ago."
CDC: Technology May Prevent Pandemic |
Digital television transition
The digital television transition, also called the digital switchover or analog switch-off, is the process in which analog television broadcasting is converted to and replaced by digital television. This primarily involves the conversion of analog terrestrial television to digital terrestrial. However, it also involves analog cable conversion to digital cable, as well as analog to digital satellite.
In many countries, a simulcast service is operated where a broadcast is made available to viewers in both analog and digital at the same time. As digital becomes more popular, it is likely that the existing analog services will be removed. In some cases this has already happened, where a broadcaster has offered incentives to viewers to encourage them to switch to digital. In other cases government policies have been introduced to encourage or force the switchover process, especially with regard to terrestrial broadcasts. Government intervention usually involves providing some funding for broadcasters and, in some cases monetary relief to viewers, to enable a switchover to happen by a given deadline.
The switchover for individual countries varies; in some countries it is being implemented in stages as in India and the United Kingdom, where each region has a separate date to switch off. In others, the whole country switches on one date, such as the Netherlands, which switched off all analog services on 11 December 2006. Some countries have different switch off dates for each channel, such as China where CCTV channels 1-5 will be switched off first.
- 1 Purpose of the transition
- 2 Timeline for the digital switchover
- 3 Digital switchover at a glance
- 4 Transitions around the world
- 5 Digital-to-analog converters
- 6 See also
- 7 References
- 8 Further reading
- 9 External links
Purpose of the transition
Almost all analog formats in current use were standardised between the 1940s and the 1950s and have had to be adapted to the technological innovations since then. Initially offering only black and white images with monophonic sound, the formats have had to be modified to broadcast in colour and with stereo sound, second audio program (SAP), captioning, and other information all while being backwards compatible with televisions unable to use the features. Additionally, engineers have had to implement these protocols within the limits of a set bandwidth and the tolerances of an inefficient analog format.
However, during this time, the application and distribution of digital communications evolved. Digital television transmission more efficiently uses the available bandwidth and can easily integrate other digital services. While analog video and audio broadcasts can not efficiently include other digital services, they have the advantage of greater area coverage because a degraded signal can still be usable to a fringe user while a digital one will just drop off.
- For the end-user, digital television has the potential for resolutions and sound fidelity far higher than those of analog broadcasts. It is also possible to offer far more channels by way of digital multiplexing, and subchannels, distinct simulcast programming, from the same broadcaster. However, most free-to-air broadcasters do not have the finances to operate multiple channels with the same quality of content on all channels; also the more channels provided has the impact of decreasing the bandwidth available to the existing channel(s) meaning overall lower picture quality due to compression artifacts and non-proportional anamorphic widescreen digital scaling.
- For government and industry, digital television reallocates the radio spectrum so that it can be auctioned off. In the subsequent auctions, telecommunications industries can introduce new services and products in mobile telephony, wi-fi Internet, and other nationwide telecommunications projects.
- Impact on public-access television: decreased allocations available, expensive digital equipment cost replacement and lower broadcast area coverage due to digital drop-off.
Timeline for the digital switchover
- 2006: Netherlands
- 2007: Andorra, Finland, Sweden
- 2008: Germany, Switzerland
- 2009: Denmark, Isle of Man, Norway, United States (full power stations)
- 2010: Belgium, Croatia, Estonia, Guernsey, Jersey, Latvia, Luxembourg, San Marino, Slovenia, Spain
- 2011: Austria, Canada, Cyprus, France, Israel, Malta, Monaco, Turkey
- 2012: Czech Republic, Gibraltar, Ireland, Italy, Japan, Lithuania, Saudi Arabia, Qatar, Oman, United Arab Emirates, Jordan, Egypt, Bahrain, Iraq, Kuwait, Lebanon, Syria, Yemen, Portugal, Slovakia, South Korea, Taiwan, United Kingdom
- 2013: Australia, Azerbaijan, Bulgaria, Hungary, Kenya, Republic of Macedonia, Mauritius, Moldova, Namibia, New Zealand, Poland, South Africa, Zimbabwe
- 2014: India, Serbia, Iceland
- 2015: Belarus, Brunei, Greece, Hong Kong, Iran, Romania, Rwanda, Ukraine, United States (low power stations), Uruguay, Africa, and Mexico
- 2016: Russia, Mongolia, North Korea, Laos
- 2017: Chile, Malaysia, Sri Lanka
- 2018: Brazil, China, Costa Rica, Singapore
- 2019: Argentina, Bolivia, Colombia, El Salvador
- 2020: Panama, Philippines, Peru, Venezuela, Vietnam, Paraguay, Thailand
- 2021: Indonesia, Cuba
The Geneva 2006 Agreement sets 17 June 2015 as the date after which countries may use those frequencies currently assigned for analog television transmission for digital services, without being required to protect the analog services of neighbouring countries against interference. This date is generally viewed as an internationally mandated analog switch-off date, at least along national borders. The European Commission has recommended that digital switchover should be completed by 1 January 2012 - Commission Recommendation 2009/848/EC, of 28.10.2009.
Digital switchover at a glance
|Andorra||25 September 2007|
|Australia||1 January 2001||30 June 2010||10 December 2013|
|Belgium||3 November 2008||1 March 2010|
|Brazil||2 December 2007||29 November 2015 ||25 November 2018|
|Bulgaria||1 January 2009||1 March 2013||30 September 2013|
|Canada||1 March 2003||31 August 2011|
|Croatia||13 June 2002||26 January 2010||5 October 2010|
|Czech Republic||October 2005||September 2007||12 February 2012|
|Denmark||1 March 2003||1 November 2009|
|El Salvador||22 April 2009||1 March 2018||1 January 2019|
|Estonia||1 July 2010|
|Finland||21 August 2001||1 September 2007|
|France||31 March 2005||2 February 2010||29 November 2011|
|Germany||1 November 2002||25 November 2008|
|Greece||20 March 2006||24 September 2009||6 February 2015|
|Guernsey||17 November 2010|
|Hungary||October 2001||31 July 2013||31 October 2013|
|India||26 January 2003||31 October 2012||31 March 2015|
|Ireland||29 October 2010||24 October 2012|
|Isle of Man||24 July 2009|
|Italy||2003||15 October 2008||4 July 2012|
|Japan||1 December 2003||24 July 2011||31 March 2012|
|Jersey||17 November 2010|
|Latvia||1 June 2010|
|Lithuania||March 2001||29 October 2012|
|Macedonia||4 May 2004||1 January 2010||1 June 2013|
|Mexico||July 2, 2004||18 July 2013||31 December 2015|
|Netherlands||11 December 2006|
|New Zealand||2 May 2007||30 September 2012||1 December 2013|
|Norway||1 September 2007||1 March 2008||1 December 2009|
|Peru||30 March 2010||28 July 2020||3 January 2023|
|Poland||30 September 2010||7 November 2012||23 July 2013|
|Portugal||29 April 2009||12 January 2012||26 April 2012|
|Qatar||1 January 2001||13 February 2012|
|Saudi Arabia||1 January 2001||13 February 2012|
|Slovakia||22 December 2009||28 October 2010||31 December 2012|
|Slovenia||30 June 2011|
|South Korea||26 October 2001||1 September 2010||31 December 2012|
|Spain||15 November 1999||5 April 2008||3 April 2010|
|Sweden||1999||19 September 2005||29 October 2007|
|Switzerland||1 June 2006||1 January 2008|
|Thailand||1 April 2014||2015||2020|
|Taiwan||1 January 2004||7 May 2012||30 June 2012|
|Tunisia||2012||6 March 2015||3 April 2015|
|United Arab Emirates||1 January 2001||13 February 2012|
|United Kingdom||1998||17 October 2007||24 October 2012|
|United States||1998||2007||12 June 2009 (Full power stations)
1 September 2015 (Low power stations)
Transitions around the world
- Netherlands moved to digital-only broadcasting on Monday, 11 December 2006, being the first country to do so. The switch-off was helped greatly by the fact that about 80% of Dutch households subscribe to cable systems, which continued to use analog distribution, and thus their old tuners continued to be useful. Like Germany, Sweden and Japan, the Netherlands still has a high number of analog cable viewers and therefore a switchover to Digital broadcasting is unlikely to happen in the near future.
- Finland ceased analog terrestrial transmissions nationwide at 04:00, Saturday, 1 September 2007 (the switch-off was previously planned for midnight on September 1 but a few extra hours were added for technical reasons). This was controversial, as the cost of a digital TV set in Finland at the time was heavily criticised and saw a substantial decrease in how much the television license cost. Cable TV viewers continued to receive analog broadcasts until the end of February 2008.
- Andorra completed its switch-off on Tuesday 25 September 2007.
- Sweden: The switch-off of the analog terrestrial network progressed region–by–region. It started on the island of Gotland on Monday, 19 September 2005, and was completed on Monday, 29 October 2007, when the last analog SVT1 transmitters in Blekinge and western Scania were shut down. Like the Netherlands, Germany and Japan, cable distributors continued broadcasting analog television. Cable broadcasters continue to broadcast in analog (like the Netherlands and Germany), so therefore a cable switchover is unlikely to happen in the near future.
- Switzerland began with the switch-off on Monday 24 July 2006 in Ticino and continued with Engadin on Monday 13 November 2006. The switch-off was completed on Monday 26 November 2007. A very high percentage of Swiss viewers receive their signals via cable distributors. By 2012 40% of cable viewers have switched to digital. The government plans to shut off analog cable by 2015.
- Germany started the switch-off in the Berlin area, beginning on Friday, 1 November 2002 and completing on Monday 4 August 2003. "Simulcast" digital transmissions started in other parts of the country in an effort to prepare for a full switchover. The switch-off of terrestrial analog transmitters was completed on Tuesday 25 November 2008, except one main transmitter in Bad Mergentheim, which was shut down in June 2009. analog satellite receivers were still used by 6% of households in 2010 - the highest in Europe. The analog satellite transmissions were switched off on Monday 30 April 2012, being the last in Europe. However, analog cable is still used by about 30% of the population and 55% of all cable broadcasts, so therefore a cable switchover is unlikely to happen in the near future.
- Isle of Man switched off all analog services on Thursday 16 July 2009.
- Denmark switched off all analog services at midnight on Sunday 1 November 2009.
- Norway: The switch-off of the analog transmissions started in March 2008 and was completed on Tuesday 1 December 2009. Norway started its DTT service on the Saturday 1 September 2007.
- Belgium: Media regulations are under regional legislation. Flanders switched off analog television on Monday 3 November 2008, while in Wallonia, all analog services were switched off on Monday, 1 March 2010, making Belgium a country completely serviced by a digital signal. However, analog cable is still used by many cable subscribers, so therefore a cable switchover is unlikely to happen in the near future.
- Spain: The switch-off of the analog terrestrial transmissions was completed on Saturday 3 April 2010. The switch-off was successful, as about 70% of Spanish television transmissions are terrestrial, so it was easy for people to just switch to the digital signal. Spain started its DTT service on Wednesday 30 November 2005.
- Latvia's analog television completely converted to digital broadcasting on Tuesday 1 June 2010.
- Estonia's analog television was switched off completely on Thursday, 1 July 2010.
- Jersey and Guernsey switched off their analog signals on Wednesday 17 November 2010.
- Croatia: analog television broadcasts were switched off for all national TV channels on Tuesday 5 October 2010 at 12:35 and for local TV channels on Saturday 20 November 2010.
- Slovenia: the switch-off on main transmitters was completed on Wednesday 1 December 2010. The last local analog transmitters were switched off on Thursday 30 June 2011.
- San Marino completed its switch-off on Thursday 2 December 2010.
- Luxembourg shut down their last analog transmitter on UHF Channel 21 on Friday 31 December 2010.
- Monaco switched off their analog TV broadcasts on Tuesday 24 May 2011.
- Austria: Began analog switch-off on Monday, 5 March 2007, progressing from the west to the east. The analog broadcast was shut down nationwide at the end of 2010 regarding the main transmitters. The last analog translators were switched off on 7 June 2011.
- Cyprus terminated all analog transmissions on Thursday 30 June 2011 and moved to digital-only transmissions in MPEG-4 on Friday 1 July 2011.
- Malta terminated all analog services on Monday, 31 October 2011. The switch-off was originally planned for Wednesday 1 June 2011 but was delayed for unknown reasons.
- France switched off all analog services (terrestrial, satellite and cable) on Tuesday, 29 November 2011. This included overseas departments and territories such as Guadeloupe, French Guiana, Martinique, Mayotte, Réunion, French Polynesia, New Caledonia, Saint Barthelemy, Saint Martin, Saint Pierre and Miquelon, and Wallis and Futuna.
- Portugal: Digital broadcasts started on Wednesday 29 April 2009. Portugal's government hoped to cover 80% of the territory with DTV by the end of 2009, and simulcasts remained until Thursday 26 April 2012, when the analog broadcasting ended. The switchover began on Thursday 12 January 2012.
- Czech Republic: The last analog retransmitters in the south-east Moravia and the northern Moravia - Silesia were switched off on Saturday, 30 June 2012.
- Italy: The conversion to digital television progressed region–by–region. It started in Sardinia on Wednesday 15 October 2008, and was completed on Wednesday 4 July 2012, when the last analog transmitters in the Province of Palermo were shut down.
- United Kingdom: Digital terrestrial broadcasting began in the UK on Sunday 15 November 1998 with the launch of the ONdigital, later renamed ITV Digital and now Freeview. The transition from analog and digital to digital-only terrestrial signals started on Wednesday 17 October 2007 with the Whitehaven transmitter in Cumbria, and followed a transmitter switchover timetable, implemented by region. The first constituent country to switch off all its analog signals was Wales on Wednesday 31 March 2010 and the last region to switch off its analog signals was Northern Ireland on Wednesday 24 October 2012. analog cable broadcasts ended in January 2012, with Milton Keynes still relying on analog cable, which the town will not get an analog switch-off. analog satellite was discontinued on Thursday 27 September 2001, making the UK and Ireland the first countries in Europe with digital-only satellite.
- Ireland: Digital television was launched in Ireland as Saorview on Friday 29 October 2010. At launch it had 5 standard-definition channels and 1 high-definition channel. The analog service was terminated on Wednesday 24 October 2012 and will be replaced by a second multiplex for Saorview. A small number of low power independent analog re-broadcast systems (often termed 'deflectors') on UHF are still on air in parts of Ireland and six remain licensed until the Monday 31 December 2012. There has been no date released for the shutdown of analog cable, and many major cable companies (e.g. UPC Ireland) are still actively offering analog. analog satellite was discontinued on Thursday 27 September 2001, making the UK and Ireland the first countries in Europe with digital-only satellite.
- Lithuania: The switch-off of the analog terrestrial transmissions was completed on Monday, 29 October 2012.
- Slovakia: Slovakia finished analog transmission broadcasts on Monday, 31 December 2012.
- Gibraltar analog transmissions ceased in December 2012.
- Macedonia: analog transmission terminated on Saturday, 1 June 2013.
- Poland: The switch-off of the analog terrestrial transmissions was completed on Tuesday, 23 July 2013.
Further information: Digital terrestrial television in Poland
- Bulgaria: The analog signal was officially terminated on Monday, 30 September 2013.
- Hungary: Hungarian analog terrestrial transmissions stopped on Thursday, 31 October 2013, after completing two phases that ended on 31 July and 31 October, respectively.
- Iceland The switch-off of the analog terrestrial transmissions was completed on Monday, 2 February 2015.
- Greece The switch-off of the analog terrestrial transmissions was completed on Friday, 6 February 2015.
- Canada: Canada's DTV transition was completed in 28 mandatory markets on Wednesday, 31 August 2011. Some CBC analog transmitters in mandatory markets were permitted to operate for another year, and transmitters outside mandatory markets were given the option of converting to digital, or remaining in analog. The CBC decided to shut down all (more than 600) of its remaining analog transmitters on Tuesday, 31 July 2012, without replacing them. Also on 31 August 2011, all full-power TV transmitters had to vacate channels 52 to 69. There does however remain a very small number of community-based transmitters; see Digital television in Canada
- Namibia: Shut down analog signals on 13 September 2014.
- Algeria: Digital broadcasting started in 2009, analog signals were switched off on 10 November 2014.
- Kenya: analog switch off was supposed to take place in 2013, however media houses challenged the move in court and the switch off has since been moved to 31 December 2014 for the metropolitan areas and their surroundings while in the rest of the country the switch off will be in March 2015.
- Israel started digital transmissions in MPEG-4 on Sunday 2 August 2009 and analog transmissions ended on Thursday 31 March 2011. Israel was the first nation in the Middle East and the first Non-European nation to shut down their analog signals.
- Saudi Arabia started digital transmissions in MPEG-2 on 1 January 2001. analog satellite transmissions were switched off on Thursday 2 July 2009. The analog PAL was terminated on Monday 13 February 2012 and will be replaced by a multiplex for Nilesat. The government plans to shut off analog cable by 31 March 2018. Saudi Arabia was transitioning from using MPEG-2 to MPEG-4 for its terrestrial broadcasts, a process which began on Sunday 26 August 2012. Saudi Arabia adopted DVB-T2 in March 2013.
- Japan shut down all analog satellite and the analog terrestrial television in 44 prefectures at noon on Sunday 24 July 2011, while three remaining prefectures (Fukushima, Iwate, and Miyagi) that were destroyed or heavily damaged in the 11 March 2011 9.0 magnitude Tohoku earthquake and its related nuclear accidents stopped analog broadcasting at noon on Saturday 31 March 2012. Analog high-definition television broadcasting ended on Sunday, 30 September 2007. Like Netherlands, Germany and Sweden, analog cable continues to broadcast with a high demand too (25% of all viewings, which is known as Dejiana), but the service is scheduled to be terminated on 31 March 2015. Many television stations across the country have already begun broadcasting simultaneously in digital, beginning on Monday 1 December 2003 in the Kanto region and spreading to the other six regions by the end of analog high-definition television broadcasting.
- Qatar started digital transmissions in MPEG-2 on 1 January 2001. analog satellite transmissions were switched off on Thursday 2 July 2009. The analog PAL was terminated on Monday 13 February 2012 and will be replaced by a multiplex for Nilesat. The government plans to shut off analog cable by 31 March 2018. Qatar was transitioning from using MPEG-2 to MPEG-4 for its terrestrial broadcasts, a process which began on Sunday 26 August 2012. Qatar adopted DVB-T2 in February 2013.
- Taiwan: Digital television launched terrestrially throughout Taiwan on Friday, 2 July 2004. analog television ended transmission on Saturday 30 June 2012. However, the process was completed in 2014, when the analog cable television shut down.
- South Korea: Digital switchover progressed region–by–region, with the first analog transmitters in Uljin, North Gyeongsang Province ending transmissions on Wednesday, September 1, 2010. Digital switchover was completed on Monday, December 31, 2012, when the last analog transmitters in Gyeonggi Province and Seoul ended transmissions. However, the South Korean government still maintains a few border analog transmitters which target North Korea; however they will be switched off on June 2015.
- United Arab Emirates started digital transmissions in MPEG-2 on 1 January 2001. analog satellite transmissions were switched off on Thursday 2 July 2009. The analog PAL was terminated on Monday 13 February 2012 and will be replaced by a multiplex for Nilesat. The government plans to shut off analog cable by 31 March 2018. United Arab Emirates was transitioning from using MPEG-2 to MPEG-4 for its terrestrial broadcasts, a process which began on Sunday 26 August 2012. United Arab Emirates adopted DVB-T2 in February 2013.
- Vietnam: The country launched DVB-T unofficially in 1997, and shut down all analog signals for good on 28 May 2014.
- India: The Ministry of Information and Broadcasting set 31 December 2014 as the deadline for digital switchover. Digitization of cable and terrestrial television was in four phases, in a 3-year period starting from 1 November 2012, and finished on 10 November 2014.
- Iran commenced broadcasting digital TV in 2009, using the DVB-T MPEG-4 standard, with 40% of population having access to digital TV by mid-2011. The switch over to digital TV was completed on 19 December 2014, when all analog signals were terminated.
- Brunei: The country switched off analog TV on 1 January 2015.
- Cambodia launched DVB-T2 on Tuesday, 9 November 2010, transition started in 2012 and finished on January 1, 2015.
- New Zealand: digital terrestrial television broadcasts began officially in April 2008. analog PAL switchoff started on 30 September 2012 with the North Island's Hawke's Bay region and the South Island's West Coast region and finished with the Upper North Island which was switched off 1 December 2013.
- Australia: Digital television commenced in Australia's five most populous cities on Monday 1 January 2001. The Mildura region was the first to terminate its analog network, on Wednesday 30 June 2010. Digital switchover was originally expected to be complete by Tuesday 31 December 2013, however the last regions to switch over (Melbourne and Remote Eastern/Central Australia) did so slightly earlier, on Tuesday 10 December 2013 at 9:00 am. Until the switch-off in the respective areas, free-to-air stations were simulcast, along with digital-only channels like ABC2. Cable television networks began simulcasting in 2004 and analog cable services were switched off in April 2007. The switchover was co-ordinated by the Digital Switchover Taskforce operating under the federal Department of Broadband, Communications and the Digital Economy.
Transitions in progress
- Albania: Analog broadcasts will be switched off on June 17, 2015.
- Armenia: Will shutdown analog signals on June 1, 2015.
- Azerbaijan: Began analog switch-off on Sunday, 17 October 2010, is expected to complete on June 17, 2015.
- Belarus: Analog broadcasts will be switched off on Friday, May 15, 2015. Phased analog switch-off began August 1, 2013.
- Bosnia and Herzegovina: Will shut down analog signals on June 17, 2015.
- Georgia: Analog broadcasts will be switched off on June 17, 2015.
- Moldova: Will shut down analog signals on June 17, 2015.
- Montenegro: Will shut down analog signals on June 17, 2015.
- Republic of Kosovo (partially recognized state): Will shutdown analog signals in June 17, 2015.
- Romania plans to switch off analog broadcasting on June 17, 2015. It began phasing out the analog transmission on 30 April 2014, with 5 licences awarded for the DTT multiplexes.
- Russia The deadline for analog switch-off signal in is 2019.
Further information: Digital television in Russia
- Serbia launched its first DTT transmissions in 2005. The first DTT-only channel was made available in 2008. The deadline for the transition to digital has been moved from April 4, 2012 to June 17, 2015. As of 2013, the initial DVB-T2 network covers Belgrade and much of Vojvodina, several cities in Šumadija and Western Serbia and the southern city of Niš. Digital TV switchover for 98% of citizens started on September 1, 2014. Transition will progress in three stages of analog switchoff.
- Turkey launched trial digital transmissions in 2006 and originally planned to gradually handle the switchover, with a scheduled completion date of 2015. It will be completed on March 3, 2015.
- Ukraine: analog switch-off will take place in four stages. The first phase of analog switch-off will start on June 15, 2015. Analog broadcasting will be completely turned off December 31, 2016.
- Argentina: Digital television broadcasts started on Tuesday, 9 September 2008 in Buenos Aires. The analog network will be terminated on 1 September 2017.
- Bolivia: Started on Tuesday, 20 July 2010, it will be completed on 1 September 2017.
- Brazil: Began free-to-air HD digital transmissions, after a period of test broadcasts, on Sunday, 2 December 2007 in São Paulo, expanding in 2008 to Brasília, Rio de Janeiro, and Belo Horizonte. Digital broadcasts were phased into the other 23 state capitals in the following years, and to the remaining cities by Tuesday 31 December 2013. analog and digital simulcasts were scheduled to continue until Wednesday, 29 June 2016, supposedly to coincide with the 2016 Summer Olympics in Rio de Janeiro, when analog would be discontinued. The main broadcasters (Globo, Record, Band, SBT and RedeTV!) are simulcasting in analog and digital, in standard definition and 1080i high definition. However, in 2013, the government announced that analog broadcasts will end in 2018 instead of 2016. In July 10, 2014, the Brazilian Ministry of Communications released a timetable for phasing out analog TV signals, starting in November 29, 2015 in Rio Verde, Goiás as a pilot experiment, followed by state capitals, the Federal District and main cities and regions from April 3, 2016 to November 25, 2018, when it is expected the ending of all analog television broadcasting.
- Chile: The transition to digital started in 2012, and the switch-off is scheduled for 31 December 2016.
- Mexico: Digital broadcasts commenced in 2000, with the first being Tijuana's XETV - an English-language affiliate of The CW serving primarily San Diego, California. analog shutdown was originally scheduled to occur in 2021, but on Thursday, September 2, 2010, Mexican president Felipe Calderón, in its Fourth Report of the Government, advanced the analog shutdown from 2021 to 2015. Groups of cities which are required to simulcast digitally are added in descending order of size, with full coverage of the smallest centers required by 2015. The digital switchover, which will progress region–by–region, was to begin on Tuesday, May 28, 2013 in Tijuana, but was postponed to July 18 due to the 2013 Baja California state elections. Switchover is scheduled to be completed on December 31, 2015.
- Paraguay: The transmission of digital television broadcasts started on August 2011, by TV Pública (which belongs to the Paraguayan government) with an initial coverage area of 25 kilometres (about 16 miles) from Asuncion downtown. The analog television system switch-off is estimated to be completed on Tuesday, 1 September 2017.
- Peru: Digital television broadcasts started in Lima in March 2010, and analog broadcasts are scheduled to be terminated on 1 September 2017.
- United States: On Monday, 8 September 2008, Wilmington, North Carolina became the first city in the United States to fully switch over from analog to digital broadcasts. All analog signals were terminated at noon. This switchover was a test by FCC to make further improvements to the transition process before the whole nation was switched over to digital. Having moved the deadline from Tuesday, 17 February 2009 (some stations still chose to shutdown on that date), all VHF transmissions (stations 2–13) and most full-power UHF analog transmitters were shut down on Friday, 12 June 2009, with the exception of "nightlight" analog stations (which broadcast a video on how to set up a digital TV or purchase a DTV set-top box) and LPTV transmissions. "Nightlight" broadcasts were shut down on Friday, 26 June 2009. Television transmission on channels 52 to 69 was required to cease by Saturday, 31 December 2011, to allow FCC to commence with the first phase of VHF/UHF TV spectrum allotment for other services. LPTV transmitters (primarily low-powered (LP), and Class-A low-powered (-CA) stations, and also broadcast translator (TX) translator/repeaters in rural communities) will be forced to convert to digital by Tuesday, 1 September 2015.
Further information: Digital television transition in the United States
- China: analog in CCTV1 to CCTV5 was terminated on 31 January 2014 at 12:00 AM. analog services on CCTV6-CCTV10 were terminated on 22 November 2014. Other channels that will terminate analog broadcasts will follow this schedule: 12 July 2015 (CCTV11-CCTV16), 14 May 2016 (CCTV17-CCTV21), 17 August 2016 (CCTV22-CCTV27), 31 December 2016 (CCTV28-CCTV32), 25 May 2017 (CCTV33-CCTV36), and 1 January 2018 (CCTV37-CCTV45). The last date will mark the switchover to digital broadcast.
- Hong Kong's analog broadcasting was planned to be switched off by 2012. However, it has been postponed until the end of 2015.
- Indonesia: Digital switchover has been postponed to 2021.
Further information: Digital television in Indonesia
- Malaysia: The first roll-out of DTTB services were rolled out on 16 January 2014, for a start in a few test areas, while full nationwide coverage to an estimated 98% populated areas is slated by the end of the analog-digital simulcast period. It is expected that Malaysia will terminate analog signal in 2017.
- Philippines: In June 2010, the National Telecommunications Commission set a deadline of 11:59 p.m. on 31 December 2015 for the discontinuation of analog television. However since the last quarter of 2014, the digitization deadline has been postponed to 2019 and should be expected that all analog broadcasts will be shut off in 2020. Philippine television network ABS-CBN started its test broadcasting in digital format for its launching of the network's digital set-top box called ABS-CBN TV Plus on 11 February 2015, became the first TV network in the country to do so. It uses the Japanese ISDB standards.
Further information: Digital television in the Philippines
- Singapore launched digital terrestrial television under MediaCorp in January 2009. The rest of the analog signals will be switched off in 2018. analog broadcasting through StarHub was discontinued on Tuesday, 30 June 2009.
- Thailand launched digital terrestrial television in May 2014 after postponed for 12 years. Analog signals will be switched off in 2020.
Further information: Digital television in Thailand
Transitions not yet started
- Colombia: The government has plans to close down analog broadcast on Sunday, 1 January 2017.
- Costa Rica: Will shut down analog signals permanently in December 2018.
- Cuba began to propose DVB-T in May 2009, and the analog switchoff will take place approximately 15 years later, most likely in 2024.
- Dominican Republic: Will shut down analog signals in September 2015.
- El Salvador: The target date is Tuesday, 1 January 2019.
The rest of Africa will switch off all analog signals on 3 April 2015.
The rest of Asia will switch off all analog signal on the midnight of 1 January 2016.
After the switch from analog to digital broadcasts is complete, analog TVs will be incapable of receiving over-the-air broadcasts without the addition of a set-top converter box. Consequently, a digital converter box – an electronic device that connects to an analog television – must be used in order to allow the television to receive digital broadcasts. In the United States, the government subsidized the purchase of such boxes for consumers via their coupon-eligible converter box program in 2009, funded by a small part of the billions of dollars brought in by a spectrum auction. The program was managed by the Department of Commerce through its National Telecommunications and Information Administration.
- List of digital television deployments by country
- Digital dividend after digital television transition
- Digital television
- "Roadmap for the transition from analog to digital terrestrial television broadcasting". 2012.
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- "DigiTAG Analog Switch Off Handbook". 2008.
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- "Page introuvable / Accueil" (in French). CSA.fr. Retrieved 2012-08-01.
- (Hungarian)"A new era in the Hungarian television - Start of the residential phase of digital switchover". 2013-03-11.
- "Hungary set for digital switchover". Retrieved 2013-03-20.
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- "Questions raised over I&B ministry's digitisation numbers". Business Standard. October 29, 2012.
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- "DVB-T je realitou už aj na Slovensku". Retrieved 2012-12-28.
- "Vypínanie vybraných analógových vysielačov". Retrieved 2012-12-28.
- "Éra analógového vysielania sa definitívne končí". Retrieved 2012-12-28.
- Onda Digital inicia sus emisiones en pruebas El Mundo, 16 November 1999
- El "apagón analógico", dividido en cuatro fases, culminará finalmente el 3 de abril de 2010 Mundoplus, 7 September 2007
- Webfactory www.webfactory.ie. "Digital Video Broadcasting - Tunisia". DVB. Retrieved 2012-08-01.
- "digitaluk.co.uk". digitaluk.co.uk. 2011-04-06. Retrieved 2012-08-01.
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- "Digi-tv esillä ympäri maata". Finnish Ministry of Communications. Retrieved 2007-08-12.
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- "Kabel-TV in Zukunft nur noch digital". www.sf.tv.
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- "Nyt TV-signal fejres med lysshow". TVTid på TV2. Retrieved 2009-11-01.
- "Norway completes ASO". www.broadbandtvnews.com.
- (Spanish) Disposición adicional primera del Real Decreto 944/2005, de 29 de julio, published in BOE del 30 de julio
- "DVB-T: Zeitplan". Digitales Fernsehen Förder GmbH. June 2008. Retrieved 2008-06-23.
- "analog terrestrial TV switch-off in the EU - briefing — EUbusiness.com - EU Business News". Eubusiness.com. Retrieved 2012-08-01.
- Webfactory http://www.webfactory.ie. "Digital Video Broadcasting - Malta". DVB. Retrieved 2012-08-01.
- "First digital TV switch date set". BBC News. 2007-03-15. Retrieved 2007-04-24.
- "digitaluk.co.uk". digitaluk.co.uk. Retrieved 2012-08-01.
- "Digital switchover takes place". The Irish Times. 2012-10-24. Retrieved 2012-10-24.
- "analog Deflectors still in service until 31 December". boards.ie. Retrieved 2014-01-13.
- "Digitalization of all Macedonian televisions by 2013". Ministry of Information Society and Administration. 14 March 2012. Retrieved 15 March 2012.
- "Νέα ΚΥΑ για τροποποίηση ημερομηνιών των Switch-Off ; Greek Digital TV". greekdigitaltv.blogspot.gr. 2014-04-30. Retrieved 2014-05-01.
- "2015 Same Strategy, Different Path". Cbc.radio-canada.ca. 2012-04-04. Retrieved 2012-08-01.
- "News". DVB. Retrieved 2014-01-13.
- 岩手、宮城、福島の3県のアナログ放送は平成24年3月31日に終了しました [Analog broadcast ended in Iwate, Miyagi and Fukushima on 31 March 2012 (year Heisei 24)] (in Japanese). Tokyo: Ministry of Internal Affairs and Communications. 2012-03-31. Retrieved 2012-04-01.
- "Broadcasting Digitization Schedule". DPA: The Association for Promotion of Digital Broadcasting. Retrieved 2009-11-16.
- 경상북도 울진군, 오늘부터 '디지털 송출' 시작 (in Korean). sbs.co.kr. 2010-01-20. Retrieved 2013-06-11.
- "South Korea to continue analog TV near border". North Korea Tech. 2012-12-27. Retrieved 2013-06-11.
- "تلویزیون دیجیتال - 40 درصد از جمعيت كشور تحت پوشش سامانه تلويزيون ديجيتال قرار دارند - صفحه اصلی". Portal.irib.ir. Retrieved 2012-08-01.
- "تلویزیون دیجیتال - مشروح مصاحبه دکتر علیعسکری، معاون توسعه و فناوری رسانه، در برنامه پارک ملت (پنجشنبه 13 مرداد 1390) - صفحه اصلی". Portal.irib.ir. Retrieved 2012-08-01.
- "تلویزیون دیجیتال - تهیه طرح جامع گذار از آنالوگ به دیجیتال در رسانه ملی - صفحه اصلی". Portal.irib.ir. Retrieved 2012-08-01.
- "News". DVB. Retrieved 2014-01-13.
- "When is my area going digital? - Going Digital". New Zealand Ministry for Culture and Heritage. Retrieved 17 July 2011.
- "Azerbaijan to switch over to digital TV 'very soon'". News.Az. 2011-09-27. Retrieved 2012-08-01.
- "In 2013, Azerbaijan will fully switch to digital TV - Minister". News.Az. 2012-12-03. Retrieved 2012-12-10.
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- Webfactory www.webfactory.ie. "Digital Video Broadcasting - Serbia". DVB. Retrieved 2012-08-01.
- "Pilot mreža". JP Emisiona tehnika i veze. Retrieved 2013-06-24.
- "Türkiye'de DVB-T". Republic of Turkey Ministry of Transport, Maritime Affairs and Communications.
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- "Conheça os planos das emissoras para a TV digital" (in Portuguese). G1. 2007-11-13. p. 1. Retrieved 2007-11-19.
- "TV analógica sobreviverá até 2018 no Brasil" [analog TV will survive in Brazil until 2018]. Olhar Digital (in Portuguese). UOL. 10 April 2013. Retrieved 10 April 2013.
- Cronograma de desligamento da TV analógica no Brasil Teleco. Accessed in July 15, 2014.
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- "México posterga 'apagón analógico'" (in Spanish). Univision. 2013-06-01. Retrieved 2013-06-11.
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- "analog television switch-off working target deferred to end 2015". Government of Hong Kong. Retrieved 2011-06-23.
- "Philippines to start digital TV shift in 2019". NexTV Asia-Pacific. Retrieved 2014-10-27.
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- Webfactory www.webfactory.ie (2009-11-23). "Digital Video Broadcasting - Cuba". DVB. Retrieved 2012-08-01.
- El Diario de Hoy, El Salvador prepara el salto a la TV Digital, 11 July 2010
- "What is a set-top converter box?". Digital TV Facts. 2007. Retrieved 2008-03-23.
- Hart, Jeffrey A., Television, technology, and competition : HDTV and digital TV in the United States, Western Europe, and Japan, New York : Cambridge University Press, 2004. ISBN 0-521-82624-1
|Wikinews has related news: Finnish terrestrial analog TV network shut down|
|Wikinews has related news: Denmark holds nationwide light show to mark digital switchover|
- Digital Switchover UK
- EU Switchover from analog to digital broadcasting
- Digital UK
- DigiTAG Handbook on ASO |
- To learn about social loafing and Belbin’s Team Role Theory.
- Define social loafing
- Explain why social loafing occurs
- Explain how to reduce social loafing
- Analyse Belbins Team Role Theory
- Starter: What type of team player are you?
- Social Loafing | Teacher led note taking and discussion
- Task 1 | How can we reduce social loafing | Brainstorm
- Belbin’s Team Role Theory | Teacher led note taking and discussion
- Task 2 | Belbin’s Team Role Theory | Which player are you? | Test
Assignment 2.3 | Team Building Activity
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Alternately, you can get access via the below options, or visit the course overview, where you can access the first and second lesson free! |
(Health Secrets) Garlic (Allium sativum) has the broadest spectrum of any antimicrobial substance we know of. It’s antibacterial, antifungal, anti-parasitic, ant-iprotozoan and antiviral, says Paul Bergner, Director of The North American Institute of Herbal Medicine and author of The Healing Power of Garlic. This along with more health benefits has been confirmed by other researchers, and even many from mainstream medicine, and the research includes cancer.
Garlic’s healing properties
Tests have found raw garlic more powerful than even penicillin or tetracycline. Garlic exerts its power without destroying digestive intestinal bacteria, which pharmaceutical antibiotics invariably do. It’s effective against Candida and even TB. Also unlike heavy pharmaceutical antibiiotic use, garlic does not diminish the immune system and actually enhances it.
Allicin, the active ingredient released when garlic is crushed, stimulates the immune system. Dr. Abdullah and his colleagues at the Akbar Clinic and Research Center in Panama City, Florida found raw garlic dramatically increased the powers of the immune system’s natural killer cells. Abdullah believes the immune boosting power of garlic may help AIDs patients.
Garlic and cancer
Garlic helps prevent cancer and contributes toward tumor shrinkage, especially stomach, colon, breast and prostate cancers. The Russians have known this for decades. More recently, this has been formally recognized by Dr. John Pinto, Ph.D. of the Memorial Sloan-Kettering Cancer Institute, a group that normally opposes natural cancer remedies.
In the 1970s, Robert I. Lin, president of Nutritional International in Irvine California successfully used garlic to detoxify lead in children. That’s not a well known attribute of garlic, but it’s another reason everyone should use garlic often in our highly toxic environment.
Garlic has been used successfully for promoting cardiovascular health, even among those who are having arterial or heart problems. Garlic dilates blood vessels to lower blood pressure, removes triglycerides, dissolves internal clots, and prevents oxidation of important lipids that lead to cellular destruction. All without side effects, of course.
Dr. Irwin Ziment, a pulmonary specialist, regularly prescribes garlic as a decongestant and expectorant for common colds and as a mucus regulator for chronic bronchitis. University of New Mexico research has discovered that garlic destroys meningitis in-vitro, meaning in a petri dish or test tube and not in a living organism.
How to include garlic as a super food
Several studies have discovered even light use of raw and cooked garlic is beneficial, but chewing a considerable amount of raw garlic daily is much more beneficial. If you are not going to chew it, garlic must be freshly pressed and consumed within one-half hour for benefit from its most active ingredient, allicin, which is released only when garlic is pressed, chewed, or juiced.
If you have a slow speed masticating auger juicer, three or four cloves juiced and mixed with purified water is an easy way to get a strong allicin dose. Don’t use a high speed juicer because it will destroy enzymes. Nebulizing a small amount of freshly juiced and filtered garlic mixed with distilled water to thin it out enough for the nebulizer to function is good for regulating mucous in the lungs for chronic bronchitis and COPD sufferers.
If you don’t juice, chewing at least a clove or two a day is helpful. You can disguise its pungent flavor by placing the cloves in honey or food, such an organic peanut butter sandwich. Chewing fresh cilantro or parsley is a common odor removing method, with cilantro adding its heavy metal chelation properties to garlic’s chelation process.
Researchers tend to agree that most garlic supplements don’t match the allicin produced by freshly crushed raw garlic. Fresh organic garlic should be used, and it is recommended that you know the garlic source’s soil quality or grow your own. Allow garlic’s proven health benefits and low cost to help you get over commonly held odor and taste considerations.
For more information: |
David Berry, the young, MIT-trained co-founder of biofuel company LS9, is making another play at the crowded “clean-technology” market. But he’s keeping mum about exactly how his futuristic new technology will work.
Berry’s Joule Biotechnologies, based in Cambridge, Mass., and backed by his investment firm, Flagship Ventures, is officially launching Monday. Yet it’s not entirely clear how the company aims to meet its lofty goals of creating a “path to energy independence” and producing ethanol without using any agricultural land, natural feedstocks or fresh water. (The availability of some of those resources has been a problem for other biofuel companies.)
Joule says it has developed a new process called “Helioculture,” which captures sunlight in a solar converter. There, the light interacts with “highly engineered, photosynthetic organisms to catalyze the conversion” of sunlight and carbon-dioxide–a gas which Joule says it can, conveniently, take off the hands of traditional power plants. This all creates “usable transportation fuels and chemicals.” Joule won’t say what the organisms are, except that they’re not algae. Some start-ups have been trying to eke biofuel out of algae, with limited success so far.
The firm won’t even disclose how much venture capital it’s raised, though Chief Executive Bill Sims allows that it’s “well less than $50 million.”
Sims says “plenty of capital” will be required to build out Joule’s infrastructure. But the start-up could work out joint ventures with other companies, such as carbon-dioxide emitters, to help with cash and access to land. Joule can build out its solar structures on non-agricultural land, Sims notes, and even on places like building rooftops. Berry and Sims say the firm should be able to sell its fuel commercially by late 2011 or 2012 at a competitive price.
It all sounds almost too good to be true. And it may be, particularly as the credit crunch squeezes many capital-intensive, clean-tech firms and makes it harder for risky, scientifically ambitious start-ups like Joule to get off the ground.
But Berry is a big brain: He has a Ph.D. from MIT’s Biological Engineering Division and also found time to earn a degree from Harvard Medical School. He co-founded LS9 in 2005 and helped it raise cash from Khosla Ventures and Lightspeed Venture Partners, in addition to Flagship, where Berry is a partner.
He says Joule combines “the best of solar” with the “best of biology.” In the best of investing environments, it could be a winner. But in today’s choppy markets, Joule may have a harder slog–even if its technology truly is groundbreaking. |
Doyen of Scottish Horticulture
- Chronicles the activities of one of the most important Scotsmen of the 19th century
- One of the key figures in the history of Scottish horticulture by virtue of his widespread and lasting influence
- An historical insight into the origin and early life of the Royal Caledonian Horticultural Society, including the scientific scene of the time
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Descended from a Haddington family of printers and booksellers, Patrick Neill became head of the most prestigious printing firm in Edinburgh. Leaving his manager to run the business, he devoted his life to writing, natural history, horticulture and civic duties. His early tour of Orkney and Shetland provided an insight into the social life of the islands and he regaled readers of the Scots Magazine with an intriguing running commentary on events in the Lothians. His survey of both private and commercial gardens and orchards in Scotland was a landmark publication and he published a perceptive account of his travels in northern Europe to discover whether any of their horticultural methods might be worth adopting.
As a founder member and secretary for 40 years of the Royal Caledonian Horticultural Society, he was a key figure in its successful establishment. He was also a founder member and secretary of the Wernerian Natural History Society, whose origins related to the dominating geological controversy of that era. His role as secretary brought him into contact with most of the natural scientists in Scotland and distinguished botanists and other scientists were frequently around Neill's dinner table. His wide circle of friends included famous figures such as William Jackson Hooker and his son Joseph, Robert Brown, Sir William Jardine, Sir Calverly Trevelyan, Robert Stevenson, the McNabs, father and son, of the Royal Botanic Garden Edinburgh and the maverick botanist George Don.
To cap it all Neill won national recognition for the unparalleled diversity of species of plants, including newly-introduced species, in his remarkable garden at Canonmills. According to Loudon, the famous landscape designer, it was the richest urban garden in the country. This engaging book contains a wealth of historically valuable observations and also an insight into Edinburgh's scientific scene in the early 19th century. Patrick Neill is revealed as one the most interesting Scotsmen of the 19th century in terms of the variety of enterprises he fostered and the friendships he enjoyed with so many natural scientists of his day. |
From Wikipedia, the free encyclopedia
John Logie Baird FRSE (/ˈloʊɡi bɛərd/; 13 August 1888 – 14 June 1946) was a Scottish engineer, innovator, one of the inventors of the mechanical television, demonstrating the first working television system on 26 January 1926, and inventor of both the first publicly demonstrated colour television system, and the first purely electronic colour television picture tube.
In 1928 the Baird Television Development Company achieved the first transatlantic television transmission. Baird’s early technological successes and his role in the practical introduction of broadcast television for home entertainment have earned him a prominent place in television’s history.
Baird was ranked number 44 in the BBC’s list of the 100 Greatest Britons following a UK-wide vote in 2002. In 2006, Baird was named as one of the 10 greatest Scottish scientists in history, having been listed in the National Library of Scotland’s ‘Scottish Science Hall of Fame’. In 2015 he was inducted into the Scottish Engineering Hall of Fame.
Baird was born on 13 August 1888 in Helensburgh, Dunbartonshire, and was the youngest of four children of the Reverend John Baird, the Church of Scotland’s minister for the local St Bride’s Church and Jessie Morrison Inglis, the orphaned niece of a wealthy family of shipbuilders from Glasgow.
He was educated at Larchfield Academy (now part of Lomond School) in Helensburgh; the Glasgow and West of Scotland Technical College; and the University of Glasgow. While at college Baird undertook a series of engineering apprentice jobs as part of his course. The conditions in industrial Glasgow at the time helped form his socialist convictions but also contributed to his ill health. He became an agnostic, though this did not strain his relationship with his father. His degree course was interrupted by the First World War and he never returned to graduate.
At the beginning of 1915 he volunteered for service in the British Army but was classified as unfit for active duty. Unable to go to the Front, he took a job with the Clyde Valley Electrical Power Company, which was engaged in munitions work.
The development of television was the result of work by many inventors. Among them, Baird was a prominent pioneer and made major advances in the field. Many historians credit Baird with being the first to produce a live, moving, greyscale television image from reflected light. Baird achieved this, where other inventors had failed, by obtaining a better photoelectric cell and improving the signal conditioning from the photocell and the video amplifier.
John Logie Baird with his television apparatus, circa 1925
Between 1902 and 1907, Arthur Korn invented and built the first successful signal-conditioning circuits for image transmission. The circuits overcame the image-destroying lag effect that is part of selenium photocells. Korn’s compensation circuit allowed him to send still fax pictures by telephone or wireless between countries and even over oceans, while his circuit operated without benefit of electronic amplification. Korn’s success at transmitting halftone still images suggested that such compensation circuits might work in television. Baird was the direct beneficiary of Korn’s research and success.
An early experimental television broadcast
In his first attempts to develop a working television system, Baird experimented with the Nipkow disk. Paul Gottlieb Nipkow had invented this scanning disc system in 1884. Television historian Albert Abramson calls Nipkow’s patent “the master television patent”. Nipkow’s work is important because Baird and many others chose to develop it into a broadcast medium.
Baird in 1926 with his televisor equipment and dummies “James” and “Stooky Bill”
In early 1923, and in poor health, Baird moved to 21 Linton Crescent, Hastings, on the south coast of England. He later rented a workshop in the Queen’s Arcade in the town. Baird built what was to become the world’s first working television set using items including an old hatbox and a pair of scissors, some darning needles, a few bicycle light lenses, a used tea chest, and sealing wax and glue that he purchased. In February 1924, he demonstrated to the Radio Times that a semi-mechanical analogue television system was possible by transmitting moving silhouette images. In July of the same year, he received a 1000-volt electric shock, but survived with only a burnt hand, and as a result his landlord, Mr Tree, asked him to vacate the premises. Baird gave the first public demonstration of moving silhouette images by television at Selfridges department store in London in a three-week series of demonstrations beginning on 25 March 1925.
In his laboratory on 2 October 1925, Baird successfully transmitted the first television picture with a greyscale image: the head of a ventriloquist’s dummy nicknamed “Stooky Bill” in a 30-line vertically scanned image, at five pictures per second. Baird went downstairs and fetched an office worker, 20-year-old William Edward Taynton, to see what a human face would look like, and Taynton became the first person to be televised in a full tonal range. Looking for publicity, Baird visited the Daily Express newspaper to promote his invention. The news editor was terrified and he was quoted by one of his staff as saying: “For God’s sake, go down to reception and get rid of a lunatic who’s down there. He says he’s got a machine for seeing by wireless! Watch him — he may have a razor on him.”
First public demonstrations
The first known photograph of a moving image produced by Baird’s “televisor”, as reported in The Times, 28 January 1926 (The subject is Baird’s business partner Oliver Hutchinson.)
On 26 January 1926, Baird repeated the transmission for members of the Royal Institution and a reporter from The Times in his laboratory at 22 Frith Street in the Soho district of London, where Bar Italia is now located. By this time, he had improved the scan rate to 12.5 pictures per second. It was the first demonstration of a television system that could broadcast live moving images with tone graduation.
Blue plaque marking Baird’s first demonstration of television at 22 Frith Street, Westminster, W1, London
He demonstrated the world’s first colour transmission on 3 July 1928, using scanning discs at the transmitting and receiving ends with three spirals of apertures, each spiral with a filter of a different primary colour; and three light sources at the receiving end, with a commutator to alternate their illumination. The demonstration was of a young girl wearing different coloured hats. Noele Gordon went on to become a successful TV actress, famous for the soap opera Crossroads. That same year he also demonstrated stereoscopic television.
In 1927, Baird transmitted a long-distance television signal over 438 miles (705 km) of telephone line between London and Glasgow; Baird transmitted the world’s first long-distance television pictures to the Central Hotel at Glasgow Central Station.This transmission was Baird’s response to a 225-mile, long-distance telecast between stations of AT&T Bell Labs. The Bell stations were in New York and Washington, DC. The earlier telecast took place in April 1927, a month before Baird’s demonstration.
Baird demonstrating his mechanical television system in New York, 1931
Baird set up the Baird Television Development Company Ltd, which in 1928 made the first transatlantic television transmission, from London to Hartsdale, New York, and the first television programme for the BBC. In November 1929, Baird and Bernard Natan established France’s first television company, Télévision-Baird-Natan. Broadcast on the BBC on 14 July 1930, The Man with the Flower in His Mouth was the first drama shown on UK television. Baird televised the BBC’s first live outside broadcast with transmission of The Derby in 1931. He demonstrated a theatre television system, with a screen two feet by five feet (60 cm by 150 cm), in 1930 at the London Coliseum, Berlin, Paris, and Stockholm. By 1939 he had improved his theatre projection to televise a boxing match on a screen 15 ft (4.6 m) by 12 ft (3.7 m).
1930s Baird television advertisement
From 1929 to 1932, the BBC transmitters were used to broadcast television programmes using the 30-line Baird system, and from 1932 to 1935, the BBC also produced the programmes in their own studio at 16 Portland Place. On 3 November 1936, from Alexandra Palace located on the high ground of the north London ridge, the BBC began alternating Baird 240-line transmissions with EMI’s electronic scanning system, which had recently been improved to 405 lines after a merger with Marconi. The Baird system at the time involved an intermediate film process, where footage was shot on cinefilm, which was rapidly developed and scanned. The trial was due to last 6 months but the BBC ceased broadcasts with the Baird system in February 1937, due in part to a disastrous fire in the Baird facilities at Crystal Palace. It was becoming apparent to the BBC that the Baird system would ultimately fail due in large part to the lack of mobility of the Baird system’s cameras, with their developer tanks, hoses, and cables.
Baird’s television systems were replaced by the electronic television system developed by the newly formed company EMI-Marconi under Isaac Shoenberg, which had access to patents developed by Vladimir Zworykin and RCA. Similarly, Philo T. Farnsworth’s electronic “Image Dissector” camera was available to Baird’s company via a patent-sharing agreement. However, the Image Dissector camera was found to be lacking in light sensitivity, requiring excessive levels of illumination. Baird used the Farnsworth tubes instead to scan cinefilm, in which capacity they proved serviceable though prone to drop-outs and other problems. Farnsworth himself came to London to Baird’s Crystal Palace laboratories in 1936, but was unable to fully solve the problem; the fire that burned Crystal Palace to the ground later that year further hampered the Baird company’s ability to compete.
This live image of Paddy Naismith was used to demonstrate Baird’s first all-electronic colour television system, which used two projection CRTs. The two-colour image would be similar to the basic telechrome system.
Baird made many contributions to the field of electronic television after mechanical systems had taken a back seat. In 1939, he showed a system known today as hybrid colour using a cathode ray tube in front of which revolved a disc fitted with colour filters, a method taken up by CBS and RCA in the United States.
As early as 1940, Baird had started work on a fully electronic system he called the “Telechrome”. Early Telechrome devices used two electron guns aimed at either side of a phosphor plate. The phosphor was patterned so the electrons from the guns only fell on one side of the patterning or the other. Using cyan and magenta phosphors, a reasonable limited-colour image could be obtained. He also demonstrated the same system using monochrome signals to produce a 3D image (called “stereoscopic” at the time). In 1941, he patented and demonstrated this system of three-dimensional television at a definition of 500 lines. On 16 August 1944, he gave the world’s first demonstration of a practical fully electronic colour television display. His 600-line colour system used triple interlacing, using six scans to build each picture. Similar concepts were common through the 1940s and 50s, differing primarily in the way they re-combined the colours generated by the three guns. One of them, the Geer tube, was similar to Baird’s concept, but used small pyramids with the phosphors deposited on their outside faces, instead of Baird’s 3D patterning on a flat surface.
In 1943, the Hankey Committee was appointed to oversee the resumption of television broadcasts after the war. Baird persuaded them to make plans to adopt his proposed 1000-line Telechrome electronic colour system as the new post-war broadcast standard. The picture resolution on this system would have been comparable to today’s HDTV (High Definition Television). The Hankey Committee’s plan lost all momentum partly due to the challenges of postwar reconstruction. The monochrome 405-line standard remained in place until 1985 in some areas, and the 625-line system was introduced in 1964 and (PAL) colour in 1967. A demonstration of large screen three-dimensional television by the BBC was reported in March 2008, over 60 years after Baird’s demonstration.
Some of Baird’s early inventions were not fully successful. In his twenties he tried to create diamonds by heating graphite and shorted out Glasgow’s electricity supply. Later Baird invented a glass razor, which was rust-resistant, but shattered. Inspired by pneumatic tyres he attempted to make pneumatic shoes, but his prototype contained semi-inflated balloons, which burst. He also invented a thermal undersock (the Baird undersock), which was moderately successful. Baird suffered from cold feet, and after a number of trials, he found that an extra layer of cotton inside the sock provided warmth.
Baird’s numerous other developments demonstrated his particular talent at invention. He was a visionary and began to dabble with electricity. In 1928, he developed an early video recording device, which he dubbed Phonovision. The system consisted of a large Nipkow disk attached by a mechanical linkage to a conventional 78-rpm record-cutting lathe. The result was a disc that could record and play back a 30-line video signal. Technical difficulties with the system prevented its further development, but some of the original phonodiscs have been preserved, and have since been restored by Donald McLean, a Scottish electrical engineer.
Baird’s other developments were in fibre-optics, radio direction finding, infrared night viewing and radar. There is discussion about his exact contribution to the development of radar, for his wartime defence projects have never been officially acknowledged by the UK government. According to Malcolm Baird, his son, what is known is that in 1926 Baird filed a patent for a device that formed images from reflected radio waves, a device remarkably similar to radar, and that he was in correspondence with the British government at the time. The radar contribution is in dispute. According to some experts, Baird’s “noctovision” is not radar. Unlike radar (except Doppler radar), Noctovision is incapable of determining the distance to the scanned subject. Noctovision also cannot determine the coordinates of the subject in three-dimensional space.
From December 1944, Logie Baird lived at 1 Station Road, Bexhill-on-Sea, East Sussex, immediately north of the station and subsequently died there on 14 June 1946 after suffering a stroke in February. The house was demolished in 2007 and the site is now apartments named Baird Court. Logie Baird is buried with his mother, father and wife in Helensburgh Cemetery, Argyll, Scotland.
Honours and Portrayals
Blue plaque erected by Greater London Council at 3 Crescent Wood Road, Sydenham, London
Australian television’s Logie Awards were named in honour of John Logie Baird’s contribution to the invention of the television. Baird became the only deceased subject of This Is Your Life when he was honoured by Eamonn Andrews at the BBC Television Theatre in 1957.
He was played by Michael Gwynn (and also by Andrew Irvine, who played him as a boy) in the 1957 TV film A Voice in Vision and by Robert McIntosh in the 1986 TV drama The Fools on the Hill.
In 2014, the Society of Motion Picture and Television Engineers (SMPTE) inducted Logie Baird into The Honor Roll, which “posthumously recognizes individuals who were not awarded Honorary Membership during their lifetimes but whose contributions would have been sufficient to warrant such an honor”.
On 26 January 2016, the search engine Google released a Google Doodle to mark the 90th anniversary of Logie Baird’s first public demonstration of live television. |
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This is a custom pull of 4 billion tokens worth of text and code from the fineweb edu dataset and the code parrot dataset.
This was tokenized with the llama3 tokenizer and belower are the results
Total tokens in the 'text' column: 4018502219 Average token count per entry: 1022.46 Maximum token count per entry: 414633 Minimum token count per entry: 41
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