all the first - born, i. e. a whole future generation of egyptians. what would have happened if the jew had succeeded in driving the nations into war against us, and if we had lost the war? the jew protected by foreign bayonets, would have fallen on us and would have slaughtered and murdered us. never forget what history has taught after the november 1938 demonstrations, irregularities occurred in the gau of franconia in connection with the organized aryanization of jewish property. aryanization of jewish property was regulated by the nazi state, which had decreed that the proceeds of the transfer of jewish properties to aryans were to go to the state. in streicher ' s gau of franconia, however, a good deal of the proceeds never found their way as far as the state. - as a result goering set up a commission to investigate what had taken place. the report of that commission ( 1757 - ps ) describes what had been taking place in streicher ' s gau : " * * * following upon the november demonstrations the deputy gauleiter, holz, took up the jewish questions. his reasons can be given here in detail on the basis of his statement of 25 march 1939 : " the 9th and 10th of november 1938. " in the night of the 9 november 1938 and 10 november 1938 and on 10 november 1938, events took place throughout germany which i [ holz ] considered to be the signal for a completely different treatment of the jewish question in germany. synagogues and jewish schools were burnt down and jewish property was smashed both in shops and in private houses. besides this, a large number of particular jews were taken to concentration camps by the police. toward midday we discussed these events in the gauleiter ' s house. all of - us were of the opinion that we now faced a completely new state of affairs on the jewish question. by the great action against the jews, carried out in the night and morning of the 10th of november, all guiding principles and all laws on the subject had been made illusory. we were of the opinion ( particularly myself ) that we should now act on our own initiative in this respect. i proposed to the gauleiter that in view - of the great existing lack of housing, the best thing would be to put the jews into a kind of internment camp. then the houses would become free in a twinkling, and the housing shortage would be relieved, at least in part. besides that, we would have the jews under control and supervision.


would be to put the jews into a kind of internment camp. then the houses would become free in a twinkling, and the housing shortage would be relieved, at least in part. besides that, we would have the jews under control and supervision. i added ' the same thing happened to our prisoners of war and war internees. ' the gauleiter said that this suggestion was for the time being impossible to carry out. thereupon i made a new proposal to him. i said that i considered it unthinkable that, after the jews had had their property smashed, they - should continue to be able to own houses and land. i proposed that these houses and this land ought to be taken away from them, and declared myself ready to carry through such an action. i declared that by the aryanization of jewish land and houses a large sum could accrue to the gau out of the proceeds. i named some million of marks. i stated that, in my opinion, this aryanization could be carried out as legally as the aryanization of shops. the gauleiter ' s answer was something to this effect : ' if you think you can carry this out, do so. the sum gained will then be used to build a gau school. ' " " the aryanization was accomplished by the alienation of properties, the surrender of claims, especially mortgage claims, and reductions in buying price. " the payment allowed the jews was basically 10 % of the nominal value or nominal sum of the claim. as a justification for these low prices, holz claimed at the berlin meeting of 6 february 1939, that the jews had mostly bought their property during the inflation period for a tenth of its value. as has been shown by investigating a large number of individual cases selected at random, this claim is not true. " ( 1757 - ps ) the second part of this report, which contains the findings of the commission, reads in part as follows : " * * * gauleiter streicher likes to beat people with a riding whip but only if he is in the company of several persons assisting him. usually the beatings are carried out with sadistic brutality. " the best known case is that of steinruck, whom he beat bloodily in the prison cell, together with deputy gauleiter holz and sa brigadier general koenig. after returning from this scene to the deutscher hof he said : ' now i am relieved. i needed that again! ' later he also stated several times that he


together with deputy gauleiter holz and sa brigadier general koenig. after returning from this scene to the deutscher hof he said : ' now i am relieved. i needed that again! ' later he also stated several times that he needed another steinruck case in order to ' relieve ' himself. " in august 1938, he beat editor burker at the district house together with district office leader schoeller and his adjutant koenig. " on 2 december 1938 he asked to have three youthful criminals ( 15 to 17 years old ) who had been arrested for robbery brought to the room of the director of the criminal police office in nurnberg - furth. streicher who was accompanied by his son, lothar, had the youths brought in singly and question them about their sex life and in particular, through clear and detailed questioning, he laid stress on determining whether and since when they masturbated. * * * " * * * the last one of these three boys he beat with his riding whip, with blows on the head and on the rest of the body. " ( 1757 - ps ) a later passage shows the authority and power which streicher held in his gau : " according to reports of reliable witnesses gauleiter streicher is in the habit of pointing out on the most varied occasions that he alone gives orders in the district of franconia. for instance, at a meeting in the colosseum in nurnberg in 1935 he said that nobody could remove him from office. in a meeting at herkules hall, where he described how he had beaten professor steinruck, he emphasized that he would not let himself be beaten by anybody, not even by an adolf hitler. " for, this also must be stated here, in franconia the gau acts first and then orders the absolutely powerless authorities to approve. " ( 1757 - ps ) that report shows the kind of treatment and persecution which the jews were receiving in the gau over which streicher ruled. it further shows the absolute authority with which streicher acted in his district. as a result either of that investigation or of some other matter, streicher was relieved of his position as gauleiter in february 1940, but he did not cease from propaganda or from control of his newspaper. in an article written in " der stuermer, " on 4 november 1943, streicher declared : " it is really the truth that the jews, so to speak, have disappeared


not cease from propaganda or from control of his newspaper. in an article written in " der stuermer, " on 4 november 1943, streicher declared : " it is really the truth that the jews, so to speak, have disappeared from europe and that the jewish reservoir of the east, from which the jewish plague has for centuries beset the peoples of europe, has ceased to exist. however, the fuehrer of the german people at the beginning of the war prophesied what has now come to pass. " ( 1965 - ps ). that article, signed by streicher, shows that he had knowledge of the jewish exterminations which were going on in the east. streicher ' s article was written in november 1943. in april 1943 the warsaw ghetto was destroyed. between april 1942 and april 1944 more than 1, 700, 000 jews were killed in auschwitz and dachau. it seems clear from this article that streicher knew what was happening, perhaps not the details, but the fact that jews were being perversion of youth. streicher paid particular attention to the instruction and perversion of the children and youth of germany. he was not content with inciting the german population. he started to poison the minds of the children at school at the earliest possible date. he continually emphasized the need for teaching children antisemitism. in a speech as early as june 1925 streicher said : " i repeat, we demand the transformation of the school into a national german institution of education. if we let german children be taught by german teachers, then we shall have laid the foundations for the national german school. this national german school must teach racial doctrine. " " we demand, therefore, the introduction of racial doctrine into the school. " ( m - 30 ) the " fraenkische tageszeitung " of 19 march 1934 reports streicher ' s address at a girls ' school at " then julius streicher spoke about his life and told them about a girl who at one time went to his school and who fell for a jew and was finished for the rest of her life. " every summer in nurnberg a youth celebration was held. at this pagan rite the youth of nurnberg were rallied, organized, and incited, encouraged by streicher. streicher ' s speech to the hitler youth on the " holy mountain " near nurnberg on 22 june 1935 contained the following statements : " boys and girls


instruct german children in social questions. as far as the german people is concerned the racial question is a jewish question. those who want to teach the child all about the jew must themselves have a thorough knowledge of the subject. " those who take to heart all that has been written with such feeling by fritz fink, who for many years has been greatly concerned about the german people, will be grateful for the creator of this outwardly insignificant publication. " ( m - 46 ). the preface is signed by julius streicher, city of the reich party rallies, nurnberg, in the year 1937. the introduction to this book reads as follows : " racial and jewish questions are the fundamental problems of the national socialist ideology. the solution of these problems will secure the existence of national socialism and with this the existence of our nation for all time. the enormous significance of the racial question is recognized almost without exception today by all the german people. in order to attain this recognition our people had to travel through a long road of suffering. " no one should be allowed to grow up in the midst of our people without this knowledge of the monstrous character and dangerousness of the jew. " ( m - 46 ). a later passage in the book contains this " one who has reached this stage of understanding will inevitably remain an enemy of the jews all his life and will instill this hatred into his own children. " ( m - " der stuermer " also published some children ' s books. although streicher himself did not write the books, they were published from his publishing business, and they are on the same line of everything else published and issued from that business. among these books was one entitled " don ' t trust the fox in the green meadow nor the jew on his oath. " it is a picture book for children. the pictures all depict jews in an offensive light. and opposite each picture there is a little story. for instance, opposite one picture, which portrays an unpleasant - looking jewish butcher cutting up meat, there appears the following " the jewish butcher : he sells half refuse instead of meat. a piece of meat lies on the floor ; the cat claws another. this doesn ' t worry the jew butcher since the meat increases in weight. besides one mustn ' t forget he won ' t have to eat it the story opposite another picture reads as " jesus christ says ' the jew is a murderer through and through '. and when christ had to die the lord didn ' t know any other people who would have tortured


forget he won ' t have to eat it the story opposite another picture reads as " jesus christ says ' the jew is a murderer through and through '. and when christ had to die the lord didn ' t know any other people who would have tortured him to death so he chose the jews. that is why the jews pride themselves on being the chosen people. " ( m - 32 ). other pictures in this book portray : a girl being led away by an evil - appearing jew ; streicher smiling benignly at a children ' s party, greeting the little children ; children looking at copies of " der stuermer " posted on a wall ; jewish children being taken away from an aryan school by an unpleasant - looking father, with all the aryan children shouting and dancing and enjoying the fun very much ( m - 32 ). another book, called " the poisonous fungus, " is very similar in character and appearance, and likewise calculated to poison the minds of readers. one of the pictures in this book shows a girl sitting in a jewish doctor ' s waiting room. the story that goes with this picture is not a very pleasant story, but it is only by adverting to these matters that it becomes possible to believe the kind of education which german children received from streicher. the story reads as follows : " inge sits in the reception room of the jew doctor. she has to wait a long time. she looks through the journals which are on the table. but she is much too nervous to read even a few sentences. again and again she remembers the talk with her mother. and again and again her mind reflects on the warnings of her leader of the league of german girls : ' a german must not consult a jew doctor. and particularly not a german girl. many a girl that went to a jew doctor to be cured, found disease and " when inge had entered the waiting room, she experienced an extraordinary incident. from the doctor ' s consulting room she could hear the sound of crying. she heard the voice of a young girl : ' doctor, doctor, leave me alone! ' " then she heard the scornful laughing of a man. and then, all of a sudden, it became absolutely silent. inge had listened breathlessly. " ' what may be the meaning of all this? ' she asked herself and her heart was pounding. and again she thought of the warning of her leader in the league of german girls. " inge was already waiting for an hour. again she takes the


what may be the meaning of all this? ' she asked herself and her heart was pounding. and again she thought of the warning of her leader in the league of german girls. " inge was already waiting for an hour. again she takes the journals in an endeavor to read. then the door opens. inge looks up. the jew appears. she screams. in terror she drops the paper. horrified she jumps up. her eyes stare into the face of the jewish doctor. and this face is the face of the devil. in the middle of this devil ' s face is a huge crooked nose. behind the spectacles two criminal eyes. and the thick lips are grinning, a grinning that expresses : ' now i got you at last, you little " and then the jew approaches her. his fleshy fingers stretch out after her. but now inge has composed herself. before the jew can grab hold of her, she smacks the fat face of the jew doctor with her hand. one jump to the door. breathlessly inge runs down the stairs. breathlessly she escapes the jew house. " ( 1778 - ps ). another photograph shows youthful admirers standing around looking at streicher ' s picture, with the following " ' without a solution of the jewish question there will be no salvation for mankind. ' that is what he shouted to us. all of us could understand him. and when, at the end, he shouted ' sieg heil ' for the fuehrer, we all acclaimed him with tremendous enthusiasm. for two hours streicher spoke at that occasion. to us it appeared to have been but a few minutes. " the effect of all this propaganda is evident from the columns of " der stuermer " itself. in april 1936 there was published a letter, which is typical of many others that appear in other copies from children of all ages. the third paragraph of this letter, signed by the boys and girls of the national socialist youth hostel at grossmuellen, reads : " * * * today we saw a play on how the devil persuades - the jew to shoot a conscientious national socialist. in the course of the play the jew did it too. we all heard the shot. we would have all liked to jump up and arrest the jew. but then the policeman came and after a short struggle took the jew along. you can imagine, dear stuermer, that we heartily cheered the policeman. in the whole play not one name was mentioned,


to jump up and arrest the jew. but then the policeman came and after a short struggle took the jew along. you can imagine, dear stuermer, that we heartily cheered the policeman. in the whole play not one name was mentioned, but we all knew that this play represented the murder by the jew frankfurter. we were very sick when we went to bed that night. none felt like talking to the others. this play made it clear to us how the jew sets to use of his authority as gauleiter in the service of the conspiracy streicher ' s authority as a gauleiter was extensive. the organization book of the nsdap for 1938 describes the duties and authority of gauleiters as follows : " the gauleiter bears over - all responsibility for the fuehrer for the sector of sovereignty entrusted to him. the rights, duties and jurisdiction of the gauleiter result primarily from the mission assigned by the fuehrer and, apart from that, from detailed direction. " ( 1814 - ps ) streicher ' s association with the fuehrer and other nazi conspirators may also be seen from the newspapers. on the occasion of streicher ' s 50th birthday, hitler paid a visit to nurnberg to congratulate him. the account of that meeting is published in the " voelkischer beobachter " of 13 february 1934 as follows : " adolf hitler spoke to his old comrades in battle and to his followers in words which went straight to their hearts. by way of introduction he remarked that it was a special pleasure to be present for a short while in nurnberg, the town of the national socialist community which had been steeled in battle, at this day of honor of julius streicher, and to be within the circle of the standard bearers of the national socialist idea during many years. " just as they, all of them, had during the years of oppression unshakeably believed in the victory of the movement, so his friend and comrade in the battle, streicher, had stood faithfully at his side at all times. it had been this unshakeable belief that had moved mountains. " for streicher it would surely be a solemn thought, that this 50th anniversary meant not only the halfway point of a century, but also of a thousand years of german history to him. he had in streicher a companion of whom he could say that here in nurnberg was a man who


, that this 50th anniversary meant not only the halfway point of a century, but also of a thousand years of german history to him. he had in streicher a companion of whom he could say that here in nurnberg was a man who would never waver for a single second and who would unflinchingly stand behind him in every a letter from himmler, published in " der stuermer " of april 1937, declared : " if in future years the history of the reawakening of the german people is written, and if already the next generation will be unable to understand that the german people was once friendly to the jews, it will be stated that julius streicher and his weekly paper ' der stuermer ' have contributed a great deal towards the enlightenment regarding the enemy of humanity. " ( signed ) for the reichsfuehrer ss, himmler. " finally a letter from von schirach, the reich youth leader, published in " der stuermer " of january 1938, had this to say : " it is the historical merit of ' der stuermer ' to have enlightened the broad masses of our people in a popular way as to the jewish world danger. ' der stuermer ' is right in refusing to fulfill its task in the tone of the aesthetic drawing room. jewry has shown no regard for the german people. we have, therefore, no cause to be considerate and to spare our worst enemy. what we fail to do today our youngsters of tomorrow will have to suffer for bitterly. " ( m - 45 ). it may be that streicher is less directly involved in the physical commission of the crimes against jews than some of his coconspirators. the submission of the prosecution is that his crime is no less worse for that reason. no government in the world, before the nazis came to power, could have embarked upon and it ; into effect a policy of mass jewish extermination in the way in which they did, without having a people who would back them and support them, and without having a large number of people who were prepared to carry out the murder themselves. ( see chapter xii on persecution of it was to the task of educating and poisoning the people with hate, and of producing murderers, that streicher set himself. for 25 years he continued unrelentingly the perversion of the people and youth of germany. he went on and on, as he saw the results of his work bearing


hate, and of producing murderers, that streicher set himself. for 25 years he continued unrelentingly the perversion of the people and youth of germany. he went on and on, as he saw the results of his work bearing fruit. in the early days he was preaching persecution. as persecution took place he preached extermination and annihilation and, as millions of jews were exterminated and annihilated, in the ghettos of the east, he cried out for more and more. the crime of streicher is that he made these crimes possible, which they would never have been had it not been for him and for those like him. without streicher and his propaganda, the kaltenbrunners, the himmlers, the general stroops would have had nobody to do their in its extent streicher ' s crime is probably greater and more far - reaching than that of any of the other defendants. the misery which they caused ceased with their capture. the effects of this man ' s crime, of the poison that he has put into the minds of millions of young boys and girls goes on, for he concentrated upon the youth and childhood of germany. he leaves behind him a legacy of almost a whole people poisoned with hate, sadism, and murder, and perverted by him. that people remain a problem and perhaps a menace to the rest of civilization for generations to come. [ streicher was sentenced to death by hanging at the nuremberg trial. on october 16, 1946, streicher was executed. when he went up to the scaffolding, he spat at the hangman and said, " the bolsheviks will hang you one day! " just before he fell to his death, he shouted, " purim festival, 1946! " apparently referring to the jewish celebration commemorating the deliverance of the jews from haman, who had advocated their extermination, but had instead himself been hanged. * ] nazi conspiracy & aggression, volume ii, chapter xvi, pp. * conot, robert. justice at nuremberg. ny : carroll & graf, 1984.


in certain areas across north america, energy prices remain regulated. this means that all energy providing processes including pricing are governed by a regulatory or government body, with only the local utility able to sell directly to consumers. the utility or government set the prices for natural gas and electricity supply, along with the associated transportation and distribution costs associated with those commodities. consumers therefore have no choice when it comes to their energy provider. deregulation has taken place in many states and provinces throughout north america. it has allowed competitive energy suppliers, such as just energy, to enter the markets and offer their energy supply products to consumers. energy prices are not regulated in these areas and consumers are not forced to receive supply from their utility. in deregulated markets, consumers can choose their supplier, similar to other common household service providers. the marketing of these services is still deregulation gives consumers choice - the power of the buyer. a deregulated market allows you to choose your commodity supplier. it also motivates retailers to differentiate their products from the utility and those of competitors by developing innovative features, pricing plans and options that would have otherwise not been available to you. green energy products are an example of innovative programs made possible by retailers like just energy. in deregulated electricity markets, these products support the generation and injection of renewable energy into your electricity grid, making it greener than it otherwise would have been. in a deregulated natural gas market, these green products support emission reduction projects that prevent polluting gases from entering the atmosphere and help contribute to a cleaner, greener environment. the utility is still responsible for the distribution of the commodity to your home regardless of the supplier you choose. the supply price however is not set by that same utility. depending on where you live, you may continue to be billed by your utility with a mention of your supplier, or be billed directly by your supplier. you now have options to choose your provider, like just energy, to offer competitive pricing. with more competition in the market, you benefit from a variety of product options that may have otherwise not been available to you, including justgreen, which ensures that the equivalent of up to 100 % of the energy you consume is offset by sustainable energy sources. although your natural gas and / or electricity supply will be coming from a new source, your local utility / distribution company will continue to ensure the consistent delivery of the energy to your home.


( bpt ) - maintain equipment used to detect enemy planes and ships. control steam generators. operate nuclear propulsion plant machinery. these are just a few of the tasks sailors aboard navy aircraft carriers and submarines fulfill in both peace and wartime roles around the world. these sailors are responsible for operating, controlling and maintaining state - of - the - art nuclear components that power the fleet ; the core of the navy ’ s ability to operate forward and maintain readiness. today ’ s sailors continue to make history. they take on tremendous roles and responsibilities such as working to build the gerald r. ford, a new class of carriers expected to be delivered in 2015. aircraft carriers are the centerpiece of the navy, and the gerald r. ford class builds upon the branch ’ s legacy of aircraft carrier innovation stretching back to the first aircraft carrier, uss langley ( cv 1 ) and continuing to the present day. the introduction of jet aircraft, angled decks and nuclear power were all innovations that kept the fleet relevant for cold war needs. gerald r. ford continues the aircraft carrier history of modernization and adaptability that will enable her to serve our country for decades to come. sailors in the nuclear community are involved in maritime security, sea control, deterrence, humanitarian assistance, forward presence and power projection. submarines and their crews provide attack, surveillance, research and nuclear deterrence roles. sailors interested in joining an elite group of professionals who design, build, operate, maintain and manage the navy ’ s nuclear - powered ships and submarines can join the nuclear officers in the naval nuclear propulsion program. these officers oversee the nuclear reactors that power the navy ’ s vessels, as well as the facilities that support the program ’ s ongoing training, operations and technology. the navy has four specialized nuclear officer career paths available for sailors who are a graduate or student of an accredited college or university in the united states or in a u. s. territory pursuing a bachelor ’ s or master ’ s degree ( in the preferred fields of mathematics, engineering, physics, chemistry or other technical areas ). they must also have completed or be enrolled in a college curriculum that includes a minimum of one year each of calculus - based physics and mathematics through integral calculus. these career paths are : * submarine officer – this position oversees the specialized personnel, departments and missions of navy attack, ballistic missile and guided missile submarines – taking charge of all that goes into driving, powering, arming, operating and ultimately commanding these stealth vessels. * surface warfare officer – these specialists oversee the propulsion systems and personnel aboard multibillion dollar,


, ballistic missile and guided missile submarines – taking charge of all that goes into driving, powering, arming, operating and ultimately commanding these stealth vessels. * surface warfare officer – these specialists oversee the propulsion systems and personnel aboard multibillion dollar, megaton, nuclear - powered aircraft carriers – managing the operational intricacies of the most capable ships on earth. * naval reactors engineer – these technical experts are responsible for researching, designing and maintaining naval nuclear reactors across the navy fleet – supporting all the activities involved with ongoing operations and personnel training. * naval nuclear power school instructor – be one of the select few who learn and then teach the fundamentals of nuclear propulsion – guiding navy understudies through a comprehensive curriculum, encompassing everything from science to math, electrical engineering to reactor dynamics. other nuclear power careers are available for sailors with a high school diploma or ged. these nuclear operations personnel operate, control and maintain the state - of - the - art components that power navy aircraft carriers and submarines, doing anything from operating nuclear propulsion plant machinery to controlling auxiliary equipment that supports naval reactors to maintaining the electronic equipment used to send and receive messages, detect enemy planes and ships and determine target distance. jobs available for nuclear - trained specialists include : * machinist ’ s mate ( mm ) – these specialists work on the mechanical side of everything related to propulsion and power - generating systems. * electrician ’ s mate ( em ) – em ’ s work on the electrical side of everything related to propulsion and power - generating systems. * electronics technician ( et ) – an et works with the electronic equipment related to maintaining reactor safety and control. visit navy. com to learn more about nuclear operations career opportunities and the background required to serve.


the impact of the drought currently gripping the united states is real and tangible, as millions can attest. but the depth of the pain still falls short of that experienced by many in the great plains and beyond during the so - called dust bowl era of the 1930s. here is a look - - by the numbers - - comparing what happened then and what ' s happening now, both times due to pervasive and historic droughts. the dust bowl days 8 : the years of the general duration of the so - called dust bowl era, from 1931 to 1939 3. 5 million : people who left their homes in the great plains and beyond due to drought 250, 000 : families who lost their farms and ranches to bank foreclosures 60 mph : speed of winds pushing a huge dust cloud on april 13, 1935, through colorado, texas, oklahoma, kansas and beyond - - causing hundreds of deaths - - during what is called " black sunday " 5 : the string of years in the 1930s of the warmest temperatures ever recorded until recently in amarillo, texas 74 : the degrees of temperature drop in an 18 - hour span in boise city, oklahoma, in february 1933, as dust bowl winters were often bitterly cold 20 million : hectares of range and farmland ruined annually during the dust bowl era


web search powered by yahoo! search see class lists and photos from each school, and look for a special section in monday ' s edition. the technology they refer for on site systems isn ' t emerging, it ' s been around for years. in the past, state and county officials fought hard against these systems. why? because they could allow building in areas outside of the uga where they say growth is bad. on site septic systems have always been the ultimate recyclers of water. water came out of the ground, into the house, was used, and returned to the ground through a septic were it is treated and returned to the aquifer. a recent study done by kitsap recommends septic in developments with a density of 3. 7units per acres or less. let ' s encourage our state and county officials to approve and use these system. they could save millions in sewage plant upgrades, save water, and lower the cost of a new home. want to participate in the conversation? become a subscriber today. subscribers can read and comment on any story, anytime. non - subscribers will only be able to view comments on select stories. feels like : 65° feels like : 56° feels like : 61° join the conversation, get local news updates and more on facebook. 100 % of the dollars donated are distributed to local food banks. find searchable data, including public employee salaries, crime stats and more.


eisenhower was president. elvis was king. it was 19 august 1959, and a new era in kalamazoo ' s history was about to begin. the nation ' s first pedestrian shopping mall opened on the two blocks of south burdick street between water and south streets with much fanfare, a mere two and a half months after construction first began. the jimmy dorsey orchestra was on hand to celebrate the event with 50, 000 people who visited the mall on its first day, more than ten times the usual number. so why would a city construct a pedestrian mall in the heart of its business district? like the rest of the country, kalamazoo faced urban decay. the growth of suburban shopping centers raised fears that downtown would lose its place as the business and cultural heart of the community. the city hoped that a mall would bring back business and counter the decline in real estate values. the gruen plan the kalamazoo 1980 plan, also known as the gruen plan, was presented by the architectural firm victor gruen & associates in march 1958. its revolutionary design called for a loop street system that would encircle downtown ; a series of pedestrian malls, new parking lots, and renovated stores and offices would lie in the center. faced with maintaining the status quo or taking a bold step forward, the city commission approved the design, although funding problems prevented the full plan from being implemented. shared by the city of kalamazoo and the property owners fronting the two - block mall, the cost of construction was only $ 60, 000. a third block was added from south street to lovell street in 1960, and a fourth between water and eleanor streets in 1975. through the leadership of mayor glenn allen jr., elton ham, garret vanhaaften, ray dykema, irving gilmore, and others, the kalamazoo mall became a reality. a street once more kalamazooans enjoyed the mall for nearly forty years, but ultimately it could not counter the continued effects of suburbanization. critics complained of the lack of convenient parking, the exposure of shoppers to bad weather, public perceptions of crime, and less shopping diversity. in the mid - 1990 ' s the proposed introduction of an access street through two blocks of the mall became the most controversial component of project downtown ' s 10 - point plan for kalamazoo ' s revitalization. in a hotly contested election, voters approved the access street in may 1997. construction on the 14 - foot wide street began a year later in april 1998. the city officially


denison, tx - - vaccination for pertussis, also known as whooping cough, is one of several required school shots. grayson county health department request early immunization for kids. but with a recent rise in whooping cough cases, health officials now urge vaccinations for everyone. according to the center for disease control, the number of whooping cough cases have increased each year from 1980 through 2005. a recent study reports a 44 % increase in cases nationwide with confirmed cases in oklahoma. whooping cough is a highly contagious bacterial disease affecting infants, children and adults. symptoms include uncontrollable, violent coughing that create a whooping sound as patients struggle for air. health officials report 970 cases so far this year in new york alone, compared to 931 for all of 2011. the cdc says cases increased the most among kids and teens ages 10 through 19 and in infants less than 6 months old. grayson county clinic nurse nancy grella says the disease is contracted through infected coughs or sneezes but the severity of symptoms vary with the age of the patient. " for adults who are healthy, it ' s an inconvenience, " says grella. " it ' s a nagging lasting cough, i mean it can lead to pneumonia but a lot of times it doesn ' t. the population is really impacts are the babies because the babies are too young too have all of their immunizations. " she added, " infants that get whooping cough, get so sick and they cough so hard that... bless their little hearts, it can kill them. so there is a big push throughout the united states to make sure all of those around an infant are immunized with the tetanus that contains pertussis. " the sherman office of grayson county health is holding a " back - to - school " shot clinic on monday august 27th which includes the pertussis vaccination. you can also come anytime from 1 p. m. to 6 p. m. tuesdays in denison at 205 n. houston ( 903 ) 465 - 2878 or wednesdays and thursdays in sherman at 515 n. walnut ( 903 ) 893 - 0131. for even more detailed immunization information, visit their website at http : / / www. co. grayson. tx. us / or the center for disease control at http : / / www. cdc. gov /.


space shuttle endeavour will soon make its final journey and will retire at the california science center in los angeles. but it will make some stops and flyovers along the way, nasa said friday. endeavour, piggybacked on the back of a modified 747 airplane, is scheduled to leave florida ' s kennedy space center at sunrise on september 17. after flyovers of the area it will head west. endeavour will make low flyovers of nasa ' s stennis space center in mississippi and the michoud assembly plant near new orleans. the next stop, nasa says, will be houston, which bid for a retired shuttle but did not get one. several members of the texas legislative delegation were outraged and expressed their displeasure to nasa, but to no avail. as endeavour approaches the texas coast, it will fly over houston, galveston and clearlake. the 747 carrying endeavour will touch down at ellington field near the johnson space center. endeavour will spend the rest of september 17 and all of the september 18 there. at sunrise on the 19th endeavour will depart houston and refuel in el paso at biggs army airfield. the next low flyovers at 1, 500 - feet will take place over white sands tests facility in new mexico and the dryden research center at edwards air force base in california. if for some reason a shuttle cannot land in california or florida, white sands has served as an emergency shuttle landing facility. white sands was used once for a shuttle landing as a test. so much sand was kicked up into the vehicle that after that, white sands became a last resort landing site. edwards in california is where shuttles landed during the early days of the program, and later when weather at the kennedy space center was not cooperative. after the edwards flyover, the shuttle carrier aircraft, sca, will land at dryden. the extensive flyovers will continue on the september 20, first over northern california. the sca is scheduled to pass near the ames research center outside san francisco. it will make numerous flyovers of landmarks, nasa says, in multiple cities including san francisco and sacramento. the final flyovers will take place over los angeles before landing at lax around 11 a. m. pacific time. endeavour will remain there until october 12 when it will be towed through the streets of los angeles to the california science center. endeavour made its first trip to space on may 7, 1992. it replaced challenger, which exploded in 1986, killing seven crew members, including teacher christa mcauliffe.


a guide to the otto wick papers, 1919 - 1967 composer, conductor, teacher, and arranger, otto wick was born in krefeld, germany, on july 8, 1885. wick studied music in krefeld and kiel before emigrating to america in 1905 in order to study composition with vassily ilyich safonoff, the conductor of the new york philharmonic. he worked in new york primarily as a conductor and composer, authoring several compositions for the stage, including the operetta alles fur die kunst, the cantata temples of peshawur, and the opera the moonmaid, among others. wick also composed several works on texas themes. he moved to san antonio in 1935 with his completed historical opera, the lone star. although intended for the texas centennial in 1936, although it was never produced in its entirety. nonetheless, he composed other works on historical themes pertaining to texas and mexico, such as the symphonic poem the gulf of mexico, inspired by william h. prescott ’ s conquest of mexico, and a symphonic trilogy entitled, montezuma. in addition to composing, wick was the dean of music at the university of san antonio for four years and also taught at trinity university for three years. furthermore, he served as the musical conductor of the city - wide easter sunrise association for twenty years before his death in 1957. handbook of texas online, s. v. " wick, otto, " http : / / www. tshaonline. org / handbook / online / articles / ww / fwibn. html ( accessed october 19, 2010 ). the otto wick papers, 1919 - 1967, contain the scores and libretti of the historical opera, the lone star, scores to the symphonic trilogy montezuma, a bound reprint of temples of peshawur, and three libretti of unpublished compositions, including the moonmaid, matasuntha, and alles fur die kunst. in addition, the collection contains a bound copy of erinnerung, based on a poem by joseph wick, as well as newspaper clippings, stage directions, sheet music, notes, and correspondence. this collection is open for research use. otto wick papers, 1919 - 1967, dolph briscoe center for american history, the university of texas at austin. basic processing and cataloging of this collection was supported with funds from the national historical publications and records commission ( nhprc ) for the briscoe center ’ s " history revealed : bringing


simulink basics tutorial simulink is a graphical extension to matlab for modeling and simulation of systems. in simulink, systems are drawn on screen as block diagrams. many elements of block diagrams are available, such as transfer functions, summing junctions, etc., as well as virtual input and output devices such as function generators and oscilloscopes. simulink is integrated with matlab and data can be easily transfered between the programs. in these tutorials, we will apply simulink to the examples from the matlab tutorials to model the systems, build controllers, and simulate the systems. simulink is supported on unix, macintosh, and windows environments ; and is included in the student version of matlab for personal computers. for more information on simulink, contact the mathworks. the idea behind these tutorials is that you can view them in one window while running simulink in another window. system model files can be downloaded from the tutorials and opened in simulink. you will modify and extend these system while learning to use simulink for system modeling, control, and simulation. do not confuse the windows, icons, and menus in the tutorials for your actual simulink windows. most images in these tutorials are not live - they simply display what you should see in your own simulink windows. all simulink operations should be done in your simulink windows. simulink is started from the matlab command prompt by entering the following command : alternatively, you can hit the new simulink model button at the top of the matlab command window as shown below : when it starts, simulink brings up two windows. the first is the main simulink window, which appears as : the second window is a blank, untitled, model window. this is the window into which a new model can be drawn. in simulink, a model is a collection of blocks which, in general, represents a system. in addition, to drawing a model into a blank model window, previously saved model files can be loaded either from the file menu or from the matlab command prompt. as an example, download the following model file by clicking on the following link and saving the file in the directory you are running matlab from. open this file in simulink by entering the following command in the matlab command window. ( alternatively, you can load this file using the open option in the file menu in simulink,


in the directory you are running matlab from. open this file in simulink by entering the following command in the matlab command window. ( alternatively, you can load this file using the open option in the file menu in simulink, or by hitting ctrl + o in simulink. ) the following model window should appear. a new model can be created by selecting new from the file menu in any simulink window ( or by hitting ctrl + n ). there are two major classes of items in simulink : blocks and lines. blocks are used to generate, modify, combine, output, and display signals. lines are used to transfer signals from one block to another. there are several general classes of blocks : blocks have zero to several input terminals and zero to several output terminals. unused input terminals are indicated by a small open triangle. unused output terminals are indicated by a small triangular point. the block shown below has an unused input terminal on the left and an unused output terminal on the right. - sources : used to generate various signals - sinks : used to output or display signals - discrete : linear, discrete - time system elements ( transfer functions, state - space models, etc. ) - linear : linear, continuous - time system elements and connections ( summing junctions, gains, etc. ) - nonlinear : nonlinear operators ( arbitrary functions, saturation, delay, etc. ) - connections : multiplex, demultiplex, system macros, etc. lines transmit signals in the direction indicated by the arrow. lines must always transmit signals from the output terminal of one block to the input terminal of another block. on exception to this is a line can tap off of another line, splitting the signal to each of two destination blocks, as shown below ( click the figure to download the model file called split. mdl ). lines can never inject a signal into another line ; lines must be combined through the use of a block such as a summing junction. a signal can be either a scalar signal or a vector signal. for single - input, single - output systems, scalar signals are generally used. for multi - input, multi - output systems, vector signals are often used, consisting of two or more scalar signals. the lines used to transmit scalar and vector signals are identical. the type of signal carried by a line is determined by the blocks on either end of the the simple model ( from the model file section ) consists of three blocks : step, transfer fc


the lines used to transmit scalar and vector signals are identical. the type of signal carried by a line is determined by the blocks on either end of the the simple model ( from the model file section ) consists of three blocks : step, transfer fcn, and scope. the step is a source block from which a step input signal originates. this signal is transfered through the line in the direction indicated by the arrow to the transfer function linear block. the transfer function modifies its input signal and outputs a new signal on a line to the scope. the scope is a sink block used to display a signal much like an oscilloscope. there are many more types of blocks available in simulink, some of which will be discussed later. right now, we will examine just the three we have used in the simple model. a block can be modified by double - clicking on it. for example, if you double - click on the " transfer fcn " block in the simple model, you will see the following dialog box. this dialog box contains fields for the numerator and the denominator of the block ' s transfer function. by entering a vector containing the coefficients of the desired numerator or denominator polynomial, the desired transfer function can be entered. for example, to change the denominator to s ^ 2 + 2s + 1, enter the following into the denominator [ 1 2 1 ] and hit the close button, the model window will change to the which reflects the change in the denominator of the transfer function. the " step " block can also be double - clicked, bringing up the following the default parameters in this dialog box generate a step function occurring at time = 1 sec, from an initial level of zero to a level of 1. ( in other words, a unit step at t = 1 ). each of these parameters can be changed. close this dialog before continuing. the most complicated of these three blocks is the " scope " block. double clicking on this brings up a blank oscilloscope screen. when a simulation is performed, the signal which feeds into the scope will be displayed in this window. detailed operation of the scope will not be covered in this tutorial. the only function we will use is the autoscale button, which appears as a pair of binoculars in the upper portion of the window. to run a simulation, we will work with the following model file : download and open this file in simulink following the previous


will use is the autoscale button, which appears as a pair of binoculars in the upper portion of the window. to run a simulation, we will work with the following model file : download and open this file in simulink following the previous instructions for this file. you should see the following model window. before running a simulation of this system, first open the scope window by double - clicking on the scope block. then, to start the simulation, either select start from the simulation menu ( as shown below ) or hit ctrl - t in the model window. the simulation should run very quickly and the scope window will appear as shown below. note that the simulation output ( shown in yellow ) is at a very low level relative to the axes of the scope. to fix this, hit the autoscale button ( binoculars ), which will rescale the axes as shown below. note that the step response does not begin until t = 1. this can be changed by double - clicking on the " step " block. now, we will change the parameters of the system and simulate the system again. double - click on the " transfer fcn " block in the model window and change the denominator to [ 1 20 400 ] re - run the simulation ( hit ctrl - t ) and you should see what appears as a flat line in the scope window. hit the autoscale button, and you should see the following in the scope window. notice that the autoscale button only changes the vertical axis. since the new transfer function has a very fast response, it it compressed into a very narrow part of the scope window. this is not really a problem with the scope, but with the simulation itself. simulink simulated the system for a full ten seconds even though the system had reached steady state shortly after one second. to correct this, you need to change the parameters of the simulation itself. in the model window, select parameters from the simulation menu. you will see the following dialog box. there are many simulation parameter options ; we will only be concerned with the start and stop times, which tell simulink over what time period to perform the simulation. change start time from 0. 0 to 0. 8 ( since the step doesn ' t occur until t = 1. 0. change stop time from 10. 0 to 2. 0, which should be only shortly after the system settles. close the dialog box and rerun the simulation. after hitting the autoscale button, the scope window


t = 1. 0. change stop time from 10. 0 to 2. 0, which should be only shortly after the system settles. close the dialog box and rerun the simulation. after hitting the autoscale button, the scope window should provide a much better display of the step response as shown below. in this section, you will learn how to build systems in simulink using the building blocks in simulink ' s block libraries. you will build the following system. if you would like to download the completed model, here. first you will gather all the necessary blocks from the block libraries. then you will modify the blocks so they correspond to the blocks in the desired model. finally, you will connect the blocks with lines to form the complete system. after this, you will simulate the complete system to verify that it works. follow the steps below to collect the necessary blocks : - create a new model ( new from the file menu or ctrl - n ). you will get a blank model window. - double - click on the sources icon in the main simulink window. this opens the sources window which contains the sources block library. sources are used to generate signals. click here for more information on block libraries. - drag the step block from the sources window into the left side of your model window. - double - click on the linear icon in the main simulink window to open the linear block library window. - drag the sum, gain, and two instances of the transfer fcn ( drag it two times ) into your model window arranged approximately as shown below. the exact alignment is not important since it can be changed later. just try to get the correct relative positions. notice that the second transfer function block has a 1 after its name. since no two blocks may have the same name, simulink automatically appends numbers following the names of blocks to differentiate between them. - double - click on the sinks icon in the main simulink window to open the sinks window. - drag the scope block into the right side of your model window. follow these steps to properly modify the blocks in your model. - double - click your sum block. since you will want the second input to be subtracted, enter + - into the list of signs field. close the dialog box. - double - click your gain block. change the gain to 2. 5 and close the dialog box. - double - click the leftmost transfer function block. change the numerator to [ 1 2


field. close the dialog box. - double - click your gain block. change the gain to 2. 5 and close the dialog box. - double - click the leftmost transfer function block. change the numerator to [ 1 2 ] and the denominator to [ 1 0 ]. close the dialog - double - click the rightmost transfer function block. leave the numerator, but change the denominator to [ 1 2 4 ]. close the dialog box. your model should appear as : - change the name of the first transfer function block by clicking on the words " transfer fcn ". a box and an editing cursor will appear on the block ' s name as shown below. use the keyboard ( the mouse is also useful ) to delete the existing name and type in the new name, " pi controller ". click anywhere outside the name box to finish editing. - similarly, change the name of the second transfer function block from " transfer fcn1 " to " plant ". now, all the blocks are entered properly. your model should appear as : connecting blocks with lines now that the blocks are properly laid out, you will now connect them together. follow these steps. - drag the mouse from the output terminal of the step block to the upper ( positive ) input of the sum block. let go of the mouse button only when the mouse is right on the input terminal. do not worry about the path you follow while dragging, the line will route itself. you should see the following. the resulting line should have a filled arrowhead. if the arrowhead is open, as shown below, it means it is not connected to anything. you can continue the partial line you just drew by treating the open arrowhead as an output terminal and drawing just as before. alternatively, if you want to redraw the line, or if the line connected to the wrong terminal, you should delete the line and redraw it. to delete a line ( or any other object ), simply click on it to select it, and hit the delete key. - draw a line connecting the sum block output to the gain input. also draw a line from the gain to the pi controller, a line from the pi controller to the plant, and a line from the plant to the scope. you should now have the following. - the line remaining to be drawn is the feedback signal connecting the output of the plant to the negative input of the sum block. this line is


to the plant, and a line from the plant to the scope. you should now have the following. - the line remaining to be drawn is the feedback signal connecting the output of the plant to the negative input of the sum block. this line is different in two ways. first, since this line loops around and does not simply follow the shortest ( right - angled ) route so it needs to be drawn in several stages. second, there is no output terminal to start from, so the line has to tap off of an existing to tap off the output line, hold the ctrl key while dragging the mouse from the point on the existing line where you want to tap off. in this case, start just to the right of the plant. drag until you get to the lower left corner of the desired feedback signal line as shown now, the open arrowhead of this partial line can be treated as an output terminal. draw a line from it to the negative terminal of the sum block in the usual manner. - now, you will align the blocks with each other for a neater appearance. once connected, the actual positions of the blocks does not matter, but it is easier to read if they are aligned. to move each block, drag it with the mouse. the lines will stay connected and re - route themselves. the middles and corners of lines can also be dragged to different locations. starting at the left, drag each block so that the lines connecting them are purely horizontal. also, adjust the spacing between blocks to leave room for signal labels. you should have something like : - finally, you will place labels in your model to identify the signals. to place a label anywhere in your model, double click at the point you want the label to be. start by double clicking above the line leading from the step block. you will get a blank text box with an editing cursor as shown below type an r in this box, labeling the reference signal and click outside it to end editing. - label the error ( e ) signal, the control ( u ) signal, and the output ( y ) signal in the same manner. your final model should appear as : - to save your model, select save as in the file menu and type in any desired model name. the completed model can be found now that the model is complete, you can simulate the model. select start from the simulation menu to run the simulation. double - click on the scope block to view its output. hit the autoscale button ( binoculars ) and you


can be found now that the model is complete, you can simulate the model. select start from the simulation menu to run the simulation. double - click on the scope block to view its output. hit the autoscale button ( binoculars ) and you should see the following. taking variables from matlab in some cases, parameters, such as gain, may be calculated in matlab to be used in a simulink model. if this is the case, it is not necessary to enter the result of the matlab calculation directly into simulink. for example, suppose we calculated the gain in matlab in the variable k. emulate this by entering the following command at the matlab command prompt. this variable can now be used in the simulink gain block. in your simulink model, double - click on the gain block and enter the following in the gain field. close this dialog box. notice now that the gain block in the simulink model shows the variable k rather than a number. now, you can re - run the simulation and view the output on the scope. the result should be the same as before. now, if any calculations are done in matlab to change any of the variab used in the simulink model, the simulation will use the new values the next time it is run. to try this, in matlab, change the gain, k, by entering the following at the command prompt. start the simulink simulation again, bring up the scope window, and hit the autoscale button. you will see the following output which reflects the new, higher gain. besides variab, signals, and even entire systems can be exchanged between matlab and simulink. for more information, click here. matlab basics | matlab modeling | root locus | frequency response | state space | digital control | simulink basics | simulink modeling |


hahnemann, samuel christian friedrich hahnemann, samuel christian friedrich ( 1755 - 1843 ), the founder of the homoeopathic system of medicine, was born at meissen in saxony, 10th april 1755. he studied first at the " elector ' s school " of meissen, and thereafter as a student of medicine at leipsic and vienna. he took the degree of m. d. at erlangen in 1779, and after acting as physician at various places he returned in 1789 to leipsic, where he largely occupied himself in the translation of medical works. while working at cullen ' s.. 4fateria. 3. 1ed • ica, he was struck by the contradictory account given of the properties of peruvian bark. he had previously meditated much on the unsatisfactory nature of the science of medicine ; and, after much refiexion and many experiments, he became convinced of the truth of the principle sintilia similibetx curuntur ( see homoeopathy ), i. e., the cure for a disease is the very drug that would in a healthy person produce the symptoms of such disease. further experiments convinced him that the conventional doses produced symptoms of unnecessary and dangerous violence, and this led to another principle, that of minimum doses, according to which the benefit to be derived from a medicine can be fully obtained by the administration of a very small quantity. firmly convinced of the truth of these principles, hahnemann spent the rest of his life in making them known to the world. he encountered much opposition, and in 1821 was forced to leave leipsic, as he was not allowed to dispense his own prescriptions. the grand duke of anhalt - kothen, however, appointed him his physician, and at kothen lie resided till 1835 when lie removed to paris. he died 2d july 1843. hahnemann was a man of remarkable courage and perseverance. he not only sacrificed his immediate interests for the sake of his convictions, but made many painful experiments upon his own person. halmemann ' s chief work, in which he expounds his system, is his organon der rationellest heilkunde ( dresden, 1810, ; 6th ed., kothen, 1865 ; english translation by dudgeon, london, 1849 ). his other important writings are pragnaelita de viribus snedicatnentorunt positivis ( 2 vols., leipsic, 1805 ) ; reine arz


icmake part 2 icmake source files are written according to a well - defined syntax, closely resembling the syntax of the c programming language. this is no coincidence. since the c programming language is so central in the unix operating system, we assumed that many people using the unix operating system are familiar with this language. providing a new tool which is founded on this familiar programming language relieves everybody of the burden of learning yet another dialect, thus simplifying the use of the new system and allowing its new users to concentrate on its possibilities rather than on its grammatical form. considering icmake ' s specific function, we have incorporated a lot of familiar constructs from c into icmake : most c operators were implemented in icmake, as were some of the standard c runtime functions. in this respect icmake ' s grammar is a subset of the c programming language. however, we have taken the liberty of defining two datatypes not normally found in c. there is a datatype ` string ' ( yes, its variables contain strings ) and a datatype ` list ', containing lists of strings. we believe these extensions to the c programming language are so minor that just this paragraph would probably suffice for their definition. however, they will be described in somewhat greater detail in the following sections. also, some elements of c + + are found in icmake ' s grammar : some icmake - functions have been overloaded ; they do different but comparable tasks depending on the types of arguments they are called with. again, we believe this to be a minor departure from the ` pure c ' grammar, and think this practice is very much in line with c + + ' s philosophy. one of the tasks of the preprocessor is to strip the makefile of comment. icmake recognizes two types of comment : standard c - like comment and end - of - line comment, which is also recognized by the gnu c compiler and by microsoft ' s c compiler. standard comment must be preceded by / * and must be closed by * /. this type of comment may stretch over more than one line. end - of - line comment is preceded by / / and ends when a new line starts. lines which start with #! are skipped by the preprocessor. this feature is included to allow the use of executable makefiles. apart from the #! directive, icmake recognizes two more preprocessor directives : # include and # define.


skipped by the preprocessor. this feature is included to allow the use of executable makefiles. apart from the #! directive, icmake recognizes two more preprocessor directives : # include and # define. all preprocessor directives start with a ` # ' - character which must be located at the first column of a line in the makefile. the # include directive must obey the following syntax : when the preprocessor icm - pp encounters this directive, ` filename ' is read. the filename may include a path specification. when the filename is surrounded by double quotes, icm - pp attempts to access this file exactly as stated. when the filename is enclosed by < and >, icm - pp attempts to access this file relative to the directory pointed to by the environment variable im. using the # include directive, large icmake scripts may be modularized, or a set of standard icmake source scripts may be used to realize a particular icmake script. the # define directive is a means of incorporating constants in a makefile. the directive follows the following syntax : # define identifier redefinition - of - identifier the defined name ( the name of the defined constant ) must be an identifier according to the c programming language : the first character must be an underscore or a character of the alphabet ; subsequent characters may be underscores or alphanumerics. the redefinition part of the # define directive consists of spaces, numbers, or whatever is appropriate. the preprocessor simply replaces all occurrences of the defined constant following the # define directive by the redefinition part. note that redefinition ' s are not further expanded ; an already defined name which occurs in the redefinition part is not processed but is left as - is. also note that icm - pp considers the redefinition part to be all characters found on a line beyond the defined constant. this would also include comment, if found on the line. consequently, it is normally not a good idea to use comment - to - end - of - line on lines containing # define directives. | non - linux foss : libnotify, os x style | | jun 18, 2013 | | containers — not virtual machines — are the future cloud | | jun 17, 2013 | | lock - free multi - producer multi - consumer queue on ring buffer


foss : libnotify, os x style | | jun 18, 2013 | | containers — not virtual machines — are the future cloud | | jun 17, 2013 | | lock - free multi - producer multi - consumer queue on ring buffer | | jun 12, 2013 | | weechat, irssi ' s little brother | | jun 11, 2013 | | one tail just isn ' t enough | | jun 07, 2013 | | introduction to mapreduce with hadoop on linux | | jun 05, 2013 | - containers — not virtual machines — are the future cloud - non - linux foss : libnotify, os x style - linux systems administrator - validate an e - mail address with php, the right way - lock - free multi - producer multi - consumer queue on ring buffer - senior perl developer - technical support rep - ux designer - rss feeds - introduction to mapreduce with hadoop on linux free webinar : hadoop how to build an optimal hadoop cluster to store and maintain unlimited amounts of data using microservers realizing the promise of apache® hadoop® requires the effective deployment of compute, memory, storage and networking to achieve optimal results. with its flexibility and multitude of options, it is easy to over or under provision the server infrastructure, resulting in poor performance and high tco. join us for an in depth, technical discussion with industry experts from leading hadoop and server companies who will provide insights into the key considerations for designing and deploying an optimal hadoop cluster. some of key questions to be discussed are : - what is the “ typical ” hadoop cluster and what should be installed on the different machine types? - why should you consider the typical workload patterns when making your hardware decisions? - are all microservers created equal for hadoop deployments? - how do i plan for expansion if i require more compute, memory, storage or networking?


roe ' s legacy of law, morality - - 40 years later 1973 supreme court decision still stands, passions remain high on both sides of the issue four decades since roe v. wade, and little, it seems, has changed. the january 22, 1973, supreme court decision legalizing abortion remains the law of the land, passions remain high on both sides of the issue, and protests are held each year on its anniversary. access to abortion, then and now, is about more than simple legalities. social, religious and family values, as well as finances and politics, still play a role in shaping the abortion issue, but many legal and medical experts say the debate has become entrenched. " much of the controversy about abortion is really stimulated by the interest groups on both sides of the political question, rather than by ordinary americans, " said david garrow, a law professor at the university of pittsburgh, and a longtime supreme court scholar. " the american people and many political leaders have already made up their minds about legal abortion. " public opinion on abortion has remained stable over the years. a cnn / opinion research survey last august found 44 % said abortion should be legal in all or most circumstances, while 52 % said only under few or no circumstances. and 88 % said the procedure should be allowed when the woman ' s life is in danger ; 83 - percent said so in cases of rape or incest. the margin of error was plus - or - minus 3 points. the roe decision did not prompt " abortion on demand, " as many opponents of the procedure had predicted it would. nor have various legislatures or court rulings restricted access as much as some supporters claim. research from the alan guttmacher institute finds the number of abortions at its lowest level since roe, remaining steady at about 1. 2 million reported procedures in the year 2011, down 25 - percent since the all - time high in 1990. bans on abortion in the united states began early in the 19th century. connecticut in 1812 became first state to outlaw them, specifically after " quickening, " the time in the pregnancy when the woman starts to feel fetal movements. the laws were designed primarily to protect women from dangerous " back alley " abortions. these laws were also ambiguous, given the victorian moral code that stifled debate on so personal a subject as unwanted pregnancies. since then, movements have come and gone to relax the restrictions or to give women more choice, but such efforts mostly went nowhere. it was not until the 1960s that an organized movement was


stifled debate on so personal a subject as unwanted pregnancies. since then, movements have come and gone to relax the restrictions or to give women more choice, but such efforts mostly went nowhere. it was not until the 1960s that an organized movement was launched to ease the laws regulating abortions. medical technology had advanced to the point where they could be done safely by trained medical staff in clean, professional environments. by the early 1970s, a number of states had changed their laws, though most did so in very limited ways. the legal fights culminated with roe v. wade, the court ' s 7 - 2 decision giving women a qualified constitutional right to abortion during most of the pregnancy. the court, in fact, heard two cases around the same time : roe ( aka norma mccorvey, who has since become an abortion opponent ), which challenged a texas law banning abortions except to save the woman ' s life ; and doe v. bolton, involving a georgia law requiring that abortions be performed only in accredited hospitals and only after a review by a hospital staff committee and an exam by two doctors other than the woman ' s physician. the roe and doe rulings affected laws in 46 states. for the justices, roe reflected earlier cases involving the right to privacy. that " right, " wrote justice harry blackmun in the main opinion for the court, is " broad enough to encompass a woman ' s decision whether or not to terminate her pregnancy. " " prior to roe, " said garrow, " whether one could obtain a legal abortion in the face of an unwanted pregnancy was a crapshoot. for 40 years now, it ' s been a constitutionally guaranteed right. " he is the 1994 author of " liberty and sexuality : the right to privacy and the making of roe v. wade. " but the ruling was a qualified one, and that fact has been used by abortion opponents in their efforts to narrow the scope of other abortion provisions. blackmun noted that the state ' s " important interests in safeguarding health, maintaining medical standards, and protecting potential life " are compelling enough to justify regulation " at some point in pregnancy. " that " qualified right " found its form in the controversial " trimester analysis " laid out by the justices in roe : permitting no government regulation during the first three months of a pregnancy ; allowing limited regulation in the second trimester to protect the woman ' s health and safety ; and granting government the power to ban abortions during the third trimester - - a time when, medical consensus has concluded


the first three months of a pregnancy ; allowing limited regulation in the second trimester to protect the woman ' s health and safety ; and granting government the power to ban abortions during the third trimester - - a time when, medical consensus has concluded, the fetus is capable of living on its own. that reasoning has outraged abortion opponents and puzzled many legal scholars. " the better argument for the result reached in roe v. wade, " said edward lazarus - - a former law clerk for blackmun and an author of " closed chambers : the rise, fall, and future of the modern supreme court " - - " is that it ' s necessary for the equality of women, rather than grounding it in the privacy right. " after roe, the high court affirmed the right to abortion in subsequent cases : striking down provisions requiring a husband ' s consent for a first - trimester abortion ; requiring parental consent for an unmarried woman under 18 ; striking down efforts to expand on laws requiring women to give informed consent before having an abortion ; striking down a 24 - hour waiting period ; and striking down a law requiring doctors to inform women of the risks and of assistance available if she were to carry the fetus to term. but there was one notable victory for abortion opponents : a ban on the use of taxpayer funds to finance abortions for poor women. the abortion issue has been revisited several times since roe, most famously in webster v. reproductive health services ( 1989 ) and planned parenthood v. casey ( 1992 ). webster ( a 5 - 4 decision ) upheld major parts of a missouri abortion law that prohibited the use of public facilities or the participation of public employees in abortions, and required doctors to test the viability of the fetus before an performing any abortion. justices william rehnquist, byron white and anthony kennedy said they would allow restrictions on abortion, but only if the restrictions had a rational basis. more important, the three conservative justices said, a compelling government interest need not be required to justify restrictions on abortion. that was a blow for anti - abortion forces. then came the casey ruling, in which the justices outlined their views on roe. the decision ( also 5 - 4 ) reaffirmed the heart of roe while giving states the power to regulate procedures so long as they did not impose an " undue burden " on a woman ' s right to abortion. the standard : undue burden exists if " the purpose and effect is to place substantial obstacles in the path of a woman seeking an abortion before the fetus attains


not impose an " undue burden " on a woman ' s right to abortion. the standard : undue burden exists if " the purpose and effect is to place substantial obstacles in the path of a woman seeking an abortion before the fetus attains viability. " the ruling left supporters on both sides of the issue dissatisfied, feeling it was ambiguous. justice sandra day o ' connor joined neither opinion, saying there was nothing in it to justify reconsidering roe. nevertheless, blackmun wrote, " the right to reproductive choice " was in danger of being overturned. another legacy of roe : the head - counting of justices on the court, a what - if scenario that could lead to the overturning of roe. the current 5 - 4 conservative majority might shift in either direction if two or more justices leave the bench in the next few years, as is widely expected. in the meantime, conservatives in congress have promised to push for tougher restrictions on access to abortion, though many political experts say the goal is not necessarily aimed at overturning roe. they found success five years ago when the justices, in a 5 - 4 ruling, upheld a federal ban on a controversial late - term procedure, rejecting concerns the law didn ' t take into account the physical safety of the woman. the procedure - - called " partial birth abortion " by its critics - - is typically performed in the middle - to - late second trimester. the legal sticking point was that the law lacked a " health exception " for women who might suffer serious medical complications, something the justices have said in the past is necessary when considering abortion restrictions. the swing vote, as in previous cases, came from kennedy. in angry dissent, justice ruth bader ginsburg, then the lone woman on the high court, called the majority ' s conclusions " alarming " and said they " cannot be understood as anything other than an effort to chip away a right declared again and again by this court, and with increasing comprehension of its centrality to women ' s lives. " ginsburg has long been a leading voice for gender equality. ironically, some of the opposition to her 1993 nomination to the high court came from feminists, who did not like her criticism over the legal reasoning of roe. she believed a more gradual liberalization to abortion would have kept the issue back in the states, avoiding the social and political upheaval that has been part of roe ' s legacy. the law on abortion was evolving at the time of roe, ginsburg recalled in 2005. " the


the java virtual machine ( jvm ) is a real name dropper when you ’ re programming in java. contrary to what the name indicates, the java virtual machine can be encountered in relation with other programming languages as well. in general, it ’ s not necessary to know what the java virtual machine is, or even what it does, to be able to program in java. on the other hand, familiarizing yourself with the inner workings of a machine does help to increase your understanding and overall insight. this article brushes over the idea of the java virtual machine, what it does for you, and some of the most important pros and cons. although i ’ ve tried to keep it simple, and there is definitely more advanced literature on the subject, a rudimentary understanding of java and programming is expected. the semantics of a programming language are designed to be close to our natural language, while staying concise and easy to interpret for a machine. as you probably know, the programming language is wholly different from machine code, the set of instructions a computer uses to construct and run a program. this we call high - level languages ; one or multiple levels of abstraction from the machine code. before it is able to run, high - level code must first be interpreted. a lot of programming interfaces compile in advance ( aot compilation ) for a specific platform. this makes the program more efficient at runtime, but far less compatible with different platforms. java, in contrast, works with an intermediate language called java bytecode and the java virtual machine. jvm & java bytecode when your java project builds, it translates the source code ( contained in *. java source files ) to java bytecode ( most often contained in *. class files ). this takes your high - level code one step closer to machine code, but not quite there yet. this bytecode is a collection of compact instructions ; easier for a machine to interpret, but less readable. when you run a java application on your computer, cellphone, or any other java - enabled platform, you essentially pass this java bytecode to the java virtual machine. the interpreter in the java virtual machine usually starts compiling the entire bytecode at runtime, following the principles of so - called just - in - time compilation. this makes for the typical, albeit often slight delay when opening a java application, but generally enhances the program performance compared to interpreted compilation. the main advantage of this system is the increased compatibility. since your applications run in a virtual machine instead


compilation. this makes for the typical, albeit often slight delay when opening a java application, but generally enhances the program performance compared to interpreted compilation. the main advantage of this system is the increased compatibility. since your applications run in a virtual machine instead of directly on your hardware, the developer can program and build their application once, which can then be executed on every device with an implementation of the java virtual machine. this principle has given birth to the java slogan : “ write once, run everywhere. ” pro : compatibility & increased security apart from code compatibility, the java virtual machine comes with other benefits. one of the most important of those is the relative security of java programs as a result of the java virtual machine. security, meaning that a program running in a virtual machine is far less likely to disrupt the user ’ s operating system, or corrupt data files, if errors occur. con : different jvm implementations & debugging one of the main criticisms voiced against the code compatibility and the java virtual machine is due to the many different implementations of the latter. you see, the java virtual machine is not one piece of software. oracle, the owners of java, have their implementation of the java virtual machine, but other people can make theirs if it satisfies various practical and contractual claims. these different implementations mean that your code may run smoothly on one java virtual machine, but crash and burn on another. although, in practice, you can write your code once and run it everywhere, more complex code sometimes still has to be debugged in different java virtual machine implementations to ensure correct operation. do you have any experience of working with the java virtual machine? if so, is there anything i missed out here that should be mentioned? more articles about :


at kelly mill elementary, students don ’ t get scolded for using cellphones during class. no one bats an eye when they bring a laptop, ipad or nintendo ds into the classroom. in fact, teachers and administrators at the cumming, ga., school encourage it. they say technology is providing new ways to engage students in learning. so, students take notes on their ipads, respond to teachers ’ questions on their cellphones and compete on math quizzes on their laptops — and teachers think of technology as another learning tool. “ it is as natural for today ’ s learner to use technology to learn as it is for my generation to use paper and pencil, ” kelly mill elementary principal ron mcallister said. the approach is called byot — bring your own technology — and something similar is on its way to collier county schools. this week, collier superintendent kamela patton will lead a team of 38 district officials heading to georgia to learn more about it through a conference held by the forsyth county school district, which oversees kelly mill elementary. the 39, 000 - student district north of atlanta has a byot policy at all 36 of its schools. collier county school district administrators budgeted $ 25, 000 of operating dollars for the trip, which begins wednesday. the list of those attending the three - day conference includes : the associate superintendent, deputy superintendent, a board member and teachers and principals from schools across the district. patton said administrators will likely select several schools to run a pilot program of byot. “ we think it ’ s a good thing for our kids, so that ’ s the reason we ’ re investing our time and our resources into it — because we believe in it, ” she said. “ for us, it ’ s a matter of going to see, what are the details to make it happen and implement it? ” when forsyth county schools administrators began exploring byot in 2009, state law stood in the way. created 20 years earlier, the law banned students from using cellphones and other electronic devices at school. the district had to get a waiver from the state board of education to avoid violating it, said jill hobson, director of instructional technology. other states passed similar laws in the late 80s and early 90s, viewing cellphones as distractions. in those that didn ’ t, school systems often took similar actions — either barring phones or requiring students keep them powered down. gradually, opinions have shifted on the role of technology in the classroom. georgia lawmakers repealed the law barring cell


. in those that didn ’ t, school systems often took similar actions — either barring phones or requiring students keep them powered down. gradually, opinions have shifted on the role of technology in the classroom. georgia lawmakers repealed the law barring cellphones from schools and other states did the same. lee county school board members signed off on a change last fall that stops teachers from confiscating students ’ cellphones. miami - dade county school district administrators implemented a byod — bring your own device — policy last summer. in the collier county school district, students can ’ t use electronics during the school day. that includes while on the bus, in between classes, during lunch and in the restroom. but hobson said policies like that aren ’ t keeping electronics out. forsyth county schools had something similar before launching its byot initiative, and dealt with as many as 400 disciplinary actions related to electronic devices each year. “ every school system is doing byot, ” hobson said. “ whether they want to acknowledge it or not, the kids have it with them. it is in their pockets. it ’ s a matter of whether we want to leverage that for learning or continue to fight it. ” patton said the collier county school district doesn ’ t track how many students own electronic devices, but 20 percent of those using its wireless internet are non - employees. “ who does that tell you is using it? the kids, ” she said. “ so, you ’ ve got to quit fighting them and figure out, how do you embrace that? ” on a recent school day, a cluster of children at kelly mill elementary sat down for a skype session with a daily news reporter, holding ipads, smartphones and laptops. they got up one by one to describe how they ’ d used them at school. one kelly mill elementary student talked about creating a qr code — a bar code that, when scanned by a smartphone or tablet, links to a website — to connect people to information he put together for a project. another said he uses a website, ixl. com, to practice multiplication and division and to compete with other students. other students talked about iphone apps — one called storykit that makes electronic stories and another called pic collage, which creates collages. “ so many apps are fun, ” a student said. “ even if they educate you, you can still have fun while learning. ” increased student engagement is one benefit of using technology at school, said mark warschauer, a professor of


. “ so many apps are fun, ” a student said. “ even if they educate you, you can still have fun while learning. ” increased student engagement is one benefit of using technology at school, said mark warschauer, a professor of education and informatics at the university of california, irvine. his research shows it can also lead to more measurable results, including small improvements in test scores. warschauer hasn ’ t conducted formal research on byot initiatives, but he has visited schools where they ’ re in place and talked to students, parents and teachers. he ’ s generally “ very positive ” about the concept. students like working with technology, warschauer said. they like the images and sounds and the quick feedback it can provide. if teachers can take advantage of that, they can make classes more engaging — and perhaps see better results, he said. allowing students to use technology at school doesn ’ t just change learning : it also changes teaching. “ a teacher ’ s role has to change when kids have access to all the information in the world in their pockets, ” mcallister said. teachers don ’ t need to stand at the front of a classroom and lecture students, he said. they ’ re more like facilitators. using technology in lessons has become normal to teachers, mcallister said. “ the hook has been when a teacher sees a kid engaged in learning that they ’ ve never seen engaged before, ” he said. “ and teachers buy into that because that ’ s exactly what they want. ” bridging the income gap what about students who don ’ t have their own electronic devices? critics say byot policies leave them behind, widening the gap between low and high income students. that was initially one of the biggest concerns for administrators with the collier county school district, where more than 63 percent of students are categorized as economically needy. forsyth county schools administrators said the district supplements what students own with laptops and other computers, and students are happy to share. surveys of students show they don ’ t get negative responses when using school technology instead of their own, hobson said. and even in schools with higher percentages of lower income students, devices are becoming more prevalent, said tim clark, coordinator of instructional technology for forsyth county schools. “ as a teacher uses technology more in the classroom, there becomes more of a purpose for it. it becomes like another school supply, ” he said. the greater challenge is often that students don ’ t have wireless internet access at home, so


. “ as a teacher uses technology more in the classroom, there becomes more of a purpose for it. it becomes like another school supply, ” he said. the greater challenge is often that students don ’ t have wireless internet access at home, so the district is identifying local businesses willing to allow them to use free wi - fi, clark said. another concern some raise is that electronics can be distracting. to combat that, the forsyth county school district requires students to use its filtered wireless internet, which blocks sites with inappropriate content. they also have to power their devices down at their teacher ’ s request. at the same time, teachers are trying to teach “ responsible use ” — when it ’ s appropriate to have a cellphone out and when it ’ s not. “ how many times do kids doodle on a piece of paper or write notes and pass them to another kid? those are behavior issues and not really technology issues, ” clark said. warschauer said laptops in classrooms will make a good school better, but won ’ t make a bad school good. “ if you ’ re doing good things with students, you can do better things with laptops, ” he said. “ if the teachers and students have a lot of discipline problems or are wasting a lot of time, there ’ s no better way to waste time than with a laptop connected to the internet — other than maybe an ipad or cellphone connected to the internet. ”


a single copy of this article may be reprinted for personal, noncommercial use only. intussusceptionby mayo clinic staff original article : http : / / www. mayoclinic. com / health / intussusception / ds00798 click to enlarge intussusception ( in - tuh - suh - sep - shun ) is a serious disorder in which part of the intestine slides into an adjacent part of the intestine. this " telescoping " often blocks food or fluid from passing through. intussusception also cuts off the blood supply to the part of the intestine that ' s affected. intussusception can lead to a tear in the bowel ( perforation ), infection and death of bowel tissue. intussusception is the most common cause of intestinal obstruction in children younger than 3. intussusception is rare in adults. most cases of adult intussusception are the result of an underlying medical condition, such as a tumor. in contrast, the cause of most cases of intussusception in children is unknown. in children, the intestines can usually be pushed back into position with an x - ray procedure. in adults, surgery is often required to correct the problem. the first sign of intussusception in an otherwise healthy infant may be sudden, loud crying caused by abdominal pain. infants who have abdominal pain may pull their knees to their chests when they cry. the pain of intussusception comes and goes, usually every 15 to 20 minutes at first. these painful episodes last longer and happen more often as time passes. other frequent signs and symptoms of intussusception include : - stool mixed with blood and mucus ( sometimes referred to as " currant jelly " stool because of its appearance ) - a lump in the abdomen less common signs and symptoms include : some infants have no obvious pain, don ' t pass blood or have a lump in the abdomen. some older children have pain but no other symptoms. because intussusception is rare in adults and symptoms of the disorder are often nonspecific, it is more challenging to identify. abdominal pain is the most common symptom, followed by nausea and vomiting and diarrhea. a significant percentage of people have no signs and symptoms. when to see a doctor intussusception requires emergency medical care. if you or your child develops the signs or symptoms listed above, seek medical help right away.


vomiting and diarrhea. a significant percentage of people have no signs and symptoms. when to see a doctor intussusception requires emergency medical care. if you or your child develops the signs or symptoms listed above, seek medical help right away. in infants, remember that signs of abdominal pain may include recurrent bouts of pulling the knees to the chest and crying. click to enlarge your intestine is shaped like a long tube. in intussusception, one part of your intestine — usually the small intestine — slides inside an adjacent part. this is sometimes called telescoping because it ' s similar to the way a collapsible telescope folds together. in some cases, the telescoping is caused by an abnormal growth in the intestine, such as a polyp or a tumor ( called a lead point ). the normal wave - like contractions of the intestine grab this lead point and pull it and the lining of the intestine into the bowel ahead of it. in most cases, however, no cause can be identified for intussusception. in the vast majority of cases of intussusception in children, the cause is unknown. because intussusception seems to occur more often in the fall and winter and because many children with the problem also have flu - like symptoms, some suspect a virus may play a role in the condition. in a few instances, a lead point is identified as the cause of the condition — most frequently meckel ' s diverticulum ( a pouch in the lining of the small intestine ). in adults, intussusception is usually the result of a medical condition, such as : - a tumor - scar - like tissue in the intestine ( adhesions ) - surgical scars in the small intestine or colon - inflammation, such as from crohn ' s disease risk factors for intussusception include : - age. children are much more likely to develop intussusception than adults are. it ' s the most common cause of bowel obstruction in children between the ages of 6 months and 3 years. - sex. intussusception more often affects boys. - abnormal intestinal formation at birth. a condition present at birth ( congenital ) in which the intestine doesn ' t develop correctly ( malrotation ) also is a risk factor for intussusception. - a prior history of intussusception. once you ' ve had int