nearly 6 million american children have food allergies, some life - threatening. keeping them safe after diagnosis can be a very serious challenge. in a new study published in the journal pediatrics, researchers tracked 512 pre - school aged children who were diagnosed with or were at risk for having an allergy to milk or eggs. three hundred sixty - seven participants reported 1, 171 reactions over an average three year period. the majority of these were accidental. many of the families struggled with checking the ingredients on food labels in their own homes. they sometimes misread labels or weren ' t always vigilant enough in supervising children or preparing food safely. about one in 10 families actually allowed their kids to try offending foods to see if they had outgrown their allergy. more than half of the allergic reactions happened when the child was under someone else ' s care, either extended family, teachers or at a friend ' s. only about 30 % of severe reactions were treated with the standard epinephrine injections, pointing out the need to educate families and other caretakers on when an epi - pen should be used. the study ' s authors suggest improved education for both family and friends, as well as persistent vigilance with label reading and treatment of severe reactions. designed by gray digital media


looking for a health - promoting snack? enjoy a handful of mild nutty tasting sunflower seeds with their firm but tender texture to take care of your hunger and get a wealth of nutrition at the same time. the various health benefits of sunflower seeds can be attributed to the high levels of polyunsaturated and monounsaturated fats, vitamin e, selenium, protein, copper, folates, iron, zinc and b vitamins that it contains. sunflower seeds are a highly nutritious food that we often supply to our parrots and chickens, yet neglect it in our own diets. sunflower seeds are power - packed with healthy fats, proteins, fibers, minerals, and phytochemicals - all important to the nutritional quality of the diet and of fundamental importance to human health. sunflower seeds can be used to enrich any meal. they can be sprinkled over cereals, salads, soups, mixed with vegetables, used on desserts or as snacks. the most important health benefit of sunflower seeds is imparted by the polyunsaturated and monounsaturated fats that it contains. these components protect the heart against various heart diseases like blockage of arteries, by lowering cholesterol and eliminating bad cholesterol or low density lipoprotein. more than 90 % of the fat that sunflower seeds contain is unsaturated fat which help maintain high density lipoprotein. sunflower seeds are an excellent source of vitamin e. vitamin e rids the body of free radicals, that cause heart ailments like atherosclerosis and can also cause cellular damage. the vitamin e, contained in sunflower seeds have antioxidant properties and help in the rapid clotting of blood and healing of wounds, regulates the functioning of the circulatory system and reduces the risk of developing heart ailments and diabetes. vitamin e also imparts anti - inflammatory properties to sunflower seeds, that is essential in the cure and reduction of arthritis symptoms. selenium is an important trace mineral which works in conjunction with vitamin e to impart antioxidant properties, that prevent the formation of cancerous cells and heart problems. selenium promotes dna repair and induces apoptosis and the synthesis of damaged cells. this is an health benefit. the proteins that sunflower seeds contain enable the supply of amino acids to the body. these amino acids are essential for the maintenance, growth and


promotes dna repair and induces apoptosis and the synthesis of damaged cells. this is an health benefit. the proteins that sunflower seeds contain enable the supply of amino acids to the body. these amino acids are essential for the maintenance, growth and repair of tissues. folate, also known as folic acid, is a type of b vitamin that is very essential for pregnant women as it aids the production of new cells in the body by forming their dna and rna which is very important for the growth and development of the fetus. it works together with vitamin b - 12 to form hemoglobin in red blood cells. intake of folate also lowers the risks of developing heart ailments. magnesium contained in sunflower seeds prevents the entry of calcium into the nerve cells, muscles and blood vessels which enables the prevention of muscle spasms and sudden nerve contractions. magnesium also lowers blood pressure and reduces and prevents asthma attacks and migraine headaches. sunflower seeds contain tryptophan, an amino acid that helps in the production of serotonin, which is an important neurotransmitter. serotonin relieves tension, calms the brain and promotes relaxation. sunflower seeds contain phytochemicals like choline, phenolic acids, lignan and betaine. phytochemicals are plant chemicals, that are known to prevent heart diseases and the growth of cancerous cells, that cause breast colon and prostate cancer. fiber that sunflower seeds contain promotes easy digestion and prevents constipation, lowers blood cholesterol levels and manages blood sugar levels. these fibers also help control weight and prevent obesity.


| part of the series on the | according to mormonism, the atonement is " the great sacrifice [ jesus ] made to pay for our sins and overcome death. " jesus was the only person able to atone for sin because he was sinless. oddly enough, gospel principles, addressing why jesus could atone for sins, lacks any reference to his divinity. ( see esp. " christ was the only one who could atone for our sins " ). in gethsemane or on the cross? lds teach that jesus " atoned for our sins by suffering in gethsemane and by giving his life on the cross. " it was in the garden that " the weight of our sins caused him to feel such agony and heartbreak that he bled from every pore ( see d & c 19 : 18 - 19 ). " how does one receive the atonement - benefits of forgiveness and eternal life? mormonism teaches that the atonement secured for each person a physical resurrection and thus " immortality ". yet, " only those who accept the atonement will be saved from spiritual death. " how does one do this? " [ b ] y placing our faith in him. " yet, it is added : " to make his atonement fully effective in our lives, we must strive to obey him and repent of our sins. " this has historically been a serious source of tension between mormons and christians. lds clearly add unbiblical conditions to the atonement. not only is it necessary to place faith in jesus, but it is also necessary to obey and repent of ones sins. at first glance this appears biblical ; however, the question arises as to what kind of obedience and repentance is required. mormon leaders speak ambivalently of the " repentance " which brings forgiveness, sometimes giving the impression that it is a simple broken heart and contrite spirit, and other times speaking of it as a process which includes the successful abandonment of sin and keeping all the commandments. - " the demands of justice for broken law can be satisfied through mercy, earned by your continual repentance and obedience to the laws of god... through the atonement you can live in a world where justice assures that you will retain what you earn by obedience. " - richard g. scott - " our need in today ' s world, in which christians assume there was an atonement, is to interpret the scriptures properly and to call upon men


assures that you will retain what you earn by obedience. " - richard g. scott - " our need in today ' s world, in which christians assume there was an atonement, is to interpret the scriptures properly and to call upon men to keep the commandments so as to become worthy of the cleansing power of the blood of the lamb. " - bruce r. mcconkie - " the atonement cleanses us of sin on condition of our repentance. repentance is the condition on which mercy is extended. after all we can do to pay to the uttermost farthing and make right our wrongs, the savior ’ s grace is activated in our lives through the atonement, which purifies us and can perfect us. " - james e. faust - " should choices be wrong, there is a path back : repentance. when its conditions are fully met, the atonement of the savior provides a release from the demands of justice for the errors made. " - richard g. scott - " when a person repents, accepts the gospel of jesus christ, and lives in accordance with the principles and ordinances of the gospel, then christ ' s atonement becomes effective for him, for jesus christ has already paid the penalty - - that is, for those who will repent. " - royden g. derrick - " the perfect relationship between the atoning grace of christ and the obedient efforts of mankind is powerfully stated by nephi : ' we know that it is by grace that we are saved, after all we can do ' ( 2 ne. 25 : 23 ). furthermore, we are invited to ' come unto christ, and be perfected in him. ' when we deny ourselves “ of all ungodliness, ' then and only ' then is his grace sufficient ' for us ( moro. 10 : 32 ). " - clyde j. williams christians respond that it is not even partially our obedience which brings forgiveness and eternal life but faith alone in the work of christ. it is our faith alone that unites us to jesus, the only one who can and does save us. obedience must follow, but it is not a necessary prerequisite for receiving forgiveness or eternal life ( see justification ). repayment to god in mormon theology, jesus becomes our creditor when he " forgave " us, and we are now indebted to repay him. to receive the progressive benefits of the atonement ( which was


see justification ). repayment to god in mormon theology, jesus becomes our creditor when he " forgave " us, and we are now indebted to repay him. to receive the progressive benefits of the atonement ( which was supposed to have cancelled our debt ) we are required to " fully pay our part of the debt ". - " all of us have sinned and need to repent to fully pay our part of the debt. when we sincerely repent, the savior ’ s magnificent atonement pays the rest of that debt. " - james e. faust, a helpful story? the following is taken verbatim from gospel principles : elder boyd k. packer of the council of the twelve gave the following illustration to show how christ ' s atonement makes it possible to be saved from sin if we do our part. " let me tell you a story - - a parable. " there once was a man who wanted something very much. it seemed more important than anything else in his life. in order for him to have his desire, he incurred a great debt. " he had been warned about going into that much debt, and particularly about his creditor. but it seemed so important for him to do what he wanted to and to have what he wanted right now. he was sure he could pay for it later. " so he signed a contract. he would pay it off some time along the way. he didn ' t worry too much about it, for the due date seemed such a long time away. he had what he wanted now, and that was what seemed important. " the creditor was always somewhere in the back of his mind, and he made token payments now and again, thinking somehow that the day of reckoning really would never come. " but as it always does, the day came, and the contract fell due. the debt had not been fully paid. his creditor appeared and demanded payment in full. " only then did he realize that his creditor not only had the power to repossess all that he owned, but the power to cast him into prison as well. " ' i cannot pay you, for i have not the power to do so, ' he confessed. " ' then, ' said the creditor, ' we will exercise the contract, take your possessions and you shall go to prison. you agreed to that. it was your choice. you signed the contract, and now it must be enforced. ' " ' can you not


said the creditor, ' we will exercise the contract, take your possessions and you shall go to prison. you agreed to that. it was your choice. you signed the contract, and now it must be enforced. ' " ' can you not extend the time or forgive the debt? ' the debtor begged. ' arrange some way for me to keep what i have and not go to prison. surely you believe in mercy? will you not show mercy? ' " the creditor replied, ' mercy is always so one - sided. it would serve only you. if i show mercy to you, it will leave me unpaid. it is justice i demand. do you believe in justice? ' " ' i believed in justice when i signed the contract, ' the debtor said. ' it was on my side then, for i thought it would protect me. i did not need mercy then, nor think i should need it ever. justice, i thought, would serve both of us equally as well. ' " ' it is justice that demands that you pay the contract or suffer the penalty, ' the creditor replied. ' that is the law. you have agreed to it and that is the way it must be. mercy cannot rob justice. ' " there they were : one meting out justice, the other pleading for mercy. neither could prevail except at the expense of the other. " ' if you do not forgive the debt there will be no mercy, ' the debtor pleaded. " ' if i do, there will be no justice, ' was the reply. " both laws, it seemed, could not be served. they are two eternal ideals that appear to contradict one another. is there no way for justice to be fully served, and mercy also? " there is a way! the law of justice can be fully satisfied and mercy can be fully extended - - but it takes someone else. and so it happened this time. " the debtor had a friend. he came to help. he knew the debtor well. he knew him to be shortsighted. he thought him foolish to have gotten himself into such a predicament. nevertheless, he wanted to help because he loved him. he stepped between them, faced the creditor, and made this offer. " ' i will pay the debt if you will free the debtor from his contract so that he may keep his possessions and not go to prison. ' " as the creditor was pondering the offer, the mediator


and made this offer. " ' i will pay the debt if you will free the debtor from his contract so that he may keep his possessions and not go to prison. ' " as the creditor was pondering the offer, the mediator added, ' you demanded justice. though he cannot pay you, i will do so. you will have been justly dealt with and can ask no more. it would not be just. ' " and so the creditor agreed. " the mediator turned then to the debtor. ' if i pay your debt, will you accept me as your creditor? ' " ' oh yes, yes, ' cried the debtor. ' you saved me from prison and show mercy to me. ' " ' then, ' said the benefactor, ' you will pay the debt to me and i will set the terms. it will not be easy, but it will be possible. i will provide a way. you need not go to prison. ' " and so it was that the creditor was paid in full. he had been justly dealt with. no contract had been broken. " the debtor, in turn, had been extended mercy. both laws stood fulfilled. because there was a mediator, justice had claimed its full share, and mercy was satisfied. " " our sins are our spiritual debts. without jesus christ, who is our savior and mediator, we would all pay for our sins by suffering spiritual death. but because of him, if we will keep his terms, which are to repent and keep his commandments, we may return to live with our heavenly father. " packer is clear in that " if we will keep his terms " only then can jesus save us. this is a very different gospel from that which the bible teaches. obedience is commanded by jesus, but in a very different way from the lds teaching. ostler ' s view - the purpose of the atonement in lds scripture is to ' bring about the bowels of mercy ' so that god is moved with compassion for us and we are moved with gratitude to trust him by opening our hearts to him. the result of the atonement is that we are freed to choose to turn back to god, and he is free to accept us into a relationship of shared life. atonement removes, casts out, and releases the guilt that alienates us ; and it also brings us together into shared life... in [ jesus ' ] passion we find compassion. he literally feels


us into a relationship of shared life. atonement removes, casts out, and releases the guilt that alienates us ; and it also brings us together into shared life... in [ jesus ' ] passion we find compassion. he literally feels our pains and is thereby filled with compassion for us. in this sense, christ suffers for our sins and bears our iniquities. - " to put it bluntly and plainly, if christ is not my substitute, i still occupy the place of a condemned sinner. if my sins and my guilt are not transferred to him, if he did not take them upon himself, then surely they remain with me. if he did not deal with my sins, i must face their consequences. if my penalty was not borne by him, it still hangs over me. there is no other possibility. " - leon morris, the cross in the new testament - " all of us have sinned and need to repent to fully pay our part of the debt. when we sincerely repent, the savior ’ s magnificent atonement pays the rest of that debt. " - james e. faust, " the atonement : our greatest hope " ( october 2001 general conference ) - " how can we ever repay the debt we owe to the savior? he paid a debt he did not owe to free us from a debt we can never pay. because of him, we will live forever. because of his infinite atonement, our sins can be swept away, allowing us to experience the greatest of all the gifts of god : eternal life. " ( apostle joseph b. wirthlin, earthly debts, heavenly debts, ensign ( cr ), may 2004, p. 40 ) - " we must turn the sins and the guilt over to the savior in a process of complete repentance. for serious sins we will need the help of a bishop or another appropriate priesthood leader to complete our repentance. we then must let the savior judge whether we or he must make final payment for the sin. " - d. chad richardson - " the individual effect of the atonement makes it possible for any and every soul to obtain absolution from the effect of personal sins, through the mediation of christ ; but such saving intercession is to be invoked by individual effort as manifested through faith, repentance, and continued works of righteousness.... the blessing of redemption from individual sins, while open for all to attain, is nevertheless conditioned on individual effort. " -


is to be invoked by individual effort as manifested through faith, repentance, and continued works of righteousness.... the blessing of redemption from individual sins, while open for all to attain, is nevertheless conditioned on individual effort. " - james talmage, " a study of the articles of faith " by ( p. 89 ) - sermons and writings of bruce r. mcconkie, p. 77 – “ the blood of christ was shed as a free gift of wondrous grace, but the saints are cleansed by the blood after they keep the commandments. ” - " he performed the greatest work that was ever performed in this mortal world by the shedding of his blood, which paid a debt that mankind owes to the eternal father, and which debt we inherited after the fall of adam. " - joseph fielding smith, conference report, october 1967 christian response it wasn ’ t that he was crucified, but that he was crucified. jesus didn ’ t suffer in the garden " for us " – it wasn ' t the “ cup ” yet. it was in anticipation of the cup he was about to drink : matthew 26 : 39 - " and going a little farther he fell on his face and prayed, saying, " my father, if it be possible, let this cup pass from me ; nevertheless, not as i will, but as you will. " john 18 : 11 so jesus said to peter, " put your sword into its sheath ; shall i not drink the cup that the father has given me? " peter, of all people, would mention the garden, yet he says, " he himself bore our sins in his body on the tree, so that we might die to sins and live for righteousness ; by his wounds you have been healed. " ( 1 pet 2 : 24 ) see also unless otherwise noted, all quotes are taken from the reference below : - ↑ gospel principles - ↑ http : / / www. lds. org / library / display / 0, 4945, 11 - 1 - 13 - 18, 00. html - ↑ “ the atonement can secure your peace and happiness, ” ensign, nov 2006, 40 – 42. from general conference, october 2006. - ↑ bruce r. mcconkie, " what think ye of salvation by grace? ". byu devotional address was given at brigham young university on 10 january 1984. available online here : http : / / speeches. byu. edu / reader / reader. php? id =


, " what think ye of salvation by grace? ". byu devotional address was given at brigham young university on 10 january 1984. available online here : http : / / speeches. byu. edu / reader / reader. php? id = 6910 & x = 56 & y = 3 - ↑ james e. faust, " the atonement : our greatest hope, " ensign ( conference edition ), nov. 2001, 18. emphasis original. - ↑ richard g. scott, " have no regrets ". fireside address given at brigham young university on 12 september 1999. - ↑ agency, by royden g. derrick. online - ↑ clyde j. williams, " plain and precious truths restored, " ensign, oct. 2006, p. 50 - ↑ james e. faust, " the atonement : our greatest hope, " ensign, nov. 2001, 18. emphasis original. - ↑ conference report, apr. 1977, pp. 79 - 80 ; or ensign, may 1977, pp. 54 - 55. - ↑ blake ostler, exploring mormon thought : the problems of theism and the love of god, vol. 2 ( greg kofford books, 2006 ), pp. 235 - 284. - ↑ ostler, exploring mormon thought, vol. 2, pp. 235 - 236. - ↑ d. chad richardson, “ forgiving oneself, ” ensign, mar 2007, 30 – 33 - gethsemane and christ ' s blood in lds references - did jesus christ die on the cross to pay for our sins?, by cky j. carrigan - " a survey of mormon teachings " - atonement of jesus christ ( ency. of mormonism ) - hope through the atonement of jesus christ ( october 1996 general conference ), by elder neal a. maxwell - " apply the atoning blood of christ " ( october 1997 general conference ), by elder neal a. maxwell - the atonement in the book of mormon, by [ [ robert millet ] - the gethsemane event in church history - teaching the atonement, by elder tad r. callister - the passion of the christ - - three reviews and a letter, by orson scott card


margaret atwood novelist / poet the united states has promoted individualism so much that the responsibilities of giving to a community, and vice versa, have been trampled by rampant individualism. canada hasn ' t gone in that direction of extreme individualism : my mortgage ; my bank account ; no pies when i hurt my leg, and i won ' t bring pies to you. americans tried to weld some sort of fellow feeling in all of this - - to shed their ethnic roots and be part of an american identity but, paradoxically, an individual. community as once proposed meant all americans. that was the myth. all were not included in it. richard rodriguez writer / commentator america is not based on a communal notion. it ' s a low church protestant culture whose major discovery was the individual face - to - face with god. our greatest myth is about a boy who leaves home with a runaway slave, has no mother and a drunken father. we don ' t know how to share our individualistic culture. there ' s nothing more american than for me to say i ' m better off because i ' m mexican, and i want to exclaim my distinction. if mexicans, people of mixed blood, really want to be subversive, they should say " i ' m going to marry you, or your daughter. you ' ll eat my food, and we ' ll be friends. " susan faludi journalist / feminist the ideal community for americans is often an escape from political engagement. europeans are so much more engaged. community here is running away to the suburbs. the media has become our pseudocommunity. people don ' t belong, but if they ' re part of a sound bite, they feel part of a larger world. it ' s the false idea of the media as a public forum, an idea encouraged by politicians. people take their intimate stories on tv talk shows, replacing political engagement and community, which would actually bind people, with psychology and therapy. e. l. doctorow novelist communities appear temporally rather than spatially. they form as circumstances demand, and when the emergency is over people go back to their semi - estranged mood. communal expressions that really matter on a day - to - day basis are probably made by people who have no thought of community. a surgeon who only wants to make money and live well and has a lousy bedside manner still contributes. the korean grocer on the corner who works hard trying to survive may feel a foreigner, but the store is a contribution to


of community. a surgeon who only wants to make money and live well and has a lousy bedside manner still contributes. the korean grocer on the corner who works hard trying to survive may feel a foreigner, but the store is a contribution to the neighborhood. i don ' t know if you can ask for more. noam chomsky political analyst / linguist community is pr bullshit designed in the 1930s by the corporations, when they became terrified by the collapse of their society brought on by the wagner act and the labor movement. they developed new techniques to control the population and inculcate the concept of living together in harmony - - all americans, all working together : the sober workman, the hardworking executive, the housewife. and them - - the outsiders trying to disrupt. community is a bit of a joke. only labor has succeeded. that ' s why business hates unions. they can create real community and democracy. ram dass author / spiritual activist our inordinate concern with individuality has marked our group identity. i ' m part of the problem. the ' 60s were about individual freedom, and we threw out the baby with the bath. we ' re dealing with the effect of imbalance ; we ' re so focused on separateness that we ' ve lost interconnectedness, the inherent gregarious nature of humanity where we need others to give us meaning. the web of violence in this culture is clearly connected to the breakup of these types of systems. but look at the crips and the bloods, now meeting together as a new kind of community structure. amy tan novelist my community was more like an extended family. my father was the minister of a chinese church, so it was as if my whole world was chinese. the sons of the women i called auntie were like brothers to me. i know i can go up to a person on the street who is also chinese and ask questions and get information, because there is a sense of community. we are both chinese people in america : that ' s community based on being different. in china that wasn ' t true. it ' s too diverse, regional. i identified more with shanghai people than with hong kong people, for example. frances moore lappe activist / writer / political theorist people are looking for community in all the wrong places. it ' s not goodwill and like - mindedness, it ' s daily experience in workplaces and neighborhoods and churches and civic groups. the sonoma county faith - based community organizing project is a prime example of


for community in all the wrong places. it ' s not goodwill and like - mindedness, it ' s daily experience in workplaces and neighborhoods and churches and civic groups. the sonoma county faith - based community organizing project is a prime example of concerned people coming together - - farmworkers, african - americans, whites of all classes, professionals, nuns, accountants, lawyers. they got together candidates for the school board, for example, and judged them on how well they listened to constituents ' concerns. it ' s a two - way process of public officials accepting accountability and citizens taking an active role. barbara kingsolver novelist there ' s no shame in depending on each other. there ' s heroism in ordinariness and connectedness and using relationship skills to get through difficult times, as opposed to the isolated heroism of the cowboy. look at the things in your living room or refrigerator and realize they were made by thousands of people on different continents. the lemons we buy at the grocery connect us with a food chain, with people coming up from mexico, being sprayed by pesticides. it ' s easier to see just a lemon, but only when we see the whole line can we feel connectedness and responsibility. harry edwards sociologist we need a new definition of community. we ' re a nation of nations ; we ' re not homogenous like japan. we need to look at pluralistic reality in terms of all interests, including white male, while recognizing the concerns of those in the minority opinion. it ' s good business to have everybody involved in the national life. a black community should produce students who can go to the universities equally - - without affirmative action or head start - - and it ' s in our mutual interest to see that the competence and quality are there to provide that equal opportunity. ellen goodman journalist there has always been a tension in the united states between individualism and community. the economy deals with us as individuals : you achieve success or you don ' t. we typically divided america into men as individualists and women as caretakers of the family and keepers of community - - until women had to go to work and saw themselves as individuals rather than as members. the baby boom generation broke from family ; there were so many of them it seemed like the whole country. now that they have families they have more longing for community. theodore roszak historian / author our culture builds bigger and bigger - - bigger forces, corporations, and trading alliances. the thrust toward the global in government, communications, and business goes against


that ’ s because the same ingredients in decongestants that help relieve the nasal swelling associated with congestion also affect other blood vessels in the body, causing blood pressure and heart rate to rise – a potentially dangerous situation for those with high blood pressure. unfortunately, just 10 percent of those with high blood pressure are aware they should avoid decongestants, and nearly half don ’ t know they should take a special otc medicine when they have a cold or the flu, according to a survey by st. joseph, makers of over - the - counter medications. “ the number of hypertensive people who don ’ t know to avoid decongestants is shocking, ” says bernie kropfelder of st. joseph health products, llc. “ each year, 5 to 20 percent of americans will catch the flu, so it ’ s important for people with high blood pressure to talk to their doctors or pharmacists about which otc medicines to avoid. ” if you have high blood pressure, start your medicine cabinet makeover by replacing otc medicines that contain decongestants with remedies that don ’ t, such as st. joseph ’ s new line of cold and flu products. the brand ’ s products for fever and pain contain acetaminophen, which will not interfere with aspirin ’ s benefits if you ’ re on an aspirin regimen. next, remove from your medicine cabinet, pantry or refrigerator dietary supplements that are high in sodium, as high levels of salt are commonly known to increase blood pressure. for example, many protein supplements contain hundreds of milligrams of sodium per serving. likewise, avoid supplements that contain extracts of grapefruit, and talk to your doctor about whether you should also remove grapefruit and grapefruit juice from your diet. research published in the canadian medical association journal points out that the number of medications that interact adversely with grapefruit is on the rise. there are now more than 85 drugs known to be affected by grapefruit, including calcium channel blockers that are used to treat high blood pressure, according to a cbc news report. once you ’ ve removed adverse products from your medicine cabinet, you ’ ll have plenty of room for additions that are good for your heart, your high blood pressure and your overall health, including : * fish oil – supplements like fish oil that contain omega 3 fatty acids offer a host of health benefits, and are known to be good for your heart. people with high blood pressure are at increased risk


high blood pressure and your overall health, including : * fish oil – supplements like fish oil that contain omega 3 fatty acids offer a host of health benefits, and are known to be good for your heart. people with high blood pressure are at increased risk of heart disease, so adding heart - healthy supplements to their diets may be beneficial. * beet juice – ok, while this one should probably go in your refrigerator, adding beet juice to your diet may help your blood pressure control. researchers at the baker idi heart and diabetes institute in melbourne, australia have found that within hours of drinking beet juice, study subjects had lowered systolic blood pressure by an average of four to five points, webmd reports. * sesame and rice bran oil – webmd also reports that a recent study showed taking 35 grams of a sesame / rice bran oil blend daily can help lower blood pressure. finally, add some relaxation time to your “ mental medicine cabinet. ” stress can elevate blood pressure, so engaging in activities that help reduce stress can aid in your efforts to control your blood pressure. while it ’ s not always possible to avoid stressful situations, you can counter the effects of daily stress with activities like meditation, yoga, listening to relaxing music or even just spending time with a beloved pet.


when your child ' s birthdate barely meets the cutoff for starting kindergarten, you may wonder whether it ' s better to enroll them, or wait a year. unfortunately, there ' s no easy answer. you ' ll have to weigh the evidence, based on your child ' s personality. to be eligible for kindergarten, a child must turn five by a certain date. this date could be april 1st, before the fall term ; or, it might be after the term starts, such as october 31st, december 1st, or january 1st. studies suggest that when fall or winter cutoff dates are used, a percentage of children will not be developmentally ready to start school, though their age allows them to do so. this is especially true for boys. compounding the problem is the fact that many of today ' s kindergartens are simply an earlier version of first grade. experts say this creates unrealistic expectations for children of that age. they also claim that children who are youngest in their class tend to have a more difficult time academically. still others say such differences usually disappear by third grade. the final decision depends on you and your child. consider how advanced they are for their age, and if there ' ll be other children in the class with birthdays near theirs.


overcoming perceived gis resource limitations this module ( teaching with gis ) is designed to highlight gis concepts that may be added to many geoscience topics and exercises. in particular, we focus on using gis at the level of introductory geoscience ; however, many of the exercises and concepts may be applied in upper level courses as well. we will attempt to answer the following questions : do i need to be a gis wizard to introduce gis concepts in my courses? answer : no! there are numerous web - based mapping utilities, some of which are specifically designed for geoscience applications. in addition, consumer - grade gps devices and mapping software are both cheaper and easier to learn than the professional gis / gps tools. many students new to geoscience are unfamiliar with mapping concepts that we take for granted as professional scientists. even simple geographic and cartographic concepts can help them understand more complex gis tasks at a later stage. the introduction of hands - on map creation / interpretation exercises and the associated terminology can greatly enhance the learning experience of the students. aren ' t the hardware and software requirements of gis prohibitive at the introductory level? answer : no! there are many options that may be pursued despite resource limitations or student difficulties with computer tasks. below are some ideas on what can be accomplished with different levels of resource availability or student background. keep in mind that this site is focused on how we can introduce gis within existing introductory geoscience courses : hardware - limited options — there is little or no access to computers / internet or gps receivers by students and / or instructor within the classroom. the students often have access to computers and the internet in public labs or have personal computers. faculty usually have access to the internet on their computers and may have access to some gis software. - instructor generates maps for exercises / labs utilizing online resources - utilize traditional paper maps ( e. g. geologic maps ) to introduce concepts of data - driven maps - assign homework exercises that access online resources from student - owned or campus computer labs software - limited options — some access to computers / internet and gps receivers, but little or no gis software for student / instructor use in or out of the classroom. - instructor generates maps for exercises / labs from online sources or gis software. note that there is gis shareware available ( e. g. grass ( more info ) ). - gps use in lab exercises, particulary field labs - shareware utilities to download gps data to computer - ms excel or other software used to


behind the buzz and beyond the hype : our nanowerk - exclusive feature articles posted : jun 28th, 2010 novel maskless e - beam technique a promising tool for engineering metallic nanostructures ( nanowerk spotlight ) the manufacture of certain types of nanostructures – nanotubes, graphene, nanoparticles, etc. – has already entered industrial - scale mass production. however, the controlled fabrication of nanostructures with arbitrary shape and defined chemical composition is still a major challenge in nanotechnology applications. it appears that electron beams from electron microscopes ( em ) – nowadays routinely focused down to the nanometer regime – are ideal candidates for versatile tools for nanotechnology ( see our recent nanowerk spotlight : " direct - write process brings nanotechnology fabrication closer to mass production " ). however, their usage is mostly restricted by the conditions in the corresponding electron microscopes, since most ems are housed in high vacuum chambers the unintended electron - beam - induced deposition of residual gases is a problem, as well as the maintenance of well defined sample conditions. researchers in germany have now presented a novel way to use a highly focused electron beam to lithographically fabricate clean iron nanostructures. this new technique expands the application field for focused electron beams in nanotechnology. " we have developed a novel two - step process to locally generate iron nanostructures on a commercial 300 nm silicon oxide substrate at room temperature, " hubertus marbach, a researcher at the universitat erlangen - nurnberg tells nanowerk. " in the first step, the surface is locally activated by a 3 nm wide electron beam. the second step comprises the development of the activated structures by dosing an organometallic precursor, which then decomposes and grows autocatalytically to form pure iron nanocrystals until the precursor supply is stopped. " using a more vivid picture, marbach says that one might think of the whole process as writing with invisible ink in the irradiation step, which is then made visible by the development step. " besides the fantasy - stimulating application to write secret nanomessages in ultrahigh vacuum, the described effect might be the starting point for a whole new way to generate nanostructures. " electrons as invisible ink. a siox surface can be locally activated with a focused electron beam ( 1 ) such that subsequently dosed [ fe ( co ) 5 ] decomposes ( 2 ) and auto


to generate nanostructures. " electrons as invisible ink. a siox surface can be locally activated with a focused electron beam ( 1 ) such that subsequently dosed [ fe ( co ) 5 ] decomposes ( 2 ) and autocatalytically grows to pure fe nanocrystals ( 3 ) at predefined positions until the precursor supply is stopped. a 3d representation of the sem data is in the background. ( reprinted with permission from wiley - vch verlag ) the major new aspect of this work is the local chemical activation, i. e. catalytic activation of an oxidic surface. the researchers use this process to locally dissociate adsorbed precursor molecules and then generate nanostructures with an electron beam ( a process that can be categorized as focused electron beam induced processing or febip, where the injection or removal of electrons can be used to trigger chemical processes, such as bond formation or dissociation ). the starting point of the present investigations was the so called electron beam induced deposition or ebid technique a special case of febip, where already adsorbed precursor molecules are locally dissociated with a focused electron beam, leaving a deposit of the nonvolatile dissociation products. to minimize the complications of unintended ebid of residual gases, the team followed a ' surface science approach ' where they worked under ultra high vacuum ( uhv ) conditions. this resulted in deposits with high purity. the cleanliness of the whole process, namely uhv conditions plus a well - defined surface, was identified as the key factor for the purity of the metallic nanostructures. in a previous paper, marbach and his team have described this technique ( " electron - beam - induced deposition in ultrahigh vacuum : lithographic fabrication of clean iron nanostructures " ) marbach explains that, in conventional applications, the high energetic primary electrons of the em beam are scattered in the sample. eventually, scattered electrons exit the surface again close to the impact of the electron beam. " in ebid, this effectively leads to a widening of the deposit compared to the size of the beam " he says. " this ( proximity ) effect increases with an increase of the local electron dose. since our fabrication technique relies on catalytic and autocatalytic effects, the electron dose needed as a ' seed ' for the growth of the iron nanostructures can be minimized, thus reducing the mentioned proximity effect. in other words, our


our fabrication technique relies on catalytic and autocatalytic effects, the electron dose needed as a ' seed ' for the growth of the iron nanostructures can be minimized, thus reducing the mentioned proximity effect. in other words, our approach might be suitable to produce smaller structures. " ebid allows almost every combination of deposit material and substrate to be targeted since there is a large variety of precursor molecules and there are nearly no restrictions in regard to the substrate. in this specific work, the researchers ' aim was to generate clean iron nanostructures with potential applications in the field of data storage, sensor or information processing devices or as seeds for the localized growth of other nanostructures like carbon nanotubes or silicon wires. with their novel febip process they are now moving on to explore other oxide materials and precursor molecules. " we propose our technique to pre - structure the surface by a local chemical modification as a general route to fabricate nanostructures, e. g. to locally anchor or activate functional molecules, " says marbach. one challenge of the novel process is the rather low writing speed. marbach points out though, that there are considerable efforts underway to develop multibeam instruments which would boost the throughput of electron - beam - based techniques, e. g. at the tu delft ( mapper lithography ) and the european charpan project located in vienna.


the following html text is provided to enhance online readability. many aspects of typography translate only awkwardly to html. please use the page image as the authoritative form to ensure accuracy. learning science in informal environments : people, places, and pursuits ing in informal environments. first, the assessments should not be limited to factual recall or other narrow cognitive measures of learning, but should address the range of relevant capabilities ( depicted in the six strands ) that informal environments are designed to promote. second, the assessments used should be valid, providing authentic evidence of participants ’ learning and competencies. third, assessments of informal science learning should fit with the experiences that make these environments attractive and engaging ; that is, any assessment activities undertaken in informal settings should not undermine the very features that make for effective engagement, such as learner choice, voluntary participation, and pursuit of science - related interests. conclusion 14 : learning experiences across informal environments may positively influence children ’ s science learning inschool, their attitudes toward science, and the likelihood that theywill consider science - related occupations or engage in lifelong science learning through hobbies and other everyday pursuits. although, as discussed in conclusion 13, the committee has serious reservations about using academic measures to assess learning in informal settings, we did find evidence that these settings may support improvements in student achievement, attainment, and career choices ( see, for example, discussion of strand 2 in chapter 6 ). these outcomes reflect a degree of overlap between academic and informal settings. however, informal environments may particularly foster capacities that are unlikely to register traceable effects on conventional academic measures, notably around interest and motivation ( strand 1 ) and identity ( strand 6 ). toward a common field conclusion 15 : the literature on learning science in informal environments is vast, but the quality of the research is uneven, at leastin part due to limited publication outlets ( i. e., dedicated journalsand special editions ) and a lack of incentives to publish for manyresearchers and evaluators in nonacademic positions. although there is a tremendous body of evidence relevant to learning science in informal environments, there is a limited ( but growing ) number of peer - reviewed outlets for publication devoted to it. while many scholars publish in a variety of peer - reviewed journals in education, psychology, and museum studies, others are not in academic positions and hence receive few rewards for publication. at present, much of the literature that informs the science learning in informal environments has not undergone rigorous, systematic peer review. in fact, the committee observed enormous variety


harvard - amy stoller of littleton road ran and grabbed her camera last week. she was able to take a couple of snaps before the creature spotted in her yard skittered away. " i guess it ' s good i didn ' t go out into the yard for a better picture, " said stoller. the animal appears to be a bobcat. the massachusetts division of fisheries and wildlife estimates the population to be 1, 200 - 1, 300 strong. twice the size of a typical domestic housecat, the bobcats ( lynx rufus ) is the only wildcat remaining in massachusetts. " it actually sat in the lawn for about 5 - 10 minutes, just looking around, " said stoller. " it didn ' t run away until i opened the door to our back porch to try to get closer. it was really a beautiful animal. " a tell - tale sign? the animal ' s " bobbed " tail. the bobcat has a prominent tuft of facial fur and a coat of short dense yellow - to - red fur. there are also distinct or faint black spots along its flanks and white under parts sprinkled with black spots. full grown bobcats weigh between 15 - 35 pounds and measure 28 - 47 inches in overall length. bobcats typically prey upon rabbits, mice, squirrels, skunk, opossum, muskrat, birds, snakes, and other available items. the bobcats are considered to be common in central shy and solitary, the bobcat is silent unless confronted by an enemy when it will scowl, snarl, and spit. bobcats also let out an occasional scream. follow mary arata at twitter. com / maryearata and facebook. com / mary. arata.


pulmonary hypertension ( ph ) refers to a condition in which high blood pressure exists within the vessels of the lungs. normally, venous ( low oxygen ) blood returns from the body to the right side of the heart where it is pumped to lungs via the pulmonary arteries. breathing brings oxygen to venous blood in the lungs, turning it into arterial ( high oxygen ) blood. arterial blood returns to the left side of the heart through the pulmonary veins where it is subsequently pumped to the rest of the body. healthy pulmonary arteries of the lungs are elastic, expanding and contracting with each beat of the heart. in ph, arteries stiffen and thicken, leading to increased resistance to blood passing through the vessel thereby increasing pressure. higher pulmonary pressure can lead to shortness of breath, low oxygen levels, chest pain, near - fainting / fainting, heart rhythm problems, and in its more advanced form, heart failure. pulmonary hypertension was previously classified as primary ( without obvious cause, or idiopathic ) or secondary ( occurring as a result of another disease ). although this terminology is still referenced in medical text, the revised world health organization classification system does away with these definitions and instead divides ph into 5 different categories based upon mechanism of disease. ph can occur in isolation or, more commonly, with diseases of the lungs and heart. ph in the absence of other diseases is very rare and generally idiopathic or familial in nature. this kind of ph is referred as pulmonary arterial hypertension ( pah ). ph is commonly associated with a variety of lung conditions characterized by low oxygen levels. these include emphysema, asthma, interstitial lung disease, chronic pulmonary blood clots or sleep apnea. when pulmonary hypertension arises from cardiac conditions such as heart failure, heart valve disease, or congenital heart disease, it is referred to a pulmonary venous hypertension. other important disease states associated with ph include connective tissue diseases ( scleroderma, lupus, rheumatoid arthritis ), sarcoidosis, hyperthyroidism, liver disease, sickle cell disease and bone marrow disorders. amphetamine use such as meth or the diet drug fen - phen has been linked to the development of ph. oftentimes multiple causes of ph are present.


florida ’ s popular land conservation program diminished if you have hiked in state preserves from apalachicola to the keys or kayaked some of florida ’ s unique springs, you ’ ve enjoyed the beauty of florida forever. this program and its predecessor, preservation 2000, have protected 2. 4 million acres of florida ’ s most pristine places. many threatened and endangered species such as the florida panther, scrub jay and black bear rely on habitat that still needs protection by florida forever. the program also strengthens florida ’ s economy in many ways. saving conservation land protects working agriculture, buffers military bases, brings people to our state and produces jobs. unfortunately, florida forever ’ s unique funding formula – the money for conservation comes from the documentary taxes paid on real estate transactions – has not immunized it from controversy. the last two years no money was allocated by lawmakers and this year saw only $ 8. 7 million. the previous 18 years have seen full funding for florida forever, authorized at $ 300 million per year. if you ’ ve wanted to do something to make a difference for florida ’ s future and haven ’ t known what to do or have just been too busy, this is the time to act. with a small investment of your time, you can make a big difference. let your elected officials know that conservation is critically important to florida ’ s future. view the conservancy report economic benefits of land conservation : a case for florida forever.


why poverty persists " changes in family structure - notably a doubling of the percent of families headed by a single woman - can account for a 3. 7 percentage point increase in poverty rates, more than the entire rise in the poverty rate from 10. 7 percent to 12. 8 percent since 1980. " over the past 45 years, the united states has experienced an ever - growing standard of living, with real gdp per capita more than doubling between 1959 and 2004. in contrast, living standards among some populations in the united states seem to have stagnated. between 1970 and 2003 the non - elderly poverty rate rose from 10. 7 to 12. 8 percent. this is in spite of dramatic increases in female labor force participation and overall education levels, and an almost 50 percent increase in cash and in - kind welfare spending per capita. all of these factors should have put substantial downward pressure on poverty rates in the united states, yet they have remained relatively stable. in poverty in america : trends and explanations ( nber working paper no. 11681 ), co - authors hilary hoynes, marianne page, and ann stevens seek to understand why this is the case. they examine post - war trends in american poverty, the work habits and family structures of the non - elderly poor, an d the likely effects of immigration, and they attempt to estimate the effects of the various government programs designed to alleviate poverty. the authors first review some basic facts about the nature of poverty in the united states : according to the march current population surveys, poverty rates are generally higher among children than among adults. in 2003, children were approximately 29 percent of the non - elderly population but they constituted 40 percent of the non - elderly poor ; 17. 6 percent of all children lived in households with incomes below the poverty line. overall, only 7 percent of those living in households headed by a married individual were poor, whereas households with an unmarried head and children present - - 83 percent of which were headed by women - - had poverty rates of 40. 3 percent. likewise, the probability of being poor varies tremendously by race : blacks and hispanics are much more likely to be poor than whites, even though most of the poor are white. the persistence of poverty also depends strongly on individual and family characteristics. among those beginning a spell of poverty, about 83 percent of white children living in two - parent households headed by someone with at least a high school education will escape long - term poverty. in contrast, only 10 percent of poor black children in a household headed by a


a spell of poverty, about 83 percent of white children living in two - parent households headed by someone with at least a high school education will escape long - term poverty. in contrast, only 10 percent of poor black children in a household headed by a single woman without a high school diploma will avoid it. to explore the determinants of trends in poverty, the authors use data on state poverty rates over the period 1967 - 2003. possible explanations for changes in poverty include : changes in labor market opportunities, female labor force participation, family structure, and government assistance for the poor, and immigration. hoynes and her co - authors show that labor market opportunities are the major determinant of poverty. specifically, they find that the unemployment rate, median wages, and wage inequality in the lower half of the wage distribution all are significant determinants of poverty rates. overall, increasing the unemployment rate by 1 percentage point increases the poverty rate by 0. 4 to 0. 7 percentage points. increasing the median wage by 10 percent decreases the poverty rate by about 2 percentage points. increasing the ratio of the median wage to the average weekly wage in the 20 percentile of the wage distribution ( a measure of inequality ) by 10 percent increases the poverty rate by roughly 2. 5 percentage points. the strength of the relationship between these business cycle and labor market indicators and the poverty rate has declined in the past two decades, though. after 1980, the effects of unemployment, median wages, and wage inequality were about half their pre - 1980 magnitudes, the authors estimate. predicted poverty rates based on coefficients estimated with data from the entire period ( 1967 through 2003 ) are significantly higher than the actual poverty rate. in contrast, actual poverty rates are very close to the predictions for the post - 1980 period. this close correspondence between the actual poverty rate after 1980 and the poverty rates predicted by unemployment, median wages, and wage inequality in part solves the mystery of why poverty rates have not declined by more. the " answer " is familiar to those acquainted with trends in inequality over this period : poverty has not fallen despite robust economic growth because this growth did not result in rising wages at the median and below. missing from this analysis of labor market opportunities and poverty, though, is the dramatic increase in female labor force participation over this period ( a rise from 57 percent in 1970 to 76 percent in 2000 ). once the authors incorporate female labor supply into their poverty rate models, the puzzle returns. specifically, after 1980 actual poverty rates are substantially higher than predicted poverty rates. the


this period ( a rise from 57 percent in 1970 to 76 percent in 2000 ). once the authors incorporate female labor supply into their poverty rate models, the puzzle returns. specifically, after 1980 actual poverty rates are substantially higher than predicted poverty rates. the period after 1980 saw large changes in family structure - - notably a doubling of the percent of families headed by a single woman. because poverty rates among female - headed families are typically 3 or 4 times the level in the overall population, such changes in the distribution of family types can have potentially large effects on poverty. the authors find that these changes in family structure can account for a 3. 7 percentage point increase in poverty rates, more than the entire rise in the poverty rate, from 10. 7 percent to 12. 8 percent since 1980. using census data for 1960 - 2000, the authors find that the increase in the u. s. immigrant population has had only a marginal effect on poverty. even though recent immigrants are " poorer than their predecessors, their fraction of the population is simply too small to effect the overall poverty rate by much. " these results do not, however, take account of the possibility that a rising immigrant population could directly affect the wage opportunities of natives. finally, the authors consider the effects of welfare spending on poverty, using four measures of welfare generosity. overall, their results consistently show that increases in welfare spending have produced only modest reductions in poverty, and that their effect has become more modest over time. this result is partially driven by the nature of the official poverty definition, specifically the fact that increments to aftertax income ( as resulting, for example, from the significant expansions in the earned income tax credit ) or provision of in - kind benefits will not be reflected in poverty rates based on pretax cash income definition. furthermore, the lack of an effect on official poverty does not mean that these programs have not significantly improved the well being of the poor. taken together, the results suggest that the lack of improvement in the poverty rate reflects a weakened relationship between poverty and the macroeconomy. the lack of progress despite rising living conditions is attributable to the stagnant growth in median wages and to increasing inequality. holding all else equal, changes in female labor supply should have reduced poverty, but an increase in the rate of female - headed families may have worked in the opposite direction. other factors often cited as having important effects on the poverty rate do not appear to play an important role - - these include changes in the number and composition of immigrants and


the ecliptic is the geometric plane that contains the orbit of the earth. the orbits of most planets in the solar system lie very close to it. seen from the earth, this is a bisecting great circle, superimposed upon the celestial sphere, which contains the different points of the sun ' s path, relative to the background stars, over the course of a year. the zodiac also lies along the ecliptic plane. the ecliptic plane is inclined by ~ 23. 5°, with respect to the celestial equator ; a result of axial tilt. the orbital plane of luna is inclined by ~ 5°, with respect to the ecliptic. the plane of the ecliptic is well seen in this picture from the 1994 lunar prospecting clementine spacecraft. clementine ' s camera reveals ( from right to left ) the moon lit by earthshine, the sun ' s glare rising over the moon ' s dark limb, and the planets saturn, mars and mercury ( the three dots at lower left ). because there are ~ 365. 25 days in a year and 360 degrees in a circle, the sun appears to move along the ecliptic at a rate of about 1° per day. this motion is from west to east, in opposition to the apparent east - west movement of the celestial sphere. the ecliptic and the celestial equator intersect at two points, directly opposite one another. these are the equinoxes and when the sun appears at these points, day and night are each about 12 hours long at all locations on earth. the point on the ecliptic that is farthest north of the celestial equator is called the summer solstice in the northern hemisphere, and the winter solstice in the southern hemisphere. when the sun is farthest south of the celestial equator the reverse is true.


netwellness is a global, community service providing quality, unbiased health information from our partner university faculty. netwellness is commercial - free and does not accept advertising. friday, may 24, 2013 geriatric dentistry deals with special knowledge, attitudes and technical skills required in the provision of oral health care to older adults. currently over 13. 7 % of the u. s. population is aged 65 + years, and this proportion will increase to 23 % by the year 2040. the state of ohio is one of nine states where the older adult population constitutes an increasingly significant percentage of the population. oral health is particularly important among the elderly. they are more susceptible to systemic conditions, making them predisposed to developing oral diseases which can directly or indirectly lead to malnutrition, altered communication, further susceptibility to infectious diseases, and diminished quality of life. today, approximately 40 % of older adults are edentulous ( toothless ), while the remaining 60 % of individuals 65 years of age and older retain some or all of their natural teeth. in may, 2000, the first - ever surgeon general ' s report on oral health identified dental and oral disease as a " silent epidemic " and called for a national effort to improve the oral health of all americans. this report also documented profound disparities in oral health and identified poor americans, especially children, the elderly, and members of racial and ethnic groups, as those suffering the worst oral health. recent research has determined that oral health and quality of life of older adults can be compromised by discomfort and pain caused by dental and oral disease. some 120 physical or mental conditions may lead to either symptoms in the oral cavity or may affect an older person ' s ability to perform good oral hygiene. for example : xerostomia ( dry mouth ), a common problem among many elderly, can result as a side effect of using certain medications such as antidepressants, antihistamines, anti - hypertensives, anti - psychotics, anti - parkinsonism medications and anti - inflammatory agents. there are over 1000 medications that cause dry mouth. dry mouth can interfere with a person ' s ability to speak, taste, chew, and swallow. a person with dry mouth may experience pain, irritation, or difficulty in using their dentures. tooth decay and gum disease can develop and progress faster in an environment of dry mouth because dental plaque tends to accumulate faster when saliva production is decreased. diabetes mellitus - older diabetics are at risk for oral


history february 8, 2013 " inaugural parade, " march 22, 1933 in 1930, four years after edmund wilson first arrived at the new republic, the desk - bound literary critic declared his intention to become the magazine ' s roving reporter. it took his colleagues by surprise. " i doubt whether he had been west of pittsburgh before that time, " wrote one - time new republic editor malcolm cowley in 1972. for the next couple years, bunny — as wilson was known to his friends — traveled the country, becoming increasingly dismayed at the scenes of depression and decay he encountered. wilson thought nothing less than pure socialism would cure america, and so he was not thrilled by franklin delano roosevelt ' s broad coalition - fueled victory in 1932. ( the rumor that fdr had borrowed the phrase " the new deal " from a series of articles in the new republic did not dampen his dislike. ) in his " inaugural parade " dispatch, wilson reports from fdr ' s swearing in, poison pen in hand. everything is gray today. from a distance, the dome of the capitol looks like gray polished granite and in the bleak march sky has a sort of steel - engraving distinction. close to, the big building seems a replica in white rubber ; clouds in colorless light threaten rain or snow. an aluminum blimp hangs below them. the people seem dreary and they are curiously apathetic. the washington banks have closed, the banks throughout the country are closing, and, in spite of the attempts of some papers to keep out of sight the news that new york and illinois have finally gone, there remains under all the activity and pomp the numbness of a zero hour. the people ' s prosperity has vanished ; even the banks don ' t know where the money is ; even the banks say they haven ' t got it ; so they are simply shutting up, no checks cashed ; blankness and dismay. and what seems a circumstance of bad omen, thomas walsh, the most popular member of the cabinet, has suddenly died on the eve of taking office. they wait in the park in front of the capitol. " what are those things that look like little cages? " " machine guns, " says a woman with a giggle. they wait till they see roosevelt ' s dim figure on the platform on the capitol steps, hear dimly the accents of his voice — then the crowd rapidly thins. and even when you read them, the phrases of the speech seem shadowy — the echoes of woodrow wilson ' s elo


s dim figure on the platform on the capitol steps, hear dimly the accents of his voice — then the crowd rapidly thins. and even when you read them, the phrases of the speech seem shadowy — the echoes of woodrow wilson ' s eloquence without wilson ' s glow of life behind them. the old unctuousness, the old pulpit vagueness : " in every dark hour of our national life, " " and yet our distress comes from no failure of substance — we are stricken by no plague of locusts, " " where there is no vision the people perish, " " the money changers have fled from their high seats in the temple of our civilization, " " our true destiny is not to be ministered unto but to minister to ourselves and to our fellow men. " the old wilsonian professions of plain - speaking followed by the old abstractions : " i am certain that on this day my fellow americans expect that... i will address them with a candor and a decision which the present situation of our people impels. this is preeminently the time to speak the truth, the whole truth, frankly and boldly, " etc. so what? so in finance we must " restore to the ancient truths " the temple from which the money - changers have fled ; so in the field of foreign affairs, he " would dedicate this nation to the policy of the good neighbor. " the thing that emerges most clearly is the warning of a dictatorship. the first part of the parade is dignified. preceded by well drilled motorcycles and a squadron of khaki cavalry leaning forward as they briskly canter with their sabers against their shoulders, the silk hats and the admiral ' s gold - braided bicorne roll along in their open cars on their way from the capitol to the white house. roosevelt smiles his smug public smile, taking off his high hat and calling back to greetings from the crowd. " he looks like wilson, doesn ' t he? " says a woman. " the glasses and pointed nose look like wilson. " another woman showing her neighbor a newspaper picture of the president graciously receiving hoover in his car, says : " he looks so aristocratic, i think! " mrs. roosevelt sits beside him, small, dark and unpretentious, smiling, her little round black hat tilted fashionably over one ear. a space of waiting ; the weather is getting colder. the parade proper begins. the branches of the service pass first. chief


him, small, dark and unpretentious, smiling, her little round black hat tilted fashionably over one ear. a space of waiting ; the weather is getting colder. the parade proper begins. the branches of the service pass first. chief of staff, general douglas macarthur, who drove the veterans out of washington last summer ; the flare of flags of the first division ; tall, rigid west pointers in gray ; marines in clean white caps and gaiters with a red and yellow rattlesnake flag ; bluejackets ; negroes in khaki ; always with a white officer at their head ; khaki trucks, khaki anti - aircraft guns ; a new kind of short black machine gun as perfect and shiny as the little screw - out pencils that people used to wear on watch - chains ; stretchers ; a drum - major in a white shako ; the blue richmond blues, the gray richmond grays and the red and gray richmond howitzers, all with white plumes and pre - civil - war uniforms. it is fun to hear " the west point cadets ’ march, " and " the stars and stripes forever " — they bring back the america of boyhood : the imperial roosevelt, the spanish war. and the airplanes against the dark sky, flying in groups of nine and moving as they reach the reviewing stand into exact little patterns of jackstones, awaken a moment ' s pride in american technical precision. but from this point on — and there are something like three hours of it yet — the procession crazily degenerates. from recalling one of those college reunions where the classes dress up in costumes, it takes on qualities of grotesque idiocy which make the carnival at nice look decorous. decorous, because it is proper for a carnival to be silly and gaudy, whereas the inaugural parade is supposed to be impressive. it is the co - eds who first give it a musical - comedy air. the military delegation from atlanta tech high is headed by a pretty girl in a red coat and white pants with a white overseas cap and white sam brown. another in high heels leads a company of girls in gray and blue. the john marshall cadet corps from richmond are handsome in long gray coats and red cloaks. now the governors are coming, sandwiched in between bands. delaware post number one have shiny steel trench helmets, sky - blue coats, white breeches and black puttees. gifford pinchot, in an open car, bows and takes off his hat


now the governors are coming, sandwiched in between bands. delaware post number one have shiny steel trench helmets, sky - blue coats, white breeches and black puttees. gifford pinchot, in an open car, bows and takes off his hat in response to the cheers that follow him, with gestures willowy and courtly like the white knight turned politician. but the next sound is a breeze of laughter. one of the bands has a funny drum - major, whose specialty is hip - waggling and mincing : he puts one hand to his waist, holds it out marking the time with wrist limp and little finger extended, turns sideways and with a rumba - dancer ’ s rhythm performs phallic billiard - shots with his baton. and the effect of the fairy drum - major is to impart to the features that come after him a circus - parade effect of clowning. he is followed immediately by governor ritchie, who looks like a silk - hatted mr. woodchuck out of one of thornton burgess ' s bedtime stories ; he shakes a day - day with one gloved paw, and you expect to see the automobile go off with a blaze and a bang and the silk hats tumbling on the ground. there follows a strange little closed car with the blue lone star of texas on the radiator. it has the streamlines of a small goblin army tank and the audience murmur as it passes that it cost ten thousand, thirty thousand dollars. the green trojans of greensburg, pennsylvania, are frog green with bersaglieri ’ s feathered bonnets. the national indian war veterans are old men in a big green bus. and as the weather grows darker and more ominous, the parade becomes more fantastic. the american legions posts, which dominate the later sections, startle, trouble and shock. are these the implacable guardians of americanism? there are legionnaires with bright bluecoats and canary - yellow trench helmets ; legionnaires as orange hussars ; legionnaire drum and bugle corps who perform fancy evolutions as they march. a great many women mixed up among them. one detachment of patriot ladies wear red cloaks and blue and white plumes. the circus illusion is further heightened by a cute - kid cowboy on a donkey and by a man who marches all alone as lincoln and whom you expect to see stop and do a clowning act — perhaps puff smoke out of his stovepipe hat. now the spectacle become frankly delirious. comic lodges and marching clubs


a donkey and by a man who marches all alone as lincoln and whom you expect to see stop and do a clowning act — perhaps puff smoke out of his stovepipe hat. now the spectacle become frankly delirious. comic lodges and marching clubs go by. men appear in curled - up shoes and fezzes, dressed in hideous greens, purples and reds. indians, very fat, with made - up squaws : real or burlesque? a very large loose old negro with a purple fez and yellow - edged cloak, carrying the prong of an antler as if it were the golden bough. the airplanes overhead have been replaced by an insect - like auto - gyro, which trails a big advertising banner : " re - tire with lee ’ s tires. " the negro lady hussars wear bright purple stockings. the spirit of ' 76 are probably cockeyed : one of the trio is always getting behind and then running to catch up to the others. real cherokees in white - fringed suits and with pink - tipped feathers ; one is on a horse, bareback, and sends a rustle through the crowd, who remark that he is practically naked. a passage of real dignity and gravity ensues. the cornets of the new york police band, who " fear no music written " and march in dense blue formation, make an attention - compelling impact for the solid ranks of the silk - hats of tammany that go on and on like an army. no fantasy and no frivolity : each marches in a dark coat with a white carnation in his buttonhole. al smith, red - faced, is in the front line with john f. curry, and gives rise to a high wave of cheering. they are followed by a comic dutchman wheeling a red, white and blue keg and miss columbia leading the queens county donkey. but now a matter of expectation agitates the crowd. whatever the papers may say later, it is tom mix and not al smith, who, at the start of the parade at any rate, receives the biggest ovation. not even the president is so popular. they see his white suit and white sombrero blocks away and they go wild with delight as he comes by, making his beautiful little jet - black pony with its silver harness dance. he is a part of the publicity for a new film called " 42nd street " to which the inauguration is incidental. with an assortment of hollywood actors and beauties he has


in recognition of the importance of preservation efforts, this periodic series features historic buildings on the ui campus. a little more than a decade after it was built 100 years ago, the ui observatory became the site of a scientific development considered revolutionary in its day. joel stebbins, a professor at the ui, helped to develop a system to measure the brightness of stars at the ui observatory. he worked with an instructor, f. c. brown, to create a selenium cell to use in a photometer. while it took time to perfect the selenium photometer, they used their innovation to discover three double stars, construct a light curve for the moon, determine the time of mid - eclipse during the july 24, 1907, lunar eclipse and measure the magnitude of halley ' s comet in may 1910. it was stebbins who convinced the ui board of trustees to establish an astronomy department in 1905, just nine years after the observatory was built. in the spring of 1895, the ui was given $ 15, 000 by the legislature - at the request of the trustees - to build the astronomical observatory and equip it. it took another two years to complete that task. the equipment cost $ 8, 340 - which included 12 - inch and 4 - inch equatorial telescopes, 3 - inch and 2 - inch combined transit and zenith telescopes, a good chronograph and a cheap chronograph. the building and dome cost $ 6, 680. historically, the observatory is considered an unusual structure. it was built of repressed brick ; its entrance faces north. the interior rotation system is historically significant. when it was built, the dome was described as revolving on trucks that rolled on a circular rail and was turned by hand using a rope and sheave. but it was the work done by stebbins and brown that played a key role in the observatory being named a national historic landmark by the u. s. department of the interior in 1990.


a user ' s guide to electrical ppe : based on nfpa 70e® | item # res28208 | analyze risks and work smart! every electrician on the job needs the user ' s guide to electrical ppe. this full - color manual to personal protective equipment ( ppe ) is a " must " for the practicing electrical contractor or electrician. based on nfpa 70e® : standard for electrical safety in the workplace® and written by ray jones, the top ranking expert in electrical safety, a user ' s guide to electrical ppe helps workers and supervisors competently analyze risks and take the action needed to avoid electrical contract injuries. be sure you can choose equipment that will reduce or eliminate the risk of shock and electrocution, arc flash, arc blast, and other hazards. ppe goes beyond voltage - rated gloves, shoes, and boots. in fact, author ray jones contends that any equipment used to help recognize or evaluate a hazard is also personal protective equipment. in this must - have guide, easy - to - understand text explains potentially life - saving concepts such as : - how protective clothing and tools work together to create a barrier between workers and the identified jobsite hazards - how nfpa 70e and osha rules help employers and safety directors comply with today ' s worker safety requirements an abundance of full - color photographs illustrate equipment in a wide variety of work environments. ( softbound, 156 pp., 2008 ) | customers also bought | | you might also like |


national park service mission... to conserve the scenery and the natural and historic objects and the wild life therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations. black canyon of the gunnison national park and curecanti national recreation area outreach education is committed to : creating an awareness and fostering an appreciation for the mission of the national park service and the natural, cultural, and historic resources of curecanti national recreation area and black canyon of the gunnison national park. education lesson plan curriculum enhancing activities designed to complement national and state content standards across a variety of disciplines. title : black canyon habitats ( field trip ) grade level : first grade time length : 2 - 4 hours, depending on number of students subject areas : science, reading and writing, visual arts, physical education teacher : 2 - 4 nps education specialists plus classroom teachers and chaperones ( 1 adult per 7students ) colorado content standards : science : ( 1 ) students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. ( 3. 1 ) students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. ( 5 ) students know and understand interrelationships among science, technology, and human activity and how they can affect the world. reading and writing : ( 1 ) students read and understand a variety of materials. ( 2 ) students write and speak for a variety of purposes and audiences. visual arts : ( 2 ) students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. physical education : ( 1 ) students demonstrate competent skills in variety of physical activities and sports. theme : black canyon is home to many kinds of plants and animals. sometimes we see them, sometimes we don ’ t. each plant and animal is important and helps others survive. nps focus : public law 39 - 535 ( organic act ), public law 95 - 250 ( redwood national park expansion act ), vail agenda education committee report ( strategic goal # 2 ; action plan 16 ) and ( strategic goal # 3 ; action plan 52, 62 ), curecanti and black canyon themes : natural resources / wildlife environmental concepts : everything is connected to everything else ( interrelationships ). everything must fit how and where it lives ( adaptations ). materials : video ; who goes there animal clues (


curecanti and black canyon themes : natural resources / wildlife environmental concepts : everything is connected to everything else ( interrelationships ). everything must fit how and where it lives ( adaptations ). materials : video ; who goes there animal clues ( bird nest, track, scat, feather, etc. ) ; national park service ranger booklet ; paper and pencils ; clipboards ; toilet paper rolls ( 1 per student ) ; markers ; double - sided tape ; ranger clothes and hat x 2 ( one set for child, one set for ranger ) ; i. instructional outcomes knowledge level : students will be able to list the different components of a habitat. students will be able to name three animals that live at the black canyon. students will be able to describe how plants are used by people and by animals. students will be able to tell their families and friends about national park rangers and list three of their jobs. comprehension level : students will be able to point out various components of the habitat for specific animals at the black canyon. ii. anticipatory set rangers will meet the school bus at the south rim visitor center. ranger should board the bus ( or if it ’ s not too busy, have the kids get off the bus and gather together inside or outside ) and provide an enthusiastic welcome to black canyon of the gunnison national park. explain why this national park is very important ( special canyon and rock formations, home to many plants and animals, wilderness area below the canyon rim ). touch on main rules, incorporating leave no trace ( leave what you find - don ’ t pick plants or take anything home ; put garbage in the cans ; respect the animals, plants, and other visitors ; no running, walk on trails unless told otherwise ). explain that we ’ ll divide into four groups, and each group will get to rotate through four “ centers. ” briefly explain the activity that they ’ ll do at each center. iii. teaching procedure / methodology location : hike from south rim visitor center ( vc ) on oak flat trail toward the rock outcropping and back to vc leader : 1 - 2 rangers activity : habitat hike during this activity, the students will follow a ranger on a scavenger hunt hike focusing on local animals and their habitats. at the beginning, the ranger will show “ clues ” that animals have left behind, such as feathers, fur, scat, bones, antlers, etc. students can use their powers of investigation to determine which animal left each clue behind. briefly discuss the components of a habitat


will show “ clues ” that animals have left behind, such as feathers, fur, scat, bones, antlers, etc. students can use their powers of investigation to determine which animal left each clue behind. briefly discuss the components of a habitat. each student will receive a worksheet and a crayon. the worksheet is divided into four sections, each devoted to one animal : bird, fox, insect, and squirrel. students will follow the ranger along the trail, looking for objects that these animals need to survive ( food, water, shelter, space ). look for clues the animals have left behind, as well. if you find one of the objects, show the ranger. then circle it on your paper. if you find all the things an animal needs to survive, then that animal probably lives here! if there is time remaining at the end of this activity, students can color their pictures at the visitor center. location : back porch of vc leader : 1 ranger activity : ranger rules the job of a national park service ranger will be highlighted in various ways at this station. first, gather the students in a circle on the back porch of the visitor center. ask them what they imagine a national park service ranger does. some probable answers will be : take care of the animals ; protect the plants ; help visitors ; fight forest fires ; etc. engage the students in dialogue for a few moments, and then read aloud the park ranger coloring book, which describes the duties of a park ranger. provide paper, pencils, and crayons to the students, and encourage them to write a story ( a few sentences ) about themselves as a ranger, or draw themselves doing the job of a ranger. choose two volunteers to dress up as a ranger, as fast as they can. the winner competes against the ranger in a timed race ( clothing items = vest, shirt, pants, boots, hat, windbreaker, etc. ). if there ’ s time, lead a short walk down to the gunnison point overlook, having each student pretend that they ’ re a park ranger. lunch break – all students travel via school bus to warner point picnic area and eat lunch ( 30 minutes ). provide time for students to release some of their energy by doing a guided game that involves lots of movement and silliness. afterwards, all students and teachers return to vc. location : other side of vc parking lot, rim rock trail ( or switch locations with station 2 ) leader : 1 ranger activity : plant scopes the ranger


involves lots of movement and silliness. afterwards, all students and teachers return to vc. location : other side of vc parking lot, rim rock trail ( or switch locations with station 2 ) leader : 1 ranger activity : plant scopes the ranger will lead a short discussion about plants, encouraging students to name some different types of plants ( trees, bushes, flowers, mosses, show examples or pictures of each ). ask students why plants are useful, and let them discuss this question for a couple of minutes. ( take notice if they mention human uses or animal uses. ) ranger will hold up various objects for the students to see ( pg 36 plt ) like a small branch, pencil, wooden toy, paper, etc. and ask where each one comes from ( trees! ). talk a little bit more about how humans use trees and other plants. ask the students if they think that animals use plants, too. discuss the uses / benefits of plants that the students mention, and show pictures of animals using plants - beaver dam, beaver chewing branch, butterfly on flower, deer scraping antlers, bird nest in tree, bird or squirrel in hollow tree / log, etc. after the discussion, have the students make a tree telescope ( pg. 71 plt ) using a toilet paper roll and decorating it with markers, double sided tape, leaves, twigs, and their creativity. next, have the students kneel down in their own space and use their scopes to look for examples of animals using plants ( insect galls, chewed leaf, scat, etc. ) gather briefly and allow a time for students to share their discoveries ( either through words or by showing the actual discovery ). ranger should conclude by emphasizing the importance of plants for both people and animals, and that plants and animals are interdependent. flowers depend on insects for pollination, trees depend on animals to eat their seeds and deposit them elsewhere, animals rely on plants as a source of food, etc. location : south rim vc leader : vc personnel or a classroom teacher activity : in the vc theater, show an educational video which ties together wildlife, plants, and habitats. leader should have each student sit in a chair, keep their hands to themselves, and quietly watch the movie. introduce the movie briefly and encourage the students to pay attention to the ways that the plants and animals interact. after the movie, have the students remain seated and ask some review questions to determine what the students learned. have the students line up and quietly exit the vc,


briefly and encourage the students to pay attention to the ways that the plants and animals interact. after the movie, have the students remain seated and ask some review questions to determine what the students learned. have the students line up and quietly exit the vc, or if there ’ s time, students may be allowed to look at the exhibits ( must be supervised ). movie possibilities : prairie dog movie, co endangered species, etc. iv. check for student understanding ask several review questions after completion of each station. v. guided practice see section iii. vi. independent practice students should be encouraged to use their plant scopes at home to search for plant / animal interactions. they can look for wildlife and habitats around their home, and make a list of each animal they see and what they think it needs to survive. gather all the students on the bus, divide bus into 2 teams and ask several review questions. show students the jr. ranger booklet and badge and tell them that they can earn their badge if they return another day and fill out the booklet. thank the students for visiting the black canyon and tell them that we hope they will bring their families to visit someday soon. give a program evaluation to the teacher. indicate what you judge to have been the strengths of the lesson, what changes you made during the lesson and what changes you would make if you were to teach the unit again. ix. references cited x. related www sites


a retired school teacher who taught elementary school with an emphasis in environmental education, peg mohar doesn ’ t have the mien of a revolutionary. but when mohar spoke last saturday at a gibson woods wild ones meeting, she talked about a simple way to restore and rejuvenate our environment in her presentation titled “ go native : soothe your soul and save the world. " “ if everyone planted natives, we ’ d be able to repair our ecosystems, ” said mohar, a former executive director, board member, volunteer, and part time employee as land assistant for the shirley heinze land trust as well as a volunteer guide for mighty acorns and a former dunes learning center board member. “ we can pay reparations for the damage to ecosystems we have incurred through human activity by turning parts of our yards into the native landscapes we replaced. plant, and they will come! native gardens attract the native bugs, birds, and butterflies once populating our area. ” mohar said her talks about native plants and nature have evolved over the years, but she has been greatly influenced by " bringing nature home " ( timber press, $ 27. 95 ), a book by doug tallamy, chairman of the department of entomology and wildlife ecology at the university of delaware in newark, about how gardeners can slow the rate of extinction by planting natives in their yards. to prove his point, tallamy cites studies that connect habitat destruction with species loss. locally, the impact can be seen with the decline and near disappearance of the delicate karner blue butterfly. just 30 years or so ago, the duneland woods might have seemed blue with the large population of the karner blues that feed on wild lupine, but as the lupine disappears, the karner blues do, too. “ we humans as a species have waged an undeclared and unintentional war on the millions of other species with which we share this planet, ” mohar said. “ the unintended consequences of our turning the native landscapes to our purposes has been to reduce the numbers or remove completely many species of plants and animals. bringing back native ecosystems — starting with planting of native plants — is a simple but effective step everyone can take to give back. ” gibson woods wild ones is a local chapter of wild ones : native plants, natural landscapes, a nationwide group formed more than a decade ago with the mission of educating people about the benefits of using native plants. such groups, and educators like mohar and tallamy, want to


a local chapter of wild ones : native plants, natural landscapes, a nationwide group formed more than a decade ago with the mission of educating people about the benefits of using native plants. such groups, and educators like mohar and tallamy, want to help others understand that gardens brimming with lilies, hydrangeas and rosebushes don ’ t provide nourishment to insects, birds and butterflies. indeed, tallamy points out in his book that butterfly bushes only benefit adult butterflies, because they like the flower ’ s nectar, but their larvae can ’ t eat it. “ they might as well be plastic, ” said tallamy about certain ornamental plants that fall in the “ not in our backyard ” category. but natives doesn ’ t have to mean a garden of taupe and brown. instead, pretty patches of phlox — which comes in several different colors — can feed eight species of butterflies. mohar credits her love of the outdoors to growing up on a family farm in central illinois. “ the diversity of wild flowers on our family farm was not nearly as large as what ’ s here in northwest indiana, " she said. " that ’ s the interesting thing about the region, with its smokestack industries and the dunes and its amazing biodiversity. ” mohar lives in a wooded area near chesterton. “ we were fortunate to find land that was biodiverse and hadn ’ t been over - grazed, ” she said. “ we have an unfolding of flowers starting in march and going on until the frost. on our property i have found over 200 native species. ” to illustrate her talk, mohar showed photos of local winners of the 2011 shirley heinze land trust " bringing nature home " awards, such as jay gallagher, developer of the green and sustainable east edge homes in miller, who uses native grasses, dune grasses and native prairie flowers like black - eyed susans, goldenrod and lupine instead of a lawn ; the taltree arboretum native plant garden overseen by patty stimmel ; the restoration of a cattail marsh led by susan mihalo and gerry lehmann at long lake marsh in ogden dunes ; and franklin academy native landscape in east chicago sponsored by bp whiting. “ this year spencer cortwright was awarded a bnh award in the individual category, ” mohar said. “ he has turned his valparaiso lawn into a prairie planting. ” gallagher says that once established, the maintenance requirements of a native garden are very low. “ this area was a natural


- the u. s. is committed to working together with china to tackle current energy challenges the world faces, including cultivating sufficient investment, the development and deployment of new energy technologies, and addressing greenhouse gas emissions from producing and using energy. - our cooperation spans power generation, efficient buildings, sustainable transportation, emissions - free nuclear power, and clean fossil fuels. - the u. s. and china are the world ' s largest energy consumers and are expected to remain the top two oil consumers in the world for the foreseeable future. china is likely to experience very large growth rates for both its economy and energy consumption over the next two decades. the u. s. continues working with china to increase energy efficiency and renewable energy use. - the actions of the u. s. and china matter for global energy demand, for global environmental quality, and for the challenge of global climate change. - our governments need to take positive action to reduce uncertainty in the market and encourage investment. only by providing clear signals to the energy industry can we secure our future energy needs. our governments should work together to increase energy security through : - fostering transparent and efficient energy markets ; - lowering trade barriers, particularly for clean energy and other environmental goods and services ; - supporting measures to increase energy efficiency ; and, - providing consistent policies for investment in oil, gas, coal, and renewables. the u. s. and china ' s strategic economic dialogue ( sed ) action plans : - the u. s. and china ' s five action plans - developed under the sed ten year energy and environment cooperation framework - are critically important. doe took the lead in working with china to develop the two energy - related action plans under the ten year framework, one on clean, efficient and secure electricity production and transmission and the other on clean and efficient transportation. - under these action plans, the u. s. and china will build on past cooperation, such as our work in promoting biofuels production and its use in transportation and in improving energy efficiency through industrial efficiency assessments. - the action plans also take us in important new directions, such as helping china to achieve low sulfur fuels for both gasoline and diesel engines and the introduction of more stringent emission standards in china for the transportation sector. - the u. s. continues to work with china through the strategic economic dialogue, energy policy dialogue, asia pacific partnership on clean development and climate and other bilateral and multilateral forums towards confronting our global energy challenges, including building efficiency, transportation, electricity, renewable and alternative energy