Also available as a PDF file.
Recent gas shortages may have made politicians focus on energy security once more, but the deeper systemic problems of Britain's energy economy go far deeper than the limited capacity of our gas importation system. Energy represents far more to the economy than just a fuel source; understanding the biophysical limits2 on our future use of energy, and how this affects the general economy, is essential if we are to create a strategic vision that can address the ecological crises of the Twenty-First Century.
Britain has a serious problem with its energy supply. After examining this issue for a few years now I perceive that the greatest difficulty we face is not that we lack energy resources (arguably we do), or that we are becoming precariously dependent upon imported energy (which we are), or that our large demand for energy makes reforming our economy extremely difficult (as evidently it does); the most significant problem is that the political and business community cannot accept that natural systems impose physical limits upon human society.
We may be told that our present problems can be solved through measures such as 'green growth', 'low carbon energy' or 'carbon markets', but such a view ignores the growing body of evidence concerning the relationship between the way the economic system operates and the physical nature of energy and material resources that the economy relies upon. What these limits imply is that voluntarily by consensus, or involuntarily by the circumstance of shortages and the economic crises this precipitates, we will have to do something that no one within the energy debate seems to be prepared to advocate clearly we will have to accept "having less".
There has been much debate in the last few years about "peak oil theory"3, but in Britain we cannot talk in terms of a "theory" as our own energy production has demonstrably peaked4 (see the graph below); Britain's oil production peaked in 1999, our natural gas production in 2003, and coal production peaked around 1925. The loss of this production means that the Government is losing billions of pounds each year in tax and production royalties, and simultaneously the economy is also being stretched by the growing cost of importing fuel to replace the lost production. As a result our economy is now experiencing, in microcosm, the effects that a peak in world-wide energy production might have on the global economy over the next two or three decades.
If we look at how Britain's energy economy has changed over the last two centuries we can see an interesting trend emerging one that demonstrates the evidence for a link between energy sources and the well-being of the general economy. Throughout its history, up to the Second World War, Britain was largely self-sufficient in energy. Then from the 1950s, on the back of the post-war consumer boom, this historic trend ended as imported oil gained a wider role in the economy and indigenous coal production declined. By the 1970s, when we imported about 50% of our energy needs, the imbalances in the national economy caused a whole range of economic problems; essentially because Britain was trying to spend more than it could create through its national income. What resolved this crisis, from around 1979/1980, was increasing energy production from the North Sea (not simply, as is often stated, the economic realignment of the Thatcher era). Once again Britain became a net energy exporter, and once again the strength of the national economy improved.
With the peak of North Sea oil and gas production, and with our demand for coal now largely met by imports, energy demand is once again becoming a drag upon the national economy. As the proportion of indigenous energy in the economy diminishes and the costs of energy rise, so our general economic well-being begins to decline too. What's important is not so much the balance of energy imports and production itself, but rather the costs that this balance imposes upon the economy as a whole. The operation of the modern economy is predicated upon cheap and plentiful energy supplies5, and so the role of energy sources within economic well-being is critical. For example, recent research on the causes of the credit crunch6 argues that it was high energy prices that initiated the crash, not sub-prime mortgages.
Less than a decade after being a net energy exporter, today we import about 30% of our energy supply. This means that, from producing a trade surplus of around £7 billion in 2000, in 2008 our use of energy created a deficit of £8 billion. The Government's own forecasts7 predict that we could be importing up to 60% of our energy needs by 2020. As a result our dependence upon imported energy is not just an issue of "energy security", these trends are redefining the basis on which the economy operates; and unless we act to change it the economic difficulties of the 1970s are likely to return over the course of this decade.
What can be done to avoid this outcome? This again raises questions about how mainstream economists value different strategies, and only attach positive values to those strategies that can produce economic growth a fact conspicuously demonstrated within the Government's official definition of "sustainable development"8, which includes the criteria of the "maintenance of high and stable levels of economic growth and employment". Research suggests9 that up to half the value of economic growth is the direct result of adding additional energy to the economy, and a further fifth is the result of improving energy efficiency. For this reason changing the dynamics of our energy supply, through falling production and/or higher prices, invalidates many of the economic norms of the past few decades.
In biophysical terms energy sources such as fossil fuels or renewable energy (and even food) have a value which they create through their production, and thus a financial and energetic return10 that can be recycled back into the economy. To complicate matters this value is based upon the factors intrinsic to their production, and so the only way to compare one resource with another is to use a value that represents its life-cycle11 operation, not simply its capacity for production or profit. For example, in general renewable energy does not perform in the same way as fossil fuels because its returns are lower, primarily because the thermodynamic quality12 of the energy sources involved are lower, and so fossil fuels have traditionally had an advantage over renewable energy sources.
The other principle option to manage resources more wisely, improving the efficiency of use, is limited by the fact that it is not an open ended process; each improvement represents a one-time saving, and improving efficiency levels further requires that we invest in new technologies once more. This is because the thermodynamics of efficiency dictate that each new generation of technology must, on average, save less than the previous generation, and so ultimately efficiency measures represent a diminishing return eventually you will have to put more into the system to reduce consumption (e.g., by making new gadgets) than it will save overall. In any case, if we look at the trends of the last century or so, the value of economic growth has in most years exceeded the value of improving efficiency. That's because efficiency improvements create a confounding economic feedback cost reductions in one part of the economy will spur consumption elsewhere. As a result most efficiency measures will usually only dampen, rather than reduce, the overall level of consumption13.
If the emission of greenhouse gases were the only problem with our energy system today then we might be able to do something to address the problem. The unfortunate reality is that there are an inter-related group of difficulties (principally food production, water resources, energy/mineral depletion, population and climate change) that are systemically linked to the accelerating growth in human activity within a finite ecological system. Whether it is the ability of the environment to mop up carbon, or of the Earth's crust to provide the energy and material resources required to continue the industrialisation of human society, human development over this coming century is going to be constrained by these ecological limitations. This is not a new concern; it was highlighted back in 1972 by the Club of Rome's Limits to Growth14 study, and by The Ecologist in its Blueprint for Survival15. The difference today is that the limitations on our future development are even more stark, and thus the outcome of present patterns of economic activity are seemingly more intractable; as confirmed in the recent re-evaluation16 of the Limits to Growth (or LtG) model by the Australia's scientific research agency, CSIRO17, which concluded
In Britain we will have to reduce our economic activity or "have less" to solve our present economic difficulties; Britain is in ecological and economic "overshoot", and we're going to have to take action to resolve the problem before we just run out of energy, money, or both. The realistic way to reduce our impact on the environment, and manage the decline in resources, is to reduce economic growth also called "de-growth" 18; perhaps not directly, but because those strategies which make a significant difference to the level of energy and resource use will often lead to a reduction in economic activity. For example, the best way to reduce consumption is not to make things "more efficient" in their operation, it is to make them last many times longer by manufacturing them to higher standard consequently less are sold, and as a result the standard index of growth, GDP19, will fall; likewise, as most of the energy and resources used by modern gadgets is expended in their production 20, the best way to cut energy and resource use is not to simply recycle the waste products but to adopt measures that mandate the repair and reuse of goods the result over time being lower economic activity and negative growth.
Britain's leading role in the industrialisation of human society was the result of our easily accessible indigenous coal and metal ore deposits, not just our technical acumen. The development of Britain as the "workshop of the world" in the Victorian era, and our role as the "Saudi Arabia of coal" in the early Twentieth Century, were built upon both this strong resource base and our imperial markets. If we used these resources to become the first nation to industrialise then it follows that we are likely to be one of the first to experience a decline in production too. If we can abandon the delusional notion that human society is not subject to ecological limits, then perhaps we can develop plans for the future that reduce our demands to within the Earth's natural capacity to provide for them hopefully to avoid the worst aspects of the ecological crises predicted since the 1970s. Britain "made" the Industrial Revolution, and as a result of our present predicament we have the potential to solve the crises that will arise over the next few years by spurring a new "Ecological Revolution" one that addresses these past excesses through redefining markets and economic theory within ecological and biophysical limits.


This 90- km long peninsula offers diversity like few other. Friendly towns and villages, spectacular mountains, sea birds in close view, beaches of sand and souring ocean. Many hiking trails for all kind of hikers.
The Snaefellsjokull National Park is at the westernmost part of the peninsula, including the mystical glacier Snaefellsjokull, as well as other unique sites such as Djupalonssandur, Thufubjarg and more.
In 2008, the communities of Snaefellsnes Peninsula were the first in Europe to receive certification from Green Globe, an international benchmarking system for sustainable travel and tourism.
Snæfellsjökull National Park was established on June 28th, 2001.The Park’s purpose is to protect and conserve the area’s unique landscape, indigenous plants and animal life as well as the important historical relics. At the same time, the Park is meant to allow visitors easier access as well as an improved opportunities to get to know the area. National parks are amongst Iceland’s finest assets and everyone is free to explore them.The Snæfellsjökull glacier lies within the national park, and the park is the only Icelandic national park that stretches to the sea. The geology of Snæfellsnes national park is diverse with formations from almost every era of Iceland’s past. The more prominent formations in and around the National Park mainly date from geologically “modern” times back to the last ice age. The hills to the north of the glacier, around Bárðarkista, are of volcanic palagonite tuff, formed during eruptions under the glacier or below the surface of the sea. Svalþúfa is most likely the eastern section of a crater that erupted under the sea, while Lóndrangar is a volcanic plug


Catholic education experts are hailing The Cardinal Newman Society’s new Catholic Curriculum Standards as a “splendid” and “invaluable” new resource to help Catholic schools focus on their mission.
With the help of leading Catholic scholars like Jesuit Father Robert Spitzer, Anthony Esolen and Joseph Pearce, the Newman Society’s Dr. Denise Donohue and Dr. Dan Guernsey have produced a new tool to help families and teachers regain their focus on what matters most in Catholic education.
Amid growing discontent with the Common Core State Standards, these truly Catholic standards go to the heart of what students should be learning in a faithfully Catholic education from kindergarten through high school.
The standards cover English language arts, math, science and history, and they complement the U.S. bishops’ and diocesan standards for religious instruction. Each academic discipline’s standards are broadly grouped into two grade levels, K-6 and 7-12. They express outcomes according to which learning should be measured, with the goal of leading educators to assign or develop materials and choose subject matter that truly serve the mission of Catholic education.
Praise from Educators
A couple of dioceses are already working with the standards, which have received strong approval.
“Since, in every school, the curriculum carries the mission, these Catholic Curricular Standards are an invaluable contribution to Catholic schools everywhere,” said Fr. John Belmonte, S.J., superintendent of Catholic schools in the Diocese of Joliet and a national expert in Catholic school administration.
“Catholic schools have benefited from the standards-based reform movement in education with one notable exception: the absence of rigorous standards rooted and grounded in our Catholic tradition,” said Fr. Belmonte. “Implementation of the Catholic Curricular Standards will provide a renewed sense of mission for our Catholic schools operating within the increasingly secularized world of education today.”
“A splendid achievement,” said Dr. Ryan Topping, author of The Case for Catholic Education and a fellow at Thomas More College of Liberal Arts in Merrimack, New Hampshire. “Amidst widespread confusion about the nature and aims of the curriculum, these K-12 standards off educators structured guidance on how to deliver a robust Catholic intellectual formation.”
Dr. Sandra Stotsky, developer of the highly respected Massachusetts Academic Standards, said the Catholic Curriculum Standards “reflect more than the uniqueness of their intellectual tradition. They also provide the academic rigor missing in most public school English language arts curricula.”
For parents and educators seeking more practical assistance, the Catholic Curriculum Standards are accompanied by lists of recommended resources and even suggested literature for Catholic students at different grade levels.
The Cardinal Newman Society developed the standards with adaptability in mind. Educators are invited to amend and fit them into their own standards and curriculum guides to focus on the complete formation of students in the rich, Catholic intellectual heritage. We also anticipate developing practical tools to help educators work toward the standards in their classrooms.
Serving a Need
Today, many parents rightfully ask why Catholic schools often appear similar to public schools. Beyond religion class, the textbooks, reading assignments and even discussions of sensitive topics can seem very secular in many Catholic schools.
Have you ever wondered if there is a Catholic approach to teaching science? If you attended Catholic school decades ago, you’d have no doubt that there is such a thing. But today, many parents and students lack appreciation for what is special about a faithful Catholic education.
On topics like creation, nature, reproduction, behavior, scientific method, environment and technology, does Catholic education have something more important to teach than facts and figures?
What about literature? Good Catholic educators reject the Common Core’s emphasis on technical reading, preferring to instead focus on great literature — the epic tales, classical plays, poetry, biographies, persuasive essays and more that spark wonder, imagination and reasoning in young minds. Such literature prepares them to transform culture and renew it in the light of Christ.
And history! Too long has textbook history been dominated by Protestant distortions and emphases. A true grounding in history couldn’t be more important for young Catholics today: Christianity’s role in Western civilization, the rise of Islam, the glories of the Middle Ages, America’s founding principles and so much more.
The sad truth, however, is that many Catholic schools have looked to public school standards as measures of success in education. The defective Common Core and other government standards are secular and oriented to college and career. If Catholic educators measure success by these standards, they lose sight of their mission to evangelize and form young people in mind, body and spirit.
The Cardinal Newman Society anchored its Catholic Curriculum Standards on principles of Catholic identity in education:
- Involves the integral formation of the whole person—body, mind and spirit—in light of the individual’s ultimate end and the good of society.
- Seeks to know and understand objective reality, including transcendent Truth, which is knowable by reason and faith and finds its origin, unity and end in God.
- Promotes human virtues and the dignity of the human person, as created in the image and likeness of God and modeled on the person of Jesus Christ.
- Encourages a synthesis of faith, life and culture.
- Develops a Catholic worldview and enables a deeper incorporation of the student into the heart of the Catholic Church.
These elements of Catholic education are quite different from the philosophy and objectives that drive secular education. As Drs. Guernsey and Donohue explain in their introduction to the standards:
The mission and goals of Catholic education are significantly different from the college and career goals that guide public schools. Because the mission of a school should guide its choice of standards, the unique and broader mission of Catholic education requires additional, and foundational, standards that include specific Catholic modes of intellectual reasoning as well as accompanying dispositions.
While Catholic education has many similarities to secular education, “Catholic education is uniquely positioned to offer guidance on issues of values and morality as well as to provide life-giving and definitive answers related to questions of human purpose, human dignity, and human flourishing.”
Designed for Change
It is our own mission at The Cardinal Newman Society to help restore excitement among educators and Catholic families about the great value of faithful Catholic education. This requires agreement about what makes Catholic learning unique and … well, “Catholic.”
We believe that our new Catholic Curriculum Standards can be pivotal in the renewal of Catholic elementary and secondary education. Diocesan school leaders, independent educators and homeschoolers alike can make use of them — and even modify and improve them — to ensure an emphasis on student formation that is largely missing from modern evaluations of school success.
Of course, ours is not the only effort toward improved Catholic education. Many dioceses have done important work toward refocusing classroom instruction, and our standards rely heavily on the conceptual work of many experts in Catholic education.
But that’s precisely why we believe that our Catholic Curriculum Standards will have such a tremendous impact. We worked with more than a dozen leading Catholic scholars to develop the standards, and we even had the great honor of working with Dr. Stotsky. Several Catholic school leaders also provided valuable input.
The standards were composed using research from Church documents, the educational philosophies of Newman Guide colleges, and many books and articles on Catholic education, liberal arts education and classical education.
The time is ripe for the Catholic Curriculum Standards. Thanks in part to the Newman Society’s steady drumbeat for 23 years, calling for renewed attention to Catholic identity — but even more because of the leadership of Saint Pope John Paul II and Pope Benedict in urging reforms, and the quiet work of many bishops and school leaders — we find much eagerness among Catholic families and educators for serious improvement.


Hepatitis b vaccination status and associated knowledge and attitudes among youths aged 15 -30 years in Wandegeya Kampala, Uganda
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Background Hepatitis B virus (HBV) disease is a leading course of mortality and morbidity globally, it’s a life-threatening endemic viral infection spread through contact with blood or other body fluids of infected persons. In developing countries including Uganda, HBV burden has steadily increased despite efforts on mitigating it. Early Vaccination is therefore essential among the sexually active age groups to mitigate adverse outcomes later. Study Objective To determine the proportion of youths who have been vaccinated against Hepatitis B and to assess the knowledge and attitudes associated with Hepatitis B vaccination among youths so as to design strategies that can improve the youth’s uptake of Hepatitis B services. Methods A cross-sectional study design using quantitative data was used. Structured questionnaires were addressed to 117 youths aged 15 to 30 years to collect data on Hepatitis B vaccination status, their knowledge, and perceptions. Analysis was performed using Stata 14 statistical software. Results A total of 117 participated in the study. Most respondents 82 (70.1%) had heard about Hepatitis B. Among those that indicated knowing Hepatitis B, only 13 (11.1%) said they knew the disease was curable, and 57 (48.7%) knew that it was a viral infection. Most respondents (81%) had a positive attitude towards Hepatitis B vaccination. Only 35.0% of the respondents had been vaccinated from Hepatitis B of which 88% were vaccinated following prompts by their parents. Conclusions This study indicates that a small proportion of the youths have received Hepatitis B vaccination and the limited knowledge on Hepatitis B may play a huge role in determining the attitude and as well as uptake to Hepatitis B vaccination. The important role that should be carried on is increasing the knowledge base of the youths on Hepatitis B and increase the vaccination outlets.


A PICC line provides the best concerning venous access. Similar to a standard IV, it is inserted in the arm, and usually in the upper arm under the benefits of ultrasound visualization. Also, PICCs differ from peripheral IV access but similar to central lines in that a PICCs termination point is centrally located in the body allowing for treatment that could not be obtained from standard periphery IV access. In addition, PICC insertions are less invasive, have decreased complication risk associated with them, and remain for a much longer duration than other central or periphery access devices (Info/Q&A:PICC line nursing).
PICCs are frequently used to obtain central venous access for patients in acute care, home care and skilled nursing care. Since complication risks are less with PICC lines, it is preferred over other forms of central venous catheters. A PICC is not appropriate for all patients. Proper selection to determine the appropriateness of this device is required (Info/Q&A:PICC line nursing).
Long-term central venous access is essential for managing patients with cancer, certain congenital malformations, gastrointestinal malfunction, as well as for those who need long-term access to medications or blood products. Peripherally inserted central catheters address all of these issues. They are considered a safe and effective alternative to other conventional and central venous access devices, are less invasive providing long term access with decreased risks (Info/Q&A:PICC line nursing).
The peripherally inserted central catheter has been an established technology in home intravenous therapies and its use has been increasing in hospital and home-health settings. PICCs adequately and safely meet the needs of patients who require short to long term therapy in many clinical settings.
The various advantages of peripherally inserted central catheters are: long term venous access; low risk for infection; decreased skin puncture for blood sampling; early patient discharge; versatility (Info/Q&A:PICC line nursing).
Some of the complications associated with PICC lines include: air embolism; infection; phlebitis; catheter malposition; thrombus formation; difficult removal; nerve injury or irritation; nerve injury or irritation; leakage; catheter breakage (Info/Q&A:PICC line nursing).
The range of clinical presentations in patients receiving a CVC is broad. They may be hypovolemic or in shock with severely vasoconstricted peripheral sites. They may be an oncology patient or may have bacteremia and require continuous intravenous (IV) access for prolonged periods, thereby requiring an accessible IV site. Patients with bloodstream infections (BSIs) or catheter-related infections may have redness, exudate, swelling, or increased pain at the insertion site. They may only have an elevated temperature or abnormal vital signs if immunocompromised (Putigna).
Contraindications for inserting a central venous catheter include an infection or burn over the desired insertion site, a known venous thrombosis of the vessel, an uncorrected coagulopathy, an obstruction of the vein by a tumor or mass, an abnormal vessels, an ability to achieve the same objectives with a peripheral line, and a lack of consent in a nonemergency setting. A relative contraindication is bacterial septicemia because cultures are generally recommended to be sterile for 36-48 hours prior to CVC insertion (Putigna).
Info/Q&A:PICC line nursing. (n.d.). Retrieved November 11, 2008, from PICC Line Nursing: http://picclinenursing.com/picc_why.html
Putigna, F. (n.d.). Central Venous Access: Emedicine. Retrieved November 11, 2008, from Emedicine: http://www.emedicine.com/ped/topic3052.htm
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Arctic soldiers training with reindeer
The training was conducted in Lovozero on the Kola Peninsula, in the heartland of the Sami population in Russia. The participants came from the Arctic Brigade’s reconnaissance company.
In temperatures down to -30°C the soldiers learned how to handle dog sleds and reindeer sleds and how they can be used tactically in raids. Reindeer herders and dog mushers told the soldiers about how to keep the animals and what their skills are, the Ministry of Defense’s website reads.
During World War II the Red Army established several reindeer battalions in the Arctic. Reindeer were used for transportation of equipment, evacuation of wounded, getting scouts behind the enemy lines, and even evacuation of wrecked aircraft and their crews.
Men from the indigenous people of Sami, Nenets and Komi were mobilized in the battalions together with more than 10.000 reindeer.
Watch video from the Arctic Brigade’s training on TV Zvezda.


WASHINGTON, D.C. - School social workers play a critical role in schools. They
serve as the liaison between school, home, and the community. The underlying
premise of school social work services is based in strengthening students’
academic progress by removing
barriers to learning including meeting their basic physical and emotional needs.
Any form of school violence, including
the mass shootings at schools around the country such as the recent incidents Florida
and Maryland, prohibit students’ sense of safety and their learning. School
social workers work to prevent mass killing in schools as well as guide
schools in recovery after a crisis has occurred. Today more than ever,
there is a growing need for school social workers to help prevent school
violence and to support students in moments of crisis.
school social work positions across the country have been eliminated or
replaced by other professions. Due to extensive financial deficits and constraints, as well as competing priorities, local
education agencies are often unable to hire enough school social workers to
adequately meet the needs of the student population. In many instances, school
social work services are eliminated altogether.
workers work in preventing school violence. They are trained to understand risk factors and warning signs
of violent behaviors. They
are knowledgeable in
classroom management and behavior intervention and can assist teachers and school personnel in identifying concerning
behaviors of students and developing
supportive intervention plans. They are experts
in research-based school discipline policy development that can increase school
connectedness and decrease incidents of school violence.
workers work to provide support after a crisis. They are extensively trained to
manage and deal with crisis and are equipped
to assist school administrators and teachers.
social workers are experienced in delivering difficult and sensitive
information and can assist in developing messages that are age-appropriate and
culturally sensitive. In addition, they
can lead the development of strategic plans that prepare other school personnel
to respond adequately during the times of
chaos and crisis.
workers can link students and their families to community resources. They are
well-informed regarding relevant resources in
the community and online and can aid in connecting students and families to the
appropriate resources during times of crisis.
The National Association of Social Workers (NASW) advocates for ratios in its latest revision of the NASW Standards for School Social Work Services that reflect the need for an increase in social
work positions across the nation in all schools:
School social work services should be provided at a ratio of one school social worker to each school building serving up to 250 general education students, or a ratio of 1:250 students. When a social
worker is providing services to students with intensive
needs, a lower ratio, such as 1:50, is suggested (NASW, 2012).
Violence in schools has increased dramatically over the
past decades and is seen by many as a public health issue. School social
workers aid in the prevention of school violence and provide much needed
services and support after a crisis has occurred. NASW strongly urges the
funding for an increase of school social workers in schools across the country
to adequately meet the needs of students and decrease school violence.
NASW is in partnerships with coalitions that
are working to support school social work positions. We urge our members and
the larger social work community to contact their elected officials to advocate
for school social work positions in schools. For more information contact NASW
Senior Practice Associate Sharon Dietsche, LCSW-C, LICSW, at


Anton was the ancestral village of three of our Intermountain chapter members: Dee Hert, Darrell Weber, and Sharon White. Sharon’s ancestor, Michael Johann, was the first mayor of Anton.
Anton was founded on 7 September 1764 by the government. The population in 1764 was 270. The Russian name for Anton was Sebastianowka. There are several variations of the spelling.
Anton was a Lutheran colony, located on the Bergenseite of the Volga. The first mayor of Anton was Michael Johann, a farmer, from Kurpfalz, Oberamt, Lindenfels, Germany. Michael Johann was born in 1736. Michael Johann’s wife, Eva Margaretha, born in 1734, and five daughters were with him on his journey to Anton. Anton was part of the Messer parish. In 1856 a new church was built in the Kontor style of architecture (dictated by the Saratov Kontor, the office for administrating the colonies). The former church is still standing and is now being used as a community cultural building. In 1798 there were 54 families in Anton with a total population of 356: 177 males and 179 females. In 1834 there were 103 families and a total population of 988 (488 males and 500 females). In 1857 there were 146 families with a total population of 1,690 (828 males and 862 females).


No longer just the stuff of science fiction, roach meets robot thanks to The U.S. Army Research Laboratory.
You may not like them in your home, but you have to admit: Roaches have it going on in the survival department. Tough to kill, these creepycrawlers seem to be able to flatten out so they can live through even the biggest book or boot smashing down on them.
Such adaptability is extremely useful in moving through confined spaces, which is why researchers at University of California-Berkeley, supported by the U.S. Army Research Laboratory (ARL), developed cockroach-inspired crawling robots. Dubbed “CRAM” (Compressible Robot with Articulated Mechanisms), the “origami-style, soft, legged robot” prototype is designed to move through rubble in the aftermath of natural disasters or explosions.
Another important feature they’re working on is self-righting technology to get the robots back on their feet after tipping over. According to ARL researcher Chad Kessens, "One Solider I spoke with valued his robot so much that he got out of the safety of his vehicle to rescue it when he was unable to get it back on its tracks after many attempts. This is exactly what we do not want, and Soldiers should not be tempted to risk themselves for a robot.”


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The word forex is short for foreign exchange. Before 1944, all the world currencies were pegged to Gold. In other words, the currency could be exchanged for gold directly. In 1944, through the Bretton Woods agreement, the US dollar became the world’s reserve currency.
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The forex exchange market currently has a revenue of more than $5 trillion per day. This is one the most matured and actively traded markets in the world with participants such as retail traders, brokers, investment banks, large corporations, and market makers. In forex market, the value of a currency is determined relative to another.
A quote is the price the market participants are willing to offer for a particular currency pair. Let us take an example to understand the quote of a currency pair. For example if you take the GBP/USD pair. Here, GBP is called the base currency, while USD is called the quote currency. Let us take another example of USD/INR and the current quote for is 65.45/65.50. Then this means that if you want to sell one dollar in exchange of indian rupee, then you will find buyers at the price of 65.45 INR which is the bid. Similarly, the ask price for one dollar in exchange of indian rupees is 65.50 INR. Therefore, the quote is a representation of Bid/Ask. Sometimes the quote can consist of a single price. In that case, it would represent the last traded price for that currency pair.
The Spread in a forex market refers to the difference between the BID price and the ASK price of a quote. Usually a highly liquid market with many participants have tighter or smaller spreads. Conversely, the illiquid markets have a wider or bigger spreads. This happens because the competition amongst the traders is less in an illiquid market. If the USD/EUR pair is quoted as 0.8625/0.8630 then the spread will be: 08630-0.8625 =0.00005 Euros.
Most major currencies, except the Japanese yen are traditionally priced to four decimal places, and a pip is defined as the one unit of the fourth decimal point. For dollar based currencies this is to 1/100th of a cent. For the yen, a pip is one unit of the second decimal point, because the yen is much closer in value to one hundredth of other major currencies. Since the beginning of electronic trading, exchanges and brokers have been providing quotes that are less than pip values. For example, if the USD/INR is quoted at 65.45213 and after 5 minutes the quote moves to 65.46111 then movement in terms of the pips will be (65.46111- 65.45213) divided by 0.0001, which equals 89.8.
In forex trading, traders use leverage to trade a currency pair. The leverage that is achievable in the forex market is one of the highest that traders can obtain. Let example, if you want to trade $100,000 worth currency, with a margin of 1% or sometimes written as 1:100, then you will have to deposit only $1,000 into your account. Leverage of this magnitude is significantly larger than the 2:1 leverage commonly provided on equities and the 15:1 leverage provided in the futures market.
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What are the types of Momentum Trading?
Forex Momentum. There are two type of Forex Momentum, linear as well as angular. A rotating things has angular Forex Momentum; a things taking a trip with a rate has linear Forex Momentum. In the meantime, as well as throughout chapter 7, we’ll handle linear Forex Momentum, as well as simply describe it as Forex Momentum, without the linear.
Here are a few of the technological sign tools frequently used by investors to track Momentum as well as get a feel for whether it’s a good time to go into or leave a trade within a trend.
These can help determine general rate trends as well as Momentum by smoothing what can seem erratic rate motions on temporary graphes into more easily readable aesthetic pattern lines. They’re determined by adding the closing costs over a given number of periods as well as splitting the result by the number of periods considered. They can be basic moving averages, or exponential moving averages that offer higher weight to more recent rate activity.
Relative strength index (RSI):
As the name suggests, it determines the strength of the present rate motion over recent periods. The goal is to reveal the likelihood of whether the present pattern is strong in contrast to previous performance.
The stochastic oscillator contrasts the present rate of a property with its array over a defined amount of time. When the pattern lines in the oscillator reach oversold conditions– usually a reading of listed below twenty they suggest an upward rate Momentum is at hand. As well as when they reach overbought conditions usually a reading of above 80 they suggest that a descending rate Momentum is in advance.
Moving ordinary convergence divergence (MACD):
This device is an indication that contrasts fast- as well as slow-moving exponential moving rate ordinary pattern lines on a graph versus a signal line. This reveals both rate Momentum as well as possible rate pattern reversal factors. When the lines are farther apart, Momentum is considered to be strong, as well as when they are assembling, Momentum is reducing as well as rate is most likely approaching a reversal.
Commodity channel index (CCI):
This Momentum sign contrasts the “normal rate” of a property (or average of high, low as well as closing costs) versus its basic moving average as well as mean deviation of the normal rate. Like stochastics as well as various other oscillators, its goal is revealing overbought as well as oversold conditions. Readings over 100 suggest overbought conditions, as well as readings listed below 100 suggest oversold conditions.
On balance Volume (OBV):
This Momentum sign contrasts trading Volume to rate. The principle behind it is that when trading Volume rises significantly without a big adjustment in rate, it’s a sign of strong rate Momentum. As well as if Volume lowers, it’s understood as an indication that Momentum is lessening.
Stochastic Momentum index (SMI):
This device is an improvement of the typical stochastic sign. It determines where the present close remains in relationship to the midpoint of a current high-low array, supplying an idea of rate adjustment in connection with the series of the rate. Its goal is to provide an idea of a reversal factor is nearby, or if the present pattern is most likely to continue.
Ordinary directional index (ADX):
This basic oscillator device aims solely at determining pattern Momentum. It plots the strength of a rate pattern on a chart between worths of 0 as well as 100: worths listed below 30 suggest sideways rate activity as well as an undefined pattern, as well as worths over 30 suggest a strong pattern in a particular direction. As the worth comes close to 100, the Momentum of the pattern is understood to grow stronger.
In this method, investors split an existing chart into equal periods, separated in blocks. The blocks are after that color-coded according to whether they suggest an upward pattern or a descending pattern; for instance, green for higher as well as red for downward. A third color, yellow, could be used to suggest a sideways pattern. If the chart shows two successive blocks with the exact same color, after that it suggests that there is Momentum in a given direction.
Threats To Momentum Trading.
Like any kind of design of trading, Momentum trading is subject to risks. It’s been located to be effective when costs comply with on a trend, yet once in a while Momentum investors can be captured unsuspecting when trends go into unexpected turnarounds.
Investors must bear in mind that:.
Technical evaluation bases its projections of the likelihood of rate motions on past rate trends.
Prices in the market can relocate an unforeseen way at any time due to unexpected information events, or worries as well as changes in view in the market.
Search New Videos Explaining Forex Momentum Trading Education and Financial market information, evaluation, trading signals as well as Forex financial expert reviews.
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This week Kangaroo Class have been learning:
- We discussed the different ways that we all celebrated birthdays.
- We used our senses to describe what we could see, hear, feel, smell and taste on our birthday.
- We wrote acrostic poems about birthday celebrations.
- We used resources and drawings to help us subtract.
- We solved problems by using part whole models to add and subtract.
- We added different amounts by grouping numbers together.
- We performed our class assembly for our families and friends. We sang, spoke and danced brilliantly and Mrs Smart and Mrs Bright were very proud of us!
- We found out about how birthdays are celebrated around the world.
- We enjoyed practising our Christmas songs.
- We took part in our Relax Kids session and thought carefully about our different feelings.
What a fantastic week; well done Kangaroos!


WASHINGTON — President Barack Obama’s new pollution limits for power plants have set off an avalanche of information about what the rules will cost, how they will affect your health and how far they will go toward curbing climate change.
There’s just one problem: Almost none of it is based in reality.
That’s because Obama’s proposed rules, which aim to cut carbon dioxide emissions from power plants 30 percent by 2030, rely on states developing their own customized plans to meet their targets. Among the options are switching to cleaner fuel sources, boosting efficiency to reduce demand for electricity and trading pollution permits through cap-and-trade.
At the earliest, states won’t submit plans until mid-2016; some states could have until 2018. So the true impact won’t be known for years.
But that’s not stopping the White House, environmental groups and the energy industry from serving up speculation in heaping doses.
What we know and don’t know about the effects of the pollution rules:
The Obama administration says: The proposal will shrink electricity bills about 8 percent.
Opponents of the new rules say: “Americans can expect to pay $200 more each year for their electricity.” —Institute for Energy Research, a group backed by the Koch brothers.
The reality: It depends how you crunch the numbers. The administration acknowledges that the price per kilowatt hour will go up a few percentage points. But the administration says your total power bill will be lower because the plan incentivizes efficiency and will drive down demand. In other words, you’ll pay more for the electricity you buy, but you’ll buy less of it.
Environmentalists say: “This is the biggest step we’ve ever taken for the biggest challenge we’ve ever faced.” — League of Conservation Voters
The coal industry says: “The proposal will have practically no effect on global climate change.” — American Coalition for Clean Coal Electricity
The reality: The plan would prevent about 430 million tons of carbon from reaching the atmosphere. It’s a 30 percent cut over the next 15 years, but that’s compared with 2005 levels. Since 2005, power plans have cut those emissions nearly 13 percent, so they’re already about halfway toward the goal.
But U.S. fossil-fueled plants account for only 6 percent of global carbon emissions, and Obama’s plan doesn’t touch the rest of the world’s emissions. It won’t cut as big a chunk as Obama’s previous fuel economy rules for cars and trucks.
The U.S. Chamber of Commerce says: The plan will cost the economy more than $50 billion per year.
The administration says: By 2030, the rules will have an annual cost of up to $8.8 billion, but that cost will be far offset by annual climate and health benefits of up to $93 billion.
The reality: We won’t know until states decide how to meet their targets. Some states rely more heavily on coal, so different regions will be affected in different ways. Still, it’s a safe bet that companies that produce natural gas, solar panels or renewable technologies will get a boost, while coal will take a hit.
To calculate health care savings, the administration uses a somewhat morbid formula that puts a dollar amount on ailments averted — everything from heart attacks to bronchitis and asthma. It’s an inexact science, and there are plenty of caveats.
The conservative Heritage Foundation says: “Nearly 600,000 jobs would be lost.”
The United Mine Workers of America says: “We estimate that the total impact will be about 485,000 permanent jobs lost.”
The Environmental Protection Agency says: The rules could cost close to 80,000 jobs by 2030 at power plants and fossil fuel companies, but could create about 111,000 jobs in energy efficiency.
The reality: It’s tough to tell. Not every coal miner who loses a job will find work installing solar panels and windmills. On the other hand, the low cost of natural gas has already prompted a shift away from coal, meaning some of those jobs will disappear with or without new pollution limits.
Both the Chamber and Heritage Foundation studies were released before the administration unveiled the new rules, so the EPA says they aren’t based on the actual plan and should be discounted.
The EPA says: Up to 6,600 premature deaths, 150,000 asthma attacks in children and close to half a million sick days will be averted.
The American Lung Association says: “Cleaning up carbon pollution from power plants will save lives and have an immediate, positive impact on public health.”
The coal industry says: “The White House continues to perpetuate the nonexistent linkage between EPA’s new carbon regulations and public health.” — American Coalition for Clean Coal Electricity
The reality: Even the EPA says that the quantitative health benefits of the new rule are “illustrative examples.” It’s true that carbon dioxide emissions aren’t directly linked to health problems like asthma. But because the rule will decrease the amount of electricity made from burning coal, it will help reduce other pollutants that coal-fired power plants release. Those pollutants create smog and soot, which do cause health problems.
Critics contend the administration is “double counting” those benefits.


Eating Disorders: Shapes and Sizes
On researching my last post about the eating disorder demographic, I found that the information I gathered was very much centred on Anorexia Nervosa and Bulimia Nervosa. These disorders are a big problem, of course, and are very dangerous- however, I found myself wanting to create a post which explained not just these “well-known” disorders, but other types of ED as well. It seems that the lack of information about the variety of disorders which exist could make sufferers feel more isolated- as well as the common misconception that everyone who is diagnosed with an ED must be dangerously underweight.
ANOREXIA NERVOSA (ANA)
Anorexia Nervosa is characterised by a refusal to or an unwillingness to eat. It can occur in all ages and genders, but disproportionately affects preteen/teenage girls and young women. This is generally considered one of the most dangerous and shocking eating disorders, due to the dramatic weight loss often experienced by sufferers. According to the most current edition of the Diagnostic and Statistical Manual of Mental Disorders, there are four criteria which must be present for a diagnosis of Anorexia Nervosa.
– A refusal to or an inability to maintain minimum “normal” weight for age and height range, resulting in a body weight 15% lower than expected.
– An intense fear of gaining weight or becoming overweight; even if the sufferer is underweight.
– Flawed self-perception and an inability to accept the seriousness of their current condition.
– Amenorrhea must be present (this is the absence of three or more menstrual cycles where they can be expected to occur).
Chances are, when one thinks of an eating disorder, they think of Anorexia- understandably. The condition is very dangerous, with around 20% of cases resulting in death 20 years after onset. However, it is not- as many people are led to believe- the only serious eating disorder.
BULIMIA NERVOSA (MIA)
Bulimia Nervosa is characterized by cyclical bingeing and purging episodes. Bingeing is typically eating more than a person normally would in a very short space of time, accompanied by feelings of guilt or a lack of control over food consumption. Purging can involve induced vomiting, laxative abuse, excessive exercise and fasting. Bulimia Nervosa exists when bingeing and any type of purging behaviour occurs on average 2 times weekly or more for a period of at least 3 months. These tend to be accompanied- as in Anorexia- with flawed self-perception and an intense fear of becoming overweight.
Binge Eating Disorder is newly-recognized and is characterized by recurrent episodes of binge eating that occur twice weekly or more for a period of at least six months. As with Bulimia Nervosa, the sufferer tends to feel a lack of control when eating large amounts of food over a short period. In BED, bingeing episodes are associated with at least three common features- such as eating until uncomfortable, eating when not physically hungry, eating very quickly, eating alone for fear of being embarrassed by how much food is being consumed, or feeling disgusted, depressed or guilty after the episode of overeating. However, although these behaviours still cause distress, they are not associated with compensatory methods of purging. As a result, BED sufferers often present as overweight or obese.
EATING DISORDER NOT OTHERWISE SPECIFIED (EDNOS)
According to the Diagnostic and Statistical Manual there is a category of eating disorders that do not meet the specific criteria for the two defined disorders- Anorexia Nervosa and Bulimia. People with this diagnosis tend to show signs of disordered eating but do not meet all the criteria for Anorexia Nervosa or Bulimia. Over one-half to two-thirds of people diagnosed with eating disorders fall into the category of EDNOS- more people are diagnosed with EDNOS than Anorexia and Bulimia combined. A person meets the definition of having EDNOS if they exhibit all the criteria for Anorexia Nervosa but have regular periods or a normal body weight, or if they exhibit all the criteria for Bulimia but purge less than two times per week or for a shorter duration, if they spit out food instead of swallowing, or if they purge only small amounts of food.
EDNOS is just as serious as the other diagnosed disorders- the only real difference being that they may have features from more than one disorder, show some features of a diagnosed disorder but not all, or their symptoms may vary over time. EDNOS can still be a serious threat to the sufferer’s health, however, and should be taken as seriously as Anorexia or Bulimia.
Although not formally recognised by most medical professionals, Anorexia Athletica is commonly referred to in medical literature as a disorder characterised by compulsive over-exercise. People suffering from Anorexia Athletica may engage in both excessive workouts and exercising as well as calorie restriction. This puts them at risk for malnutrition, even if they are eating their RDA of calories- as the excessive exercise requires an increased calorie diet. Symptoms of Anorexia Athletica may include over-exercising, obsession with calories, fat, and weight, an obsession with phsycial fitness and performance and a lack of pleasure from exercising. It may become more of a compulsion than a conscious decision.
Pica is a disorder characterised by eating non-food items (such as coal, chalk, dirt etc) at an age where it is not generally considered appropriate. Is more common in women and children, and can stem from an iron deficiency or chemical inbalance- although it can be a compulsion with no rational explanation. It can be potentially dangerous, as ingesting some items can lead to parasites, stomach tears and intestinal obstructions. Many cases of pica have been tied to the obsessive-compulsive spectrum, but this is not exclusively the case. If you experience pica, it may be an idea to see your doctor- as you could be suffering from a lack of important minerals, or could damage yourself internally in several ways.
I hope that this post serves to open your mind to the idea of there being more than two serious eating disorders- and if you’re a sufferer, that people understand that you exist no matter what your ED is. Someone can be fat, thin, or anything in-between- but anyone can have an eating disorder, and it’s an important thing to remember.
Would you like to share your story? Is there anything I have missed? If so, please leave a comment below. If you need to talk to someone about your eating disorder, see your doctor or contact a charity such as Young Minds to discuss your problem.
IMAGE CREDIT: Wikimedia Commons


Athletes and fitness enthusiasts are always looking for ways to make their bodies work better and do it faster. Nutrition is an important part of that. It makes your body work better because it gives good protein, vitamins, minerals and carbs. And it helps you recover after a workout because your muscles need food to be stronger again. So eat well before a workout so you can do the best possible job!
What is Important to Eat
Before you exercise, it is best to fuel your body with the right nutrients. Protein is good for energy and strength. Fat will make you feel fuller and help your body absorb those nutrients better. Carbohydrates provide quick energy if needed, but they don’t have as much protein or fat in them. You need to consume these three macronutrients in a certain way, depending on the type of exercise that you are doing.
When your muscles need fuel, they use glucose from carbs. Your muscles store glycogen in the liver and the muscles. When you have a short or high-intensity workout, your glycogen stores are the main energy source for your muscle(1). But when you have a long exercise, how much energy comes from carbs depends on several factors like intensity and type of training and what you eat overall(2).
Your muscles have limited stores of glycogen. As this starts to run out and your output and intensity go down, you need to eat more carbs. Studies have shown that a high-carb diet can increase the glycogen in your body and make you better at using carbs during exercise. Carbo-loading is a well-known way of eating lots of carbohydrates for 1–7 days before an event.
Protein can help people before they exercise. It is important to eat protein before you exercise. Eating protein and carbs together will give your body more energy for the activity. One study showed that when 20 grams of whey protein were eaten, people got an anabolic response that helped their muscles grow stronger and faster(3).
Eating protein before exercise is good. It includes:
- Better muscle growth
- Improved muscle recovery
- Increased strength and lean body mass
- Increased muscle performance
Your body uses glycogen for shorter and faster exercises(4). But after a long time, or when you are not exercising that hard, your body will burn fat. Some studies have shown that people who eat a diet with more fat can run better than healthier eating people. For example, one study showed how over four weeks, healthy athletes could run fast for longer times when they ate 40% fat instead of 20%.
Also Read: Exercises To Grow Taller: Does It Work?
Timing For Your Pre-Workout Meal
It is important to eat before exercising. Eating the right meal can help you work out better. Eat a meal with carbs, protein and fat 2-3 hours before your workout so that you can get the most out of it. But there are some times when you won’t be able to eat in two hours, so don’t worry about eating anything small or simple just before working out if it’s been less than two hours since your last meal.
You May Also Like: Steps to Overcome From Your Fitness Procrastination
If you have to eat something before 30-45 min you work out, make sure that the food is easy to digest and contains mostly carbs and protein. This will help your stomach during exercise.
Few Pre-Workout Meals to Start With
What to eat depends on the type, duration and intensity of a workout. A good rule is to have carbs and protein before exercising. Eat fat at least 2 hours before exercising, or it won’t work very well.
If your workout starts more than 2 hours from now:
- Have a sandwich made of whole-grain bread, lean protein and a side salad.
- If you are hungry again before your workout, eat some eggs with toast and avocado spread on top to get some extra energy for the workout.
- You could also eat rice with vegetables that have been roasted in olive oil
If your workout starts within 2 hours from now:
- A protein shake with milk, protein powder, banana and mixed berries.
- Whole-grain cereal and milk.
- Oatmeal with a banana on top of it.
- A sandwich made out of whole-grain bread, almond butter and fruit preserve.
If your workout starts within an hour or less:
- Greek yogurt with fruit
- A protein bar, such as a granola bar
- A piece of fruit, such as an apple or orange
Do not eat many pre-workout meals. Only one is enough, and it should be eaten an hour or two before you work out.
Hydration is Also Important
You need water to function. Drinking plenty of water has been shown to help people perform better and be healthy. Drink water before you work out or do anything strenuous. Drink about 16-20 ounces (0.5-0.6 litres) of water at least four hours before working out and 8-12 ounces (0.23-0.35 litres) of water 10-15 minutes before working out if possible.
You should also drink something with sodium in it when you work out, like Gatorade or Powerade, because that will help your body hold onto the fluids better during exercise and after exercising too!
To have a good workout, it is important to eat the right foods before you exercise. Carbohydrates help your body use sugar to give you energy for short- and high-intensity workouts. Protein helps build muscles, prevents muscle damage, and helps recovery.
Good hydration is also important for your performance. It can make you feel better. It would help if you drank lots of water before and after a workout. Pre-workout meals should be eaten three hours to 30 minutes before a workout. Eat easy-to-digest foods or foods that are not hard to digest if you are going to exercise soon. Supplements can help your performance and recovery too, but they are not necessary.


What To Eat During Ramadan?
The answer is actually rather simple. There is no special diet that is necessary during Ramadan. What is important is to maintain a normal and healthy diet, and to eat in moderation. Avoid over-eating at the end of the fast at all costs. Over-eating is not a correct way to compensate for the lack of calories during fasting!
Did you know that the metabolic rate of the body is reduced during fasting and since most fasting people assume a more sedentary lifestyle during Ramadan, the net result is that a balanced diet, which consists less than the normal amount of food intake, is sufficient to keep a person healthy and active during the month of Ramadan.
Here are some useful tips compiled (by Lovely Ranganath, Dietician, Al Zahra Hospital, Sharjah) that will help you in planning your Ramadan meals:
1) Think of vegetables as the main food. Treat meat, milk and grains as condiments. Start thinking of carrot sticks with hummus instead of pita bread. Don’t give up eating breads and meat, just de-emphasize them.
2) Drink lots of water. You should not ignore your water consumption. It seems obvious but drink lots of water between Iftar and sleep, to avoid dehydration. Drinking too much tea will increase urine output and inevitably cause the loss of valuable mineral salts. Avoid caffeinated drinks such as coke, coffee or tea four to five days before Ramadan, gradually reduce the intake of these drinks since a sudden decrease will result in headaches, mood swings and irritability.
3) Sample Meal Plans. Your meal plan should include:
Bread/ Cereal/ Rice, Pasta Group – 6-11 servings/ day
Meat/ Beans/ Nuts Group – 2-3 servings/ day
Milk & milk products – 2-3 servings/ day
Vegetable Group – 3-5 servings/ day
Fruit Group – 2-4 servings/ day
Added sugar & fat – use sparingly.
Breaking the fast (Iftar): 2-3 dates, a serving (4 oz) of unsweetened juice, a cup of light vegetable soup with some pasta or Graham crackers.
Note: The body’s immediate need at the time of iftar is to get an easily available energy source in the form of glucose. Dates and juices in the above amounts are sufficient to bring low blood glucose levels to normal levels. The juice and soup also helps to maintain water and mineral balance in the body. An unbalanced diet and too many servings of sherbets and sweets with added sugars have been found to be unhealthy.
Dinner: Consume foods from all the food groups. Include salads, chicken or fish or lean meat, some grain as rice or bread or pasta, a small tub of low-fat yogurt, and a serving of fruit.
Try out good healthy choices such as:
Whole-meal bread roll without butter (choose herbs instead), filled with egg and tomato, chicken and salads, low fat cheese and salad, or tuna with cucumber and tomato; Whole meal pasta with tomato based sauce with a large salad; Salad with grilled / baked fish or chicken or lean meat along with a small portion of rice or wholemeal bread; Baked potato with tuna or low-fat cottage cheese.
Pre-dawn Meal (Suhur): Consume a light suhur. Eat whole wheat or oat cereal or whole wheat bread. Have a salad along with 1-2 servings of fruit. In view of the long hours of fasting, the so-called “complex carbohydrates” or slow digesting foods should be consumed at suhur, resulting in less hunger during the day. These complex carbohydrates are found in foods that contain grains and seeds like barley, wheat, oats, millet, semolina, beans, lentils, whole meal flour and unpolished rice.
4) Golden rules to follow during Ramadan. Avoid too much fat, sugar, salts and caffeine; Always have fresh food available; Stick to a low-fat diet; Cut out fried foods; Choose fresh fruits and vegetables when possible.
Dates | Beneficial Things to Eat During Ramadan
Honey | Beneficial Things to Eat During Ramadan
Labels: Ramadan Healthy Eating


|Adult Black-legged Kittiwake|
|Adult on nest with a day old chick|
Kittiwakes need a plentiful supply of oily fish, such as sandeels, in order to raise chicks and during the non-breeding season to survive the winter and to be in good enough condition to breed again the following summer. Sandeel numbers are highly susceptible to overfishing and changes in sea temperature and a reduction in sandeel numbers, or their availability, will have a negative impact on Kittiwake breeding success. If you are interested in finding out more about the relationship between sandeel numbers and the breeding success of Kittiwakes (and Puffins) see these sites: marine-life
Skomer has one of the largest Kittiwake colonies in Southern Britain and the largest in Wales. They have undergone several years of slow decline on Skomer and the 2017 total of 1,336 nests is once again a drop in numbers ( 9% less than in 2016 and 24% less than the mean of the previous ten years). Nationally, and especially in Scotland, the situation is even worse with declines of up to 15% per annum.
Work is being done on Skomer to monitor and study the Kittiwake population with the aim of identifying reasons for the decline and applying this to its conservation (although this may be very difficult given the broad scale nature of the problems involved).
The Wildlife Trust of South and West Wales conduct a whole island population count every year as well as productivity monitoring of a sub-set of colonies. Gloucester University undertake additional studies to look at adult survival. These studies cover population, productivity and survival but one missing link is knowing where the birds go to find food. Tracking work over the last two years by Liverpool University has started to reveal some interesting patterns. It seems that Skomer's Kittiwakes are island hoppers, feeding mostly around the local islands of Ramsey, The Bishops and Clerks, The Smalls, Grassholm and Skokholm and travel no more than 40 km from the colony on a single feeding trip. The study also revealed that the Kittiwakes prefered shallower, more vertically mixed, water, possibly due to higher resource availability in these areas. You can follow Alice Trevail and Samantha Patrick on Twitter at: @SEG_UL
|All birds within the study are colour ringed to follow their life history|
|Kittiwake nests at the Wick being battered by a storm in June 2017|
The species could benefit from Species Action Plans, a regional monitoring strategy and further research on the effects on climate change and prey reductions. Creating a network of hunting-free reserves in coastal areas. Monitoring of bycatch of this species through on board observer programmes, and appropriate mitigation measures implemented where necessary. Sustainably manage fisheries to prevent over-fishing.
Obviously we can all help by reducing our carbon footprint and by making sure if we eat fish we source it and, other products, sustainably but there are also other small ways in which we can help. Supporting conservation organisations and research bodies who protect and study the lives of these vulnerable seabirds will give them a helping hand. If you are a keen birder, taking part in national and regional seabird surveys as well as making sure all of your seawatching data goes to Birdtrack will also help.
Let's keep them the most abundant gull in the world.
Reasons for hope: A recent report by the BTO states that the Kittiwake is the only seabird within the RAS (Ringing Adults for Survival) network showing a long-term increase in survival. To read the full report see www.bto.org/ras-results


Last updated on September 28th, 2022 at 01:56 pm
Farmers and ranchers risk injury from slips, trips, and falls every day due to the varied types of work and surfaces involved in their day. They work with hand tools, ladders, large equipment, concrete and wooden steps, rough and uneven walking surfaces that can also be wet, icy, oily, and slippery, and have multiple trips from outside light into darkened facility areas. Tripping hazards can cause same level but serious falls. Some of these may include cords, debris on shop floors, feed sacks, worn floor mats, and small object left on the floor or ground. Low level falls include various types of equipment, horses, fences, and many others. High level falls (over 10 feet) include roof tops, hay mows, large equipment. These can be mitigated by keeping walkways well lit, step rises in good repair, secure handrails, and ladders regularly check for safe handholds and step rungs.
Human factor safety measures include the following:
- Use handrails when they are available.
- Follow the 3 points of contact rule. Use 2 hands and one foot or two feet and one hand when mounting and dismounting ladders of all kinds. This includes free standing, those attached to bins, and tractor and combine ladders. Always face the ladder!
- When handling animals, be aware of the flight zones and use correct technique with lead ropes and lunge lines.
- Wear gloves that are the right size and appropriate for the job.
- Check footwear on a regular basis to make sure the grips and water channels have not worn down. With the exception of chemical use or heavy wet environments, leather work boots with sturdy, flat soles with intact boot laces are a necessary part of farm work. An exception includes when working with horses where a heeled boot is needed or work in very wet areas such as milking parlors, power washing, and pesticide applications where a rubber or nitrile boot is the safe option.
- When moving from an outdoor light or well lit room to a darker area, remember to remove sunglasses or pause a few second before entering in case there is a step up or down.
- Avoid carrying loads that are so high or too bulky that they block your line of vision.
- Keep walkways picked and swept up.
- Avoid distracting conversations such as cell phone use when engaged in work areas that can be hazardous.
|Agricultural All-Terrain Vehicle Safety|
All-terrain vehicle (ATV) crashes are one of the leading causes of death and injuries in the agriculture industry in the United States. In this presentation, we will evaluate the current situation and possible solutions related to agricultural ATV safety. Potential injury preventative actions were evaluated based on the hierarchy of control, including elimination or substitution, engineering control, administrative authority, training, and personal protective equipment.
|ATV-UTV Safety for Women|
Agriculture ranks among the most hazardous industries. Farmers are at very high risk for fatal and nonfatal injuries, and farming is one of few industries in which family members (who often share the work and live on the premises) are also at risk for fatal and nonfatal injuries. ATVs and UTVs are found on all types of farms; they are useful for agricultural work, but they also pose serious hazards to operators and passengers. Studies indicate that injured ATV/UTV passengers are more commonly female and youth and that helmet use is significantly lower for passengers. The focus of the training would be on ATV/UTV maintenance and safety features, personal protective equipment (PPE), load and weight considerations, operation on public roadways, as well as employee training and considerations for working alone.
|Children and Tractors: Myths, Facts, or Other|
Join us as we discuss the topic of children and tractors, starting at birth and moving up through adulthood. We will explore what we know, what we think we know, and what we don’t know.
|Crashes Involving Agricultural Vehicles in the Southwest Region|
Motor vehicle crashes are among the top reasons that workers are injured in agriculture. From an occupational safety and health perspective, rural roadways present unique challenges to stakeholders engaged in crash and injury prevention. This session provides an overview of the key issues relevant to rural roadway safety within the context of agricultural vehicles and logging trucks and proven methods for reducing rural roadway crashes and their severity. In addition, the magnitude of the crash problem and trends will be presented for the Southwest Region (i.e., AR, LA, NM, OK, and TX) using data from the Southwest Agricultural Crash Surveillance System (SW AgCRASH).
|Discovering the Root of your Back Story: Prevention and Understanding of Back Injuries (December 10, 2020)|
Back injuries are one of the most common forms of farm-related injuries, so protecting the back is one of the most important things a producer can do to stay active on the farm. Men and women are both prone to work-related back pain and the first episode usually occurs between the ages of 20 and 40. Training will focus on effects of whole body vibration, causes of back injuries/pain, how to prevent back injuries/pain, and other considerations.
|Ergonomic Safety for Farm Women (December 1, 2020)|
It is no secret – women are playing an increased role in production agriculture. They account for about one-third of the management, ownership and work on farms, ranches and in crop production. A major challenge continues to be access to protective equipment that meets the ergonomic needs of women. This program is intended to help women in rural/agricultural communities identify ergonomic issues leading to musculoskeletal injuries in farm and ranch work and discover resources to aid in injury prevention.
|Pediatric Farm-Related Injuries: Safeguarding Children Who Visit or Live on Farms|
Injuries are the most common cause of death for children and adolescents, and farms and ranches present many unique hazards to youth. During this presentation, we will discuss many of these including augers, grain bins, gravity boxes, tractors, power take-offs (PTOs), manure pits, chemical exposures, animals, and gasoline-powered pressure sprayers. One of the most common causes of serious injuries and deaths to youth on farms and ranches are the use of off-road vehicles (ORVs) like all-terrain vehicles (ATVs), utility task vehicles (UTVs), and recreational off-highway vehicles (ROVs). The safety concerns and prevention strategies related to ORVs will be a featured segment of the presentation. A general overview of how the growth and development of youth affect the risk of injury, and the role healthcare providers can assume to impact injury prevention will be discussed.
|Planting the Seeds of Tractor and Machinery Safety|
Tractors and machinery have traditionally been a leading cause of fatal and nonfatal injuries on and around farms and ranches. The Planting the Seeds of Tractor and Machinery Safety webinar will cover the basic hazards associated with agricultural tractors and machinery and how to prevent injuries from these hazards.
|Prevention of Grain Dust Explosions|
This Grain Safety program is intended for workers and managers in the grain industry including grain elevators, farm operators and workers, grain haulers, and agriculture business owners. The major focus of the program is on safety in confined space work areas including entry, respiratory protection, and prevention of Grain Dust explosions.
|Protecting and Promoting the Health of Young Agricultural Workers: The Role of Employers and Supervisors|
There are many benefits for hiring youth in agriculture, including the development of job skills, increased self-esteem, responsibility, and earned income. However, adolescents and young adults working in agriculture (under 25 years old) are at increased risk for occupational injuries. In addition to traditional workplace hazards, developmental differences (both physical and cognitive), inexperience, fatigue, and distracted behaviors increase the risk of injury. Employers and supervisors play an active role in protecting these workers. Communicating effectively with young workers about health and safety hazards that impact injury risk is key to protecting this population. This webinar will describe specific skills and practices that can be implemented in the workplace, on family farms, and in agricultural classrooms.
|Rural Road Safety: A Shared Responsibility|
Rural roads play an important role in moving people and goods in the U.S., but all too often, crashes occur, and fatalities happen. These fatalities are not just statistics, but are our loved ones and community members, so how do we proactively work to reach zero? In this webinar, we will examine the concept that rural road safety is a shared responsibility, discuss safety culture, and delve into some strategies that can be used to improve safety for all rural road users. You will leave this webinar with actions you as an individual can take to make a difference.
|The Ergonomics of Hand Planting Reforestation Work|
Reforestation work is vital to the health of America’s forests and the U.S. economy. Hand planting, a common reforestation practice, provides unique challenges to safety and health practitioners interested in reducing occupational injuries and illnesses. This webinar will share lessons learned from a team of investigators studying occupational exposures to physical risk factors among hand planters in the Southeastern United States.
|Understanding the Tractor Factor|
Agricultural tractors have traditionally been a leading cause of fatal and nonfatal injuries on and around farms and ranches. this webinar will cover the basic hazards associated with agricultural tractors with their use both on and off the roadway and how to prevent these injuries.
|What’s New in Tractor and Agricultural Vehicle Safety|
Tractors have traditionally been a leading cause of fatal and nonfatal injuries on and around farms and ranches. Other agricultural vehicles are adding to this trend. This webinar will cover the basic hazards associated with agricultural tractors and agricultural vehicles and how to prevent injuries from these hazards.
- Agricultural Safety and Health Program at Ohio State University Extension
- Plan. Provide. Train. from OSHA
- Wounds and Injuries from MedlinePlus
Page updated: August 2022


The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Part 1: Formal and Informal Assessment
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
· In the first row, clearly identify each assessment.
· In the second row, describe how each assessment is technically sound and minimizes rater bias
· In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
· In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
· Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
· Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
· Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script
Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500 word script seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.
Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report” where appropriate.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Program competencies and national standards assessed in the benchmark assignment:
MED in Special Education ITL/NITL
MED in Special Education Mild to Moderate Disabilities (Nevada)
4.1: Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); MC2, MC3, MC5]
4.3: In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with disabilities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); MC1, MC2, MC3, MC4, MC5]
4.5: Prepare all students for the demands of particular assessment formats and make appropriate accommodations in assessments or testing conditions for students with disabilities. [CEC 4.1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.4.S4, IGC.4.S3; InTASC 6(e), 6(h), 6(p), 6(u); ISTE-T 2d, 4b; MC2, MC4, MC5]
6.5: Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC 10(j); MC1, MC3, MC4]