Japan is one of the most progressive countries in the world. It is a beautiful place most tourists and travelers would want to visit at least once in their lifetime. It is a country where many foreign nationals want to settle for good.
The economic situation is the common drive of people living abroad for a short or a long term period. In the eyes of many, Japan is a first-world country capable of providing inclusive growth for its people, and this makes us wonder why a lot of Japanese are living overseas. Where in the world can we find most Japanese living abroad?
The Kaigai Nikkeijin Kyokai (Association of Nikkei and Japanese Abroad) said the population of Japanese living outside of Japan is at 3.5 million. The Japanese are spread across countries and cities in Asia, America, and Europe. Here are some of the places in the world where you can find Japanese the most.
Japanese Abroad: Brazil
There are 1.5 million Japanese in this South American country as of 2014, according to the Brazilian Institute of Geography and Statistics. This data from four years ago makes Brazil the home to the largest population of Japanese outside of Japan, and this fact still holds true until today.
The immigration of Japanese in Brazil and the cultural and economic exchange between Japan and Brazil date back to 1908. Many Japanese people searched for a better life abroad after the end of feudal Japan, however, they were not welcomed in some parts of the world, like Australia because of the White Australia Policy.
However, Brazil was an open country for Japanese mainly for the labor force. The first Japanese immigrants in the country worked in coffee plantations, and many of them eventually became owners themselves.
Japanese Abroad: The United States
According to the 2015 Social and Demographic trend by the Pew Research Center, the population of Japanese nationals in the United States was at 1,411,000.
The immigration of Japanese to the US started from the 1868 Meiji Restoration in Japan. Most of the Japanese nationals who were farmers and domestic workers settled in Hawaii, Alaska and San Francisco. However, the entry of Japanese workers was prohibited in the United States following the Exclusion Cause of the 1924 Immigration Act.
Japanese Abroad: Canada
There were 121,485 of Japanese throughout Canada as of 2016, according to Statistics Canada. Canadians of Japanese origins also make up the ninth-largest non-European ethnic group, and the majority of them live in Vancouver and Toronto, the Statistics Canada added.
Japanese Abroad: The Philippines
There are more than 200,000 Japanese nationals living in the Philippines nowadays but this isn’t recent history. The cultural and economic exchange between Japan and the Philippines date back to the 12th century, even before the Spanish colonial rule of the archipelago. Many Japanese merchants and traders who came to the Philippines for trading eventually settled in the country for intermarriages. Subsequently, the Philippines also became under Japanese rule during World War II. Nowadays, many Japanese are in the country to study English, to establish tourism and education businesses, and for inter-racial marriages, as well.
Japanese Abroad: South Korea
There are 53,670 Japanese living in South Korea as of 2017, according to the Ministry of Justice Immigration and Foreign Policy Headquarters. It added that most of these Japanese have retained their nationality and there are those who have changed their nationality into Korean.
Japanese Abroad: The United Kingdom
According to the 2001 UK Census, 37,535 Japanese-born people were residing in the United Kingdom. This settlement also started in the late 19th century following the arrival of the Japanese nationals for business, domestic work, and university studies. Most of the first Japanese students who arrived in the UK studied at Oxford University and Cambridge University.
Japanese Abroad: Peru
There are about 3,949 Japanese nationals living in Peru, and 160,000 are of Japanese descent as of 2016, according to the Ministry of Foreign Affairs in Japan.
The Japanese settlement in Peru that started in the 1800s was driven by many factors like farming, working in coastal plantation, and eventually setting up small businesses. Peru was also the first Latin American country to welcome Japanese immigration.
Having this information, the cities in the world nowadays where you can find most Japanese and people of Japanese descent are Sau Paolo, Brazil; Honolulu, Hawaii; Vancouver, Canada; and Cebu City, Philippines, among others. These cities have a long and established history and cultural exchange involvement between the Japanese and the locals. Most of the Japanese nationals living in these cities have also already married to a local, raised a family, and established long-term businesses.
Why do Japanese People Live Abroad?
The Japanese have a term for Japanese people who emigrated from Japan and for their descendants – the nikkeijin. It is also classified into four types – the Issei or first-generation nikkeijin, Nisei or the second-generation nikkeijin, Sansei or the third-generation nikkeijin, and Yonsei or the fourth-generation nikkeijin. Interesting, isn’t it?
According to Yosaburo Yoshida in his journal on the Sources and Causes of Japanese Emigration, aside from traveling, the following are the main reasons why many Japanese are living overseas are:
Official Duties. Many Japanese are living abroad for official duties as government officers or business executives. Many of them choose to return home, but many also prefer to become a permanent resident in the country of assignment.
Study Abroad. Back in the day, when students abroad return to Japan, they are given positions in government service. The accomplished Japanese nationals who finished a degree overseas serve as diplomats, writers, and educators. Nowadays, some Japanese students are living abroad for the same reasons but many prefer to stay in a foreign country after completion of studies for various reasons. Some Japanese scholars are finding more opportunities to conduct further research in foreign countries than in Japan.
Commercial Business. Now that globalization is gearing towards its peak, many foreign nationals, including Japanese business people, are seeing the potential of building commercial businesses abroad. In the Philippines alone, many start-up companies and big companies are owned and managed by Japanese nationals.
Agriculture, fishing, artisan, and labor. Back in the day, the reasons why many Japanese nationals started living overseas was for agriculture and fishing opportunities. Even if labor was cheap back then, the income they earned while working abroad was much higher than the income they were earning in their home country.
How Can You Meet Japanese People Overseas?
Most Japanese living abroad create a community, allowing them to reach out to other Japanese nationals for advice, business partnership, and for cultural exchange activities and events, among others.
Language Exchange Group. Many Japanese nationals have language exchange groups in your area. Most of them are now living abroad to study English and they are most likely to attend events where they can meet different foreign nationals for language exchange exercises.
Japanese Festivals. Many Japanese in other countries organize festivals that coincide with the original festival in their home country. One example is the Bon Odori festival in Cebu, Philippines. Many Japanese are gathered in the event to honor their ancestors. In this kind of festivals, there is also a food fair showcasing the different Japanese cuisine.
English Academy. Many Japanese are also enrolled in schools that are offering English programs. Some schools are even providing housing facilities for students, making it more convenient for the students to learn with others who live in the same place.
What are Some Countries that are Easy to Live-in for Japanese People?
The Philippines. In South East Asia, the Philippines is one of the best and most appealing places for foreigners who want to live overseas. The country’s tropical climate, scenic destinations, laid-back lifestyle, and diverse cultures are among the reasons why many Japanese would choose to live in one of the country’s more than 7,000 islands.
There are different kinds of Visa the Japanese may apply when planning to move or live overseas. The guidelines can be found here.
Thailand. The Kingdom of Thailand is another top Asian destination for foreign nationals who want to relocate and live abroad. Its urban cities, coastal beaches, national parks, rich culture and heritage, as well as, authentic cuisine are more than enough reasons for Japanese nationals to consider Thailand a new home.
Aside from Bangkok, the Japanese can also choose other cities to live that are away from the metropolis. Chiang Mai, a historic city in the north, is also an ideal place for foreigners, while Phuket or in Hua Hin are the top picks for those who prefer the beaches and the island vibe.
Appropriate immigration Visa from the Thai embassy or Consulate office is also necessary but it’s definitely easy to secure for the Japanese. Here is the general information to know.
Malaysia. Another beautiful country for Japanese immigrants to live is in Malaysia. The cost of living is relatively low and the economic opportunities are good. Those who are interested to live in the country permanently can check out Malaysia My Second Home programme, which allows foreign nationals to live in the country for a minimum of 10 years. The details of the programme can be found here.
Guatemala. In Central America, Guatemala is definitely one of the best choices of countries to settle. There is definitely more to it than its natural beauty and connection to the Mayan civilization. The seasons in this country are dry and wet, which is ideal for Japanese who want to move on from its four seasons, especially the winter season. Guatemala’s efficient transportation, healthcare programs, and the education system, among others, are some of the reasons why it is an ideal place for foreign nationals who want to live overseas. Check this page for details about getting a Visa for Guatemala.
Paraguay. Another American country for Japanese nationals is Paraguay. The cost of living in Paraguay is low but it has a lot of work opportunities for expats. It is considered the Heart of America because it is located in the center of the continent.
Portugal. When eyeing a non-Asian and non-American country to settle, Portugal in western Europe is another good option for Japanese nationals. Its sunny climate makes Portugal an option for those who also love the feel of the tropics in the West. Winters can be rainy though but a lot less cold than that of Japan’s winter.
Some people speak the English language in Portugal but basic Portuguese must be learned to easily communicate with the locals and to make living there easier. The country also boasts its high-quality health institutions and transportation. Some details can be checked on this website to address the relocation needs.
The Czech Republic. In Central Europe, the Czech Republic is one of the most developed countries that is ideal for Japanese nationals who want to live abroad. Many people go to visit its cultural capital, Prague, but the country definitely has more to offer, especially to those who are thinking of relocating there. The Visa guidelines can be checked here.
The Netherlands. Most of its cities are among the most liveable in the world and this alone makes The Netherlands an ideal country for Japanese who want to live abroad. Amsterdam, Rotterdam, The Hague are just among the places with high quality of life for expats. The Visa requirements for Japanese can be checked here.
When planning to live overseas, make sure that enough information has been gathered about the country’s security, type of government, cost of immigration, policies, and laws of immigration, climate, environmental situation, and medical systems in place, cost of living, education system, and the employment or business venture opportunities.
The Japanese nationals are living in different countries and cities across the globe for different reasons, and many of them are planning to live there for good. Is your country an ideal place for the Japanese to live, too?


Gary Prevost; Richard Bohr
The study of women and politics in Japan provided many insights into women's activism as well as the changes women have brought in Japanese politics. Facing considerable odds when seeking positions within contemporary politics, women candidates often faced a variety of disadvantages as well. A man was assumed to inherit politics, but a woman was not. However, if a woman could conquer or ignore such societal pressures, she could then enter the world of politics. Women's positions will change as individual pioneers (such as the four I examined i.e. Tsuda Ume, Ichikawa Fusae, Yosano Akiko, Tanaka Makiko) work their way into higher positions and use their power to help other women.
If women's positions in Japan are going to change, women must spark the change and must raise future generations differently. Legislation cannot improve women's positions if they are not prepared to take advantage of the new opportunities. Japanese pioneers are not willing to let time stand still they want to see the pace of change quickened. It is this story of these women, these truly extraordinary women, that has helped to shape and to change Japanese society and politics. Today's women will hopefully now pick up the torch and carry it to fuller realizations, to higher heights, and to finally achieve equal status with men.
Available by permission of the author. Reproduction or retransmission of this material in any form is prohibited without expressed written permission of the author.
Langer, Sarah Ann, "Women and Politics in Japan: Flowers of the Home to Flowers of Politics" (1996). Honors Theses, 1963-2015. 568.


This is our first full week after Christmas. You have had such a positive start to term, let's keep it up!
Literacy- This week we will focusing on our handwriting and letter formation.
Monday- Handwriting and writing the what happens next in the story.
Tuesday we will be orally retelling our story ‘Traction Man’ and then sequencing pictures to retell the events.
Wednesday we will be identifying different sentence types from the book and writing captions for pictures from the book.
Thursday we will be creating a new adventure for an action man character using a puppet first to orally plan it.
Friday we will be completing a set of comprehension questions about the book.
Maths- Year 2 - We will be making equal groups, adding equal groups, multiplication symbol, multiplication sentences from pictures and using arrays to solve multiplication. At home practise your times tables, maybe use times table rockstars.
In maths Year 1, are finding and making number bonds, adding by making 10 and beginning to look at subtraction - not crossing 10.
Phonics - Year 2 spelling pattern will be adding the suffix er, est and ier. Our phonics will be revising a, y, ch, ou
Year 1 will be learning the wh, ph, ew and oe sounds. The tricky words we will be focusing on will be said, so, have and like.
Science - Year 1 will be looking at the season on Winter and comparing it to Autumn.
Year 2 will be looking at materials and looking at the world around them thinking about the materials and what they are used for.
Topic- We will be sketching old toys, looking at toys in the early 20th century and how the toys have changed, looking at a timeline to place events in history and also researching making a Jack in the box and learning how to make springs.
Computing - Year 1 will be looking at logging in and passwords particularly with regard to online safety.
Year 2 will be starting a unit on coding.


Statistical occurrence and distribution of high amplitude whistler-mode waves in the outer radiation belt
We present the first statistical analysis with continuous data coverage and non-averaged amplitudes of the prevalence and distribution of high-amplitude (> 5 mV/m) whistler-mode waves in the outer radiation belt using 5 years of Van Allen Probes data. These waves are most common above L=3.5 and between MLT of 0-7 where they are present 1-4\% of the time. During high geomagnetic activity, high-amplitude whistler-mode wave occurrence rises above 30\% in some regions. During these active times the plasmasphere erodes to lower L and high-amplitude waves are observed at all L outside of it, with the highest occurrence at low L (3.5-4) in the pre-dawn sector. These results have important implications for modeling radiation belt particle interactions with chorus, as large-amplitude waves interact non-linearly with electrons. Results also may provide clues regarding the mechanisms which result in growth to large amplitudes.
|Year of Publication||
Geophysical Research Letters


An ice-marginal pond in Glacier National Park
Quarry exposure in a kame
Parallel-bedded sands and a lens of coarse gravel, representing a former meltwater stream channel
Sand clasts in kame sediments, transported as frozen blocks
A moulin on a modern glacier
Definition: a hill or hummock composed of stratified sand and gravel laid down by glacial meltwater
Kames are amongst the most varied landforms resulting from deposition by glacial meltwater. A kame (Scots kaim a hill) may occur as an isolated hill but more generally each kame is one mound in a low-lying terrain of many hummocks, terraces, ridges and hollows. Kames often occur in association with kettle holes in kame and kettle topography. Eskers may also occur between the kames. Meltwater channels may be cut into and between the kames. These associations indicate that kames are formed close to ice margins in situations where there are large volumes of both meltwater and debris.
The sediments inside kames are often exposed by quarrying. Bedded and sorted sand and gravel predominates but often sharp lateral variations are apparent in the calibre of the material, indicating rapid changes in flow velocity. Small details may reveal much about the events during deposition. The sloping beds of delta foresets indicate sand deposition in a pond or lake. Sands clasts, rounded blocks of now-loose sand, show that beds of saturated sands were frozen prior to transport. Beds of sand and gravel may be displaced by faults or rucked by folds, signs that the sides of the kame may have slumped after deposition or that ice has pushed forward again. Some kames are capped by till, indicating a late readvance of ice or deposition in a pond beneath the ice. Ice wedge casts on the surface of the kame point to the development of permafrost during and after ice retreat
Kames form in the chaotic zone of melting ice,
water and oozing sediment close to the ice margin. Virtually any hollow within
the decaying front may fill with water and receive sediment - crevasses, moulins
and larger cavities. As the ice melts, the kame begins to emerge as a hump but
its side are saturated and no longer supported by ice and so slumping is
possible. Buried blocks of ice melt slowly to leave water-filled kettle holes.


- Short Report
- Open Access
Rideshare use among parents and their children
Injury Epidemiology volume 8, Article number: 9 (2021)
Motor vehicle crashes are the leading cause of death for young children. Millions of ridesharing trips are taken each day, and use of these services is predicted to increase. Therefore, it is important to examine the safety of children in these vehicles. We conducted a survey of a nationally representative sample of U.S. adults aged 18 years or older (N = 2017). Of the total sample, 450 respondents reported being a parent or legal guardian of children below the age of 10. Of these, 307 or 68% had ever used ridesharing. Among those who had used ridesharing, a total of 253 or 82% reported using ridesharing with their children below the age of 10 years. Among this group, rideshare use was significantly higher among individuals with college education, and in higher income households. Given that the majority of U.S. states have legislation exempting rideshare vehicles from child restraint system law coverage, our finding of high rates of rideshare use among parents suggests that a large number of children could be at risk of injury due to a lack of appropriate restraint use.
Prior to the COVID-19 pandemic, ridesharing companies such as Lyft and Uber provided over 4 million trips per day in urban and suburban areas (Uber Technologies Inc, 2019). In 2019, Uber released a safety report indicating that the fatal crash risk of their trips is comparable to those among adults using personal vehicles who are likely to be traveling with young children (Uber Technologies Inc, 2019; Tefft, 2017). While considerable advances have been made in child restraint use in personal vehicles (Li & Pickrell, 2018), motor vehicle crashes remain the leading cause of death for young children (Centers for Disease Control and Prevention, 2020) and the lack of restraint use has been identified as a key risk factor in fatal crashes involving children (Wolf et al., 2017). As rideshare use is predicted to increase in coming years, it is important to determine the prevalence ridesharing use among families with children.
We conducted an online survey of a nationally representative sample of U.S. adults aged 18 years or older between December 12th and 16th, 2019. We used the general population sample (N = 2017) to identify our sample of interest, i.e. parents/legal guardians of children below age 10 (N = 450). Parents/legal guardians were asked if they have ever used rideshare (e.g., Uber, Lyft, etc.) and if yes, if their children below the age of 10 have ever been in a ride share with them. Respondents were not asked about the use of child restraints in ridesharing.
Participants were recruited from The Harris Poll opt-in panel. This is not a probability-based sample, which means an estimate of sampling error cannot be calculated. Demographic and propensity score statistical weighting were applied to adjust for respondents’ propensity to be online and to ensure the results are representative of the general population. The Johns Hopkins Bloomberg School of Public Health institutional review board deemed this study not human participants research.
From the sampling frame of 2017 U.S. adults, a total of 450 respondents reported being a parent or legal guardian of children below the age of 10. Of these, 307 or 68% had ever used ridesharing. Among those who had used ridesharing, a total of 253 or 82% reported using ridesharing with their children below the age of 10 y. Rideshare use with children was significantly higher among individuals with some college education compared to those with high school education or less (57% compared to 47%), and in households with an income of $50,000 or higher compared to those below $50,000 (60% compared to 43%). Adults between 18 and 34 years and those 35–44 years reported the highest percentage of ridesharing use (71 and 65% respectively), and these groups were also the most likely to report having children ages 9 or under (38 and 47% respectively).
At the time of this survey, 34 U.S. states have legislation exempting rideshare vehicles from child restraint system (CRS) law coverage (Owens, 2019). Our finding of high rates of rideshare use among parents suggests that a large number of children could be at risk of injury due to a lack of appropriate restraint use. Consistent with prior studies, rideshare use was higher among more educated and affluent segments of the population (Jiang, 2019). While we did not assess the actual use of CRS in rideshare vehicles, previous research indicates that nearly 60% of parents/caregivers reported transporting children under 5 years of age differently in rideshare than in a personal vehicle, with 37% reporting holding children on their lap and 25% letting a child ride without an appropriate child seat (Owens, 2019). CRS use rates in taxi’s also provide an indication of CRS use rates in for-hire vehicles. Using crash data from New York City, Prince and colleagues found that CRS use was less than 6% in taxis involved in a crash in which a child was injured (Prince et al., 2019).
While challenges remain, CRS use in personal vehicles has largely been a public health success. Observational surveys indicate that in 2017, passenger vehicle CRS use was 97.9% among children < 1 year of age, 95.3% among children 1–4 years of age, 89.4% among children 4–7 years, and 84.4%.among children 8–12 years (Li & Pickrell, 2018). We expect use rates to be lower in ridesharing trips because of the widespread practice of exempting these vehicles in state laws, and because of the difficulties parents can face in using CRS in ride-sharing vehicles. Notably, ordering a rideshare that includes a company-provided CRS can substantially increase the cost of a trip. This may become an additional barrier to their adoption and use.
Pediatricians and injury prevention practitioners can reinforce the need for appropriate CRS use when using any vehicle, including those for hire, such as rideshare and taxis. Companies could demonstrate their commitment to safety by requiring CRS use regardless of the state law and providing a CRS when needed. As personal vehicle ownership declines and trips are increasingly likely to take place in ridesharing vehicles and taxis (Polzin et al., 2014), engineering solutions will be needed to provide CRS options that are easily carried and stored, or even built into vehicles. Such added convenience could encourage parents, caregivers and drivers to ensure child passenger safety in rideshare vehicles. In the longer term, a coordinated strategy is needed to address gaps in state legislation regarding CRS use in ridesharing vehicles.
This study is based on responses from the Harris Online panel, which is a non-probability sample. This means the results may be vulnerable to sampling biases such as self-selection. To adjust the sample to be nationally representative, a propensity weight was applied to each individual respondent’s data. However, it is possible that some bias remained in the sample, even after the weights were applied (Copas et al., 2020). This may be one reason why the prevalence of ridesharing in our study was marginally higher than what was reported in other surveys (Jiang, 2019).
CRS use reduces risk of serious injury or death for children in a crash (Arbogast et al., 2004). There is an urgent need for action to ensure that use of rideshare does not increase child injury risk. The first step is to determine accurate estimates of CRS use in rideshare vehicles, which is currently unknown, and identify barriers and facilitators of CRS use in such vehicles. Progress in personal mobility in the U.S. should not be accompanied by setbacks in child safety.
Child restraint systems
Arbogast KB, Durbin DR, Cornejo RA, Kallan MJ, Winston FK. An evaluation of the effectiveness of forward facing child restraint systems. Accid Anal Prev. 2004;36(4):585–9.
Centers for Disease Control and Prevention. WISQARS Leading Cause of Death Reports, 1999–2017. 2020.
Copas A, Burkill S, Conrad F, Couper MP, Erens B. An evaluation of whether propensity score adjustment can remove the self-selection bias inherent to web panel surveys addressing sensitive health behaviours. BMC Med Res Methodol. 2020;20(1):251.
Jiang J. More Americans are using ride-hailing apps [Internet], 2019. Pew Research Center. [viewed 2021 Jan 4]. Available from: https://www.pewresearch.org/fact-tank/2019/01/04/more-americans-are-using-ride-hailing-apps/
Li HR, Pickrell T, 2018 The 2017 National Survey of the Use of Booster Seats (Report No. DOT HS 812 617). Washington, DC: Nationals Highway Traffic Safety Administration. Washington: National Highway Traffic Safety Administration; Report No.: DOT HS 812 617.
Owens J. Factors surrounding child seat usage in rideshare services [internet]. 2019 Available from: https://www.vtti.vt.edu/utc/safe-d/wp-content/uploads/2019/10/01-005_FinalResearchReport_Final.pdf
Polzin SE, Chu X, Godfrey J. The impact of millennials’ travel behavior on future personal vehicle travel. Energy Strat Rev. 2014;5:59–65.
Prince P, Hines LM, Bauer MJ, Liu C, Luo J, Garnett M, et al. Pediatric restraint use and injury in New York City taxis compared with other passenger vehicles. Transp Res Rec. 2019:0361198119843091.
Tefft B. Rates of Motor Vehicle Crashes, Injuries and Deaths in Relation to Driver Age, United States, 2014-2015. AAA Foundation for Traffic Safety 2017;
Uber Technologies Inc. Uber Safety Report 2017–2018 [Internet]. Uber. [cited 2019 Dec 31]. Available from: https://www.uber.com/us/en/about/reports/us-safety-report/
Wolf LL, Chowdhury R, Tweed J, Vinson L, Losina E, Haider AH, et al. Factors Associated with Pediatric Mortality from Motor Vehicle Crashes in the United States: A State-Based Analysis. J Pediatr. 2017; 187: 295–302.e3.
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Cite this article
Ehsani, J.P., Michael, J.P. & Gielen, A. Rideshare use among parents and their children. Inj. Epidemiol. 8, 9 (2021). https://0-doi-org.brum.beds.ac.uk/10.1186/s40621-021-00302-4


MA Reading Education
Language, Literacy and Sociocultural Education
College of Education
Language and Literacy Education
The purpose of this qualitative case study was to explore how first-grade students recognize sight words in self-selected texts during independent reading. The context of the study was a suburban school district in South Jersey involving four first-grade students below grade level in at least one reading area. The four first-grade students, two boys and two girls, selected texts during independent reading. The participants engaged in pre-assessment and post-assessment surveys and initial participant interviews and exit participant interviews. The purpose was to analyze how first graders approach sight words in texts using metacognitive strategies. The students were audio recorded reading self-selected texts during the independent reading session. All participants grew in the recognition of regular and irregular sight words from the Dolch list, Fry list, and Pearson Reading Street list. The results revealed that first-graders identify sight words in self-selected texts using a combination of metacognitive strategies. The metacognitive strategies included self-monitoring, self-correcting, and using a reading strategy bookmark. Therefore, first-graders can become metacognitive readers to recognize sight words in self-selected texts.
Mangaro, Michelle L., "First graders identify sight words in self-selected texts during independent reading" (2019). Theses and Dissertations. 2656.


With repeated use and overuse of harsh chemicals foraugmenting yield, soil depletion and contaminated environmentis one of the side effects that concerns growers across the world. Therefore, many growers who desire naturally grown plants opt for organic farming techniques and prefer using organic formulations instead of strong chemical fertilizers. Organic tea is one the popular organic growing fertilizer used by growers. It has been used as a natural growing fertilizer sincecenturies. You can use organic tea in soil as well as hydroponics gardening. It consists of many beneficial microorganisms along with other essential organic nutrients. And, these beneficial microorganisms help prevent your plants from dangerous pathogens, fungi and bacteria. In addition to this, microorganisms also help maintain good health of the plants and increase their immunity to increase their overall growth.
Due to lack of quality organic supplements in the market, lot of hydroponic growers resort to buying homemade organic teas. The process is quite simple and can be easily brewed at home. Organic tea is essentially compost filled in large tea bags which are then dipped in water at room temperature for around 3 days. Ensure that you take quality compost and the water should not contain high levels of salts, heavy metals, nitrates, pesticides, chlorine or pathogens. Keep aerating the solution from time to time. It’s brewed in cold water instead of hot water as this will help to keep beneficial bacteria and fungi alive. Organic tea is 100% natural because it’s made of naturally decomposed materials. The brewed organic tea can be either used with the nutrient solution or can be directly sprayed on the leaves as a foliar spray, or even both. Use of good-quality organic tea can make your fruits tastier and colorful.
However on the downside there are a few concerns with these homemade brews. Some of the major concerns are:
- Shorter shelf life and therefore get spoilt easily
- Ingredients used might not be 100% pure
With scientific advancement, now superior quality organic tea is available in the market. Advanced Nutrients developed a holistic organic formula called ‘OG Organics™ BigMike’s OG Tea™‘ which suffices the need for a good organic nutrient. One of the best inventions from Advanced Nutrients, this organic formula provides natural goodness and benefits of nature to the growth cycle of your crops. Resulted from intense research and hard work by the Advanced Nutrients’ team of scientists and researchers, OG Organics™ BigMike’s OG Tea™ is one of the finest organic nutrients with innumerable benefits:
- It’s 100% organic with no artificial ingredients,
- It helps maximize growth rates and yields,
- Guarantees full potential of your plants with wonderful yields,
- It’s pre-brewed so you can use them in any hydroponics system or root media
Organic tea encourages symbiotic microorganisms to multiply and perform their work with great speed. If you want to enhance your plants’ growth cycle and if you wish for vigorous growth then organic tea is a smart choice for you! You can now unlock the complete potential of your plants with organic tea. This natural fertilizer mixes well with water and nutrient solution to give ideal pH levelfor your soil or nutrient solution. Enriched with microbes, bio-active compounds and enzymes organic tea a pure organic fertilizer is surely beneficial for your plants!


Results from a newly published epidemiological study by the Interphone Study Group from Germany indicate that overall mobile phone and cordless phone use do not increase brain tumor risk, in particular gliomas and meningiomas. However, an increased risk of glioma in long-term users (≥ 10 years) was observed. This population-based case-control study included 366 incident glioma cases, 381 meningioma cases, aged 30 to 69 and diagnosed between 2000-2003, and 1494 randomly selected controls matched on gender, age, and defined study regions. Regular mobile phone use did not increase the risk of glioma (OR 0.98, 95% CI 0.74-1.29) or meningioma (OR 0.84, 95% CI 0.62-1.13). However, long-term mobile phone users exhibited a two-fold increase (95% CI 0.94-5.11) for glioma, while no increase was observed for meningioma. Furthermore, there were no observed differences in either glioma or meningioma incidences in the temporal lobe of the brain (the site of highest RF exposure). Since most of the studies conducted so far, including this study, have included a statistically insignificant number of long-term mobile phone users (only 12 cases of glioma in this study), further studies must be conducted to clarify whether long-term mobile phone use increases the risk of brain tumors.


Queensland Places - Coen
By JOL Admin | 28 August 2014
The name of the town of Coen is said to have been derived from the Cape York Peninsula river of the same name. The river was originally named by the Dutch navigator Jan Carstensz, during his 1623 voyage through the region, in honour of the then Governor of the Dutch East Indies.
In the period following the Palmer River gold rush, from around 1873, further explorations to the north by a number of parties, eventually led to the discovery of alluvial gold on the Coen River. An access track was surveyed and cut through from Battle Camp in 1878 and by July of that year there were more than five hundred miners on the field. Coen’s population was to fluctuate during this early period with its isolation an on-going challenge to the town’s growth and development. Later, in the 1880s the area was made available for pastoral leases which, together with the harvesting of sandalwood, provided a welcome boost to the town’s economy. Mining however was still the main industry in the region and, as a consequence, the Coen Goldfield was officially proclaimed in 1892. Evidencing its growth and prosperity during this early period, the town had soon attracted a school, a school of arts, three hotels, a post and telegraph office as well as a range of shops and businesses.
As gold mining declined from around the 1930s, Coen still remained an important administrative and social centre for the surrounding Cape York communities. Also, during the Second World War, Coen was an important part of the forward defence network. Isolation was however still a challenge, in particular in regard to communication, with one of the last pack horse runs in Queensland operating out of Coen as late as the 1950s. As well, until the 1960s, when the Weipa-Bamaga area was developed, Coen was the most northerly town on Cape York Peninsula.
This photograph, dating from around 1905, shows the Great Northern Mine at Coen.
Today, Coen remains an important regional service centre for the various communities in the area, local pastoralists as well as supporting the area’s tourist industry.
Brian Randall - Queensland Places Coordinator, State Library of Queensland
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School Attendance and Truancy
School Attendance – Every Day Counts!
Every Day Counts in a child's education. Every day a student misses school, he/she gets more than two days behind because he/she must make up missed learning and catch up with new learning at the same time. Every day a student is in school he/she increases his/her learning opportunities. Every day a student goes to school, he/she learns a little more about responsibility. Every day counts toward funding for school supplies, too. A new law has changed the way schools receive state funding. Schools can no longer receive money for excused absences. Schools now receive funding only for students who are actually in class. Everyday a student misses school, even for excused absences, the school loses about $35.09 in income, the equivalent of about three library books.
As you are aware, compulsory daily school attendance is a requirement for all students ages 6-18. Our Superintendent, Parvin Ahmadi, along with all District staff, is committed to continuing academic improvement in all of our schools. Daily school attendance fosters improvement in student achievement and the District needs your support in making sure children come to school on a regular basis. Additionally, when a student misses school, excused or unexcused, the District loses approximately $35.09 per day for each absence. Although our attendance rate for the district was 96% in 2006-07, the 4% of the students who did not attend school totaled $2,203,596 in lost revenue.
The California Education Code 48205 defines school absences as either excused or non-excused. Excused absences are generally unavoidable and include the following:
- Funeral services for immediate family
- Quarantine Medical/dental/eye appointments
The parent/guardian of the student must send a note and/or phone the school to clear any of these excusable absences. Please see the student handbook for the policy regarding making up school work and assignments missed because of an excused absence. Failure to clear excused absences will result in a recorded truancy on the student's permanent record.
Non-excused absences are usually avoidable and include some of the following examples:
- Parent requiring student to perform childcare
- Student's birthday
- Family changing residence within school district
- Visiting relatives
- Car trouble
Vacations should be scheduled to coincide with the District's instructional calendar. Typically make-up work is not accepted for unexcused absences. However, short-term Independent Study may be arranged for students that will be absent from regular instruction for a minimum of three (3) consecutive instructional days (Board Policy 6158). A request for Independent Study should be submitted ten school days prior to the absence, and the Principal has the right to deny a short-term Independent Study agreement. If approved, the work must be completed and turned in on the assigned due date or when the student returns to school, whichever is first.
The district will send a formal letter to the parents/guardians of students who accumulate three days of unexcused absences, numerous unexcused class periods, or numerous tardies. This letter will inform the family of a potential declaration of truancy on the child's record according to Education Code 48260. Students with excessive absences may be required to submit a doctor's note.
One of the Castro Valley Unified School District's goals is to improve student attendance. We appreciate your assistance in this goal since Every Day Counts towards your child's continued academic success.


What is GDPR?
GDPR (General Data Protection Regulation) is data protection and privacy law that enforces organizations to protect personal data of EU (European Citizens), giving more control to individuals over their personal data.
It not only includes EU and EEA (European Economic Area) but it also applies to any globally-present companies that are associated with storing or processing personal data of EU residents.
The GDPR, consisting of 7 principles, 173+ regulations, and 99 articles, mandates new approaches to data security by provisioning legislative solutions to data breaches and ensure confidentiality and privacy of personal data.
How ISO:27001 And GDPR Related With Each Other?
Similar to GDPR in essence, ISO:27001 is an international information security standard that helps companies adopt best practices for implementing and maintaining an Information Security Management System (ISMS). It aims to control data security, integrity, and availability by helping companies to follow legal ISO Compliance.
While GDPR and ISO standards both have a fundamental thing in common, i.e. data security controls, both indicate several similar rules for data security. There are several differences exist between GDPR and ISO, but both are aiming to reduce cyber threats and mitigate external or internal security violations.
The similarity between both these standards includes:
- Data Integrity, Availability, Confidentiality
- Risk Assessment
- Notification Of Data Breaches
- Data Protection Measures
- Documenting Security Processes
How SPEC INDIA is GDPR-Compliant?
With globally-present clientele, and especially in the European region, we have taken several considerations into account to safeguard data at every level.
GDPR Practices We Follow To Ensure GDPR-Readiness
- Deletion/Modification Of Data
According to GDPR standards, EU citizens have rights to ask for data erasure and modification of data
- Data Protection Officer
We have appointed DPO ( Data Protection Officer) who oversees data protection strategy and ensures compliance with GDPR
- Encrypted Data
Our system stores encrypted data and manage end-to-end security controls while processing
- Secure Communication Channels
We use secure communication channels to ensure complete security and privacy of communication
- Consent of Users
- Notification of Breaches
We ensure, when a data breach occurs, we report that within 72 hours.
SPEC INDIA’s Security-First Approach For ISO And GDPR Compliance
- We have already initiated a drive to achieve ISO 27001 standard in 2nd quarter of 2019. We expect to get the certificate in the 4th quarter of 2019, ensuring complete security under control.
- Our QMS team maintains a healthy security structure enabling compliance with international data regulations
- To comply with GDPR regulations at every level, we have conducted internal sessions on GDPR.
- We constantly look forward to adopting the best security practices that are in line with GDPR compliance. Our teams are well aware of the importance of data security in the data-driven age, adopting best practice to strengthen data security controls and mitigate risks.


Monday, November 21, 2011
Picasso Mask Study
There are 2 parts to it. Constructing the mask and then after careful observation creating a painting influenced by the design elements of that mask. With a class you can have students reference their own mask or that of their classmates.
Cubism and the work of Picasso and Braque with your students. This particular art project looks at the early stages of Cubism, (almost more expressionism).
With Cubism, we are experimenting with form, stylistic distortion of form, and we are looking at the viewer's perception of that form.
During this early work you can see how Picasso was influenced by his interest in Iberian Sculpture and African art. (see Demoioselles d' Avignon, 1907)
- paper towels
- white glue
- water and recycled container
- wax paper
- paint, acrylic or tempera
- wc paper or heavy sketch paper
- resource material (African mask images, Iberian sculpture)
You can tape it to an old yogurt container if you want to assist in the drying process as well as making it easier to maneuver while constructing.
Cut up your paper towel into strips. Mix up your white glue with some water (1 to 1 ratio) in an old recycled container. Place some wax paper on your work space. Start constructing your mask. Put some strips into your glue mixture and apply to your balloon. Cross the strips over one another. You only need about 2 coats here. We only need 1/2 the balloon covered to make a mask. Every once and a while add a dry strip to soak up extra moisture as well you can soak up all that excess glue mixture on the wax paper. You want your mask to be moist not sopping.
Leave upright to dry. Here I placed the cup I had taped to my balloon into another old yogurt container. You might have to put some weight into the container to keep that balloon upright.
- African masks
- Iberian sculpture
Using your own mask and/or ones by your classmates pick out specific design elements (lines, shapes, colors) and add these to your composition. Draw it out in pencil first. You're not looking to replicate the mask here only pull out elements that interest you and place them in a new arrangement.
Give it a try, it's very interesting to see what features or elements the kids focus on.


All About the Breed Entlebucher Mountain Dog
Have you recently fallen for the Entlebucher Mountain Dog or do you simply love rare breeds? Learn all about the breed here, including: Breed History, Personality Traits, Train-ability, Benefits and Disadvantages of the Breed, and Common Health Concerns.
Also known as the Entlebucher Sennenhund, Entelbuch Mountain Dog, and the Entelbucher Cattle Dog, the Entlebucher Mountain Dog is a loyal and affectionate breed. But how do you know whether you are ready to purchase a pet and if this breed is right for you? This information is absolutely necessary in making the decision to purchase a pet.
The origin of the Entlebucher Mountain Dog can be traced back to 1889 Switzerland. Enthusiasts believe this breed to be a descendent of the ancient Molossus dogs, though this has never been proven scientifically or otherwise.
Throughout its history, the Entlebucher Mountain Dog has been most commonly used for herding and guarding cattle, proving its superior abilities through years of hard work.
In the early 1900's, several popular breeds were being imported into Switzerland, including the German Shepherd. Due to cross-breeding, the Entlebucher Mountain Dog was nearly lost. Credited for saving the breed is Professor Albert Heim, and breeder and enthusiast.
The American Kennel Club accepted the Entlebucher Mountain Dog into its Foundation Stock Service program in 2000.
Today, the Entlebucher has earned an underground popularity for making an incredible companion dog, yet still remains rare outside of its native Switzerland.
Best known for its affectionate and friendly nature, the Entlebucher Mountain Dog thrives on strong and dependable human relationships. These energetic dogs love to run and play games such as fetch and frisbee. While sometimes overly independent and confident, this breed is highly intelligent and trainable. As a pet, the Entlebucher Mountain Dog is loyal, obedient, and loving.
Due to its need for human relationships and eagerness to please its owner, the Entlebucher Mountain Dog generally responds well to basic training and commands. This intelligent breed has the ability to learn to perform most any task its trainer is willing to take the time to teach.
Establishing immediate dominance and trust is key to successfully training the Entlebucher Mountain Dog. These dogs can be somewhat sensitive to criticism and respond best to positive reinforcement and reward-based training.
Benefits and Disadvantages of the Breed
There are many benefits to owning an Entlebucher Mountain Dog, such as their no hassle, low maintenance coat. This intelligent breed can learn to perform most any impressive trick or task. These dogs are very energetic and often quite entertaining to watch while at play. When properly socialized, the Entlebucher Mountain Dog gets along well with all people, favoring children, and other pets. This breed is loyal, loving, and obedient, making an excellent family pet and companion alike.
Unfortunately, there are also disadvantages to owning an Entlebucher Mountain Dog. These energetic and athletic dogs require large amounts of daily exercise, attention, and room to run and play. Anyone wishing to purchase this breed lacking the adequate amount of time and space to dedicate to the dog is strongly advised against doing so. An Entlebucher Mountain Dog not receiving the proper amount of daily exercise will often act out by destroying property, chewing, barking, whining, and ignoring basic training such as housebreaking.
The Entlebucher Mountain Dog has a strong instinct to herd and will occasionally indulge in a good chase. When on the run, this breed can be difficult to keep up with and may pose a threat to other animals, neighborhood pets, and small woodland creatures. The Entlebucher Mountain Dog must be leashed or properly secured at all times when outdoors.
This breed requires almost constant attention and thrives on being near its owners at all times, and therefore suffers from separation anxiety. Individuals seeking to purchase the Entlebucher Mountain Dog who travel frequently, have full time work, or are away from the home on a daily basis are advised to begin researching another breed. During an attack of separation anxiety, the Entlebucher will act out of nervous destruction and may destroy property, chew, bark, whine, and ignore housebreaking training.
As previously mentioned, the Entlebucher Mountain Dog remains rather rare outside of its native Switzerland. Individuals wishing to purchase this breed often encounter such challenges as inability to locate a breeder, extremely high prices, and being placed on long waiting lists.
Common Health Concerns
While the Entlebucher Mountain Dog is typically known as a healthy and hearty breed, they do suffer from a few health problems, including: hip dysplasia, patellar luxation - dislocation of the knee, various joint problems such as arthritis, bloat, and Hemolytic Anemia - anemia caused by the abnormal breaking down of red blood cells.
Now that you know all about the breed, do you think you are ready to own an Entlebucher Mountain Dog? Remember, purchasing a pet is a big decision and should be discussed thoroughly and seriously with your entire family.


Ark of Taste
King Philip Corn
Recognized as a native landrace by United States agriculturists prior to the Civil War, King Phillip Corn has been grown and developed by the Wampanoag Native American community for centuries. Metacom, the Wampanoag sachem, or leader, was known as King Philip among settlers in the Massachusetts Bay, and it is after him that the corn is named. A landrace is a species or breed of plant or animal that has developed over time through the use of traditional agricultural methods. The natural selection involved in landrace farming is what traditional agriculture is viewed as in many cultures, and the seeds collected from this type of farming are valued greatly. Over time King Philip Corn evolved and adapted to its surroundings, creating a corn with a unique color and taste. Traditionally the corn was used to make Indian meal fritters, corn dodgers, and Indian Pudding. This iconic variety was recognized by settlers as a great gift from the Wampanoag, and it’s cultivation and improvement soon became an obsessive concern of 19th century corn breeders. The improved strain of King Philip has survived into the 21st century, representing loyal corn breeders as well as the Wampanoag culture.
Like many landrace varieties of corn, King Philip Corn ranges in color from dark yellow to a copper-red. Throughout the 19th century breeders improved upon the corn, and one strain cultivated by D. John Brown stood out from the others. Between the years 1817 and 1860 Brown’s King Philip Corn was cultivated and admired by farmers throughout the region. Brown’s King Phillip Corn had a growing period of 85 days, and produced over 100 bushels of shelled corn per acre. Each stalk produced a minimum of two ears of corn and sometimes up to four, which was far superior to standard varieties. By 1860 the cob had lengthened from eleven to fourteen inches, doubling the yield from the landrace form of the plant. Another advantage of King Philip Corn is that it is resistant to mold, which caught the eye of agriculturists throughout America who struggled with mold taking over their crops.
King Philip Corn was originally grown in Massachusetts where the Wampanoag community was located, and production soon spread to New Hampshire, Vermont, Maine, and parts of Lower Canada. Once word spread about it’s rapid growth and mold resistance, people started to cultivate King Philip Corn in high altitude areas as well as in northern portions of the Midwest.
Currently, King Philip Corn is planted exclusively by small patch farmers in New England, and there is only one commercial seed source. In order to restore the variety, the three strains of King Philip Corn maintained by the USDA must be grown out to form the genetically diversified groundwork upon which future crops could depend.
King Philip Corn is not suitable for conventional agriculture for a variety of reasons, including the widespread use of petroleum-based fertilizers, which would send the stalks into leaf production. The two to four ears of corn per stalk were considered highly productive in the 19th century, however modern hybrids have substantially higher yields. Corn production in America continues to grow due to government subsidies on the classic big kernelled yellow corn. These subsidies, and the conventional agriculture system have been detrimental to the production of landrace corn varieties like King Philip Corn. Despite its superior taste and rich cultural history, the production of King Phillip Corn has gone nearly extinct due to conventional farming practices. Growing King Philip Corn is not only an essential act to continue as to avoid extinction of the crop, but it is vital in conserving the culture behind this historic landrace corn variety.


There is no god!
But you do raise an interesting question that needs by answered "what is the shape and nature of the universe what is light and what is dark?" String theory provides some answers to these question? Here's some simple food for thought.
If at every time, space at every point looks the same in every direction, then space has to have constant curvature . If the curvature was different at any point, then space would look different in that direction from every other point. Therefore if space is maximally symmetric, the curvature has to be the same at every point .
So that narrows us down to three options for the geometry of space: positive, negative or zero curvature. When there is no vacuum energy present, just matter or radiation, the curvature of space also tells us the time evolution of the spacetime in question:
Positive : The unique N-dimensional space with constant positive curvature is an N-dimensional sphere. The cosmological scenario where space has positive constant curvature is called a closed Universe. In this spacetime, space expands from zero volume in a Big Bang but then reaches a maximum volume and starts to contract back to zero volume in a Big Crunch.
Zero : A space with zero curvature is called (no surprise here) a flat space. A flat space is noncompact, space extends infinitely far in any direction, so this option also represents an open Universe. This spacetime has space expanding forever in time.
Negative : The unique N-dimensional space with constant negative curvature is an N-dimensional pseudosphere. To compare this funny word with something more familiar, a hyperboloid is a two-dimensional pseudosphere. With negative curvature, space has infinite volume. The negative curvature option represents an open Universe. This spacetime also has space expanding forever in time.
What determines whether a Universe is open or closed? For a closed Universe, the total energy density r in the Universe has to be greater than the value that gives a flat Universe, called the critical density r 0 . Let W = r / r 0 . So a closed Universe has W > 1 , a flat Universe has W = 1 and an open Universe has W < 1 .
The above analysis only takes into account energy from matter, and neglects any vacuum energy that might be present. Vacuum energy leads to a constant energy density that is called the cosmological constant .
Which behavior represents our observed Universe? To discuss the most recent observations, first we need to look at dark matter and the cosmological constant.
Where does dark matter come in?
The matter in the Universe that we can see mainly consists of stars and hot gas or other stuff that emits light of some wavelength that can be detected by either our eyes, telescopes or complicated instrumentation. But for the last two decades, astronomers have been seeing evidence of vast amounts of invisible matter in the Universe.
For example, there doesn't seem to be enough visible matter in the form of stars and interstellar gas to hold most galaxies together gravitationally. According to estimates of how much mass would actually be needed to keep the average galaxy from flying apart, it is now widely believed by physicists and astronomers that most of the matter in the Universe is invisible . This matter is called dark matter , and it's important for cosmology.
If there is dark matter, then what could it be made of? If it were made of quarks like ordinary matter, then in the early Universe, more helium and deuterium would have been produced than could exist in the Universe today. Particle physicists tend to think that dark matter could consist of supersymmetric particles that are very heavy but couple very weakly to the particles observed in accelerators now.
The visible matter in the Universe is much less than closure density, therefore, if there were nothing else, our Universe should be open. But is the dark matter enough to close the Universe? In other words, if W B is the density of ordinary matter and W D is the density of dark matter in the Universe today, does W B + W D = 1? Studies of galactic motion show that even including dark matter, the total only adds up to about 30% of closure density, with W B making up 5% and W D accounting for as much as 25%.
But that's not the end of the story. There's another possible source of energy in the Universe: the cosmological constant.
What about the cosmological constant?
Einstein didn't always like the conclusions of his own work. His equation of motion for spacetime predicted that a Universe filled with ordinary matter would expand. Einstein wanted a theory where the Universe stayed the same size forever. To fix the Einstein equation, he added a term now called the cosmological constant , that balanced the energy density of matter and radiation to make a Universe that neither expanded nor contracted, but stayed the same for eternity.
Once everyone accepted Hubble's evidence that the Universe was expanding, Einstein's cosmological constant theory was abandoned. However, it was resurrected by relativistic quantum theories where a cosmological constant arises naturally and dynamically from the quantum oscillations of virtual particles and antiparticles. This is called the quantum zero point energy, which is a possible source of the vacuum energy of spacetime. The challenge in quantum theory is to avoid producing too much vacuum energy, and that's one reason why physicists study supersymmetric theories.
A cosmological constant can act to speed up or slow down the expansion of the Universe, depending on whether it is positive or negative. When a cosmological constant is added to a spacetime with matter and radiation, the story gets more complicated than the simple open or closed scenarios described above.
What's the final answer?
The Big Bang began with a radiation dominated era , which accounted for the first 10,000-100,000 years of the evolution of our Universe. Right now the dominant forms of energy in our Universe are matter and vacuum energy. The latest measurements from astronomers tell us:
1. Our Universe is pretty flat : The cosmic microwave background is the relic of Big Bang thermal radiation, cooled to the temperature of 2.73° Kelvin. But it didn't cool perfectly smoothly, and after the radiation cooled, there were some lumps left over. The angular size of those lumps as observed from our present location in spacetime depends on the spatial curvature of the Universe. The currently observed lumpiness in the temperature of the cosmic microwave background is just right for a flat Universe that expands forever.
2. There is a cosmological constant : There is vacuum energy, or something that acts just like IT, to make the expansion of the Universe accelerate in time. The acceleration of the Universe can be seen in the redshifts of distant supernovae.
3. Most of the matter in the Universe is dark matter : Studies of galatic motion show that ordinary visible matter in stars, galaxies, planets, and interstellar gas only makes up a small fraction of the total energy density of the Universe.
The Universe at our current epoch has (approximately)
So right now the density of vacuum energy in our Universe is only about twice as large as the energy density from dark matter, with the contribution from visible baryonic matter almost negligible. The total adds up to a flat universe which should expand forever.


On Monday, the Duke and Duchess of Cambridge welcomed their first child, a son, at London’s St. Mary’s Hospital, Paddington. The newborn, George Alexander Louis, is now third in line to the British throne. While the much publicized mystery over the baby’s given names has been solved, his parents still have a royal conundrum on their hands: What will the new prince’s surname be? For William and Catherine, it’s not as simple as it may seem.
Britain’s monarchy dates back to the 10th century, when the great Anglo-Saxon ruler Athelstan, grandson of Alfred the Great, defeated the last of the Viking invaders to consolidate control of the island nation. The last 12 centuries have seen more than 50 men and women assume the throne, but until the early 20th century not one of those individuals had a last name. As with other monarchies, the reigning sovereigns (and their relatives) have been referred to by their family or “house” names: Richard I (the Lionheart) was also Richard Plantagenet; Henry VIII and his three children were all Tudors and were followed by a series of Stuarts; and for nearly two centuries the monarchy of Great Britain was held by a seemingly endless line of men named George from the House of Hanover.
All that changed, however, with the onset of World War I. George V, Britain’s ruler at the time, was himself the head of the House of Saxe-Coburg-Gotha, a title he and his family inherited not from his grandmother, Queen Victoria, but from his grandfather, the German-born Prince Albert. But in the midst of a war in which Germany was the chief enemy and when frequently violent anti-“Hun” sentiment was on the rise, putting a bit of distance between the British throne and their overseas relations was deemed both politically and personally prudent. George (and his advisors) finally found a solution: replace the “family” name with a modern, official (and English) surname. Seeking to play up the family’s “Britishness,” George took as his inspiration the name of the oldest inhabited castle in the world, Windsor Castle, first founded by William the Conqueror in the 11th century. A series of lesser royals were forced to give up their German names and titles, and thus, the House of Windsor was born, prompting George’s cousin, German Kaiser Wilhelm II, to reportedly joke he was looking forward to catching a performance of Shakespeare’s play “The Merry Wives of Saxe-Coburg-Gotha.”
George VI ruled under this new family name, but things got a bit trickier when his eldest daughter, Elizabeth, married in 1947. Her husband Philip was himself a member of a prominent royal family (in his case, the Greek and Danish branches of the House of Glücksburg), and as with most other European royals, carried no surname of his own. Months before his wedding, Philip (who had been raised primarily by English relatives) became a naturalized British citizen and adopted his mother’s family name, Mountbatten—which had itself been Anglicized during World War I from its original Germanic Battenberg. Upon her marriage to Philip, many assumed that Elizabeth would simply take on her husband’s family name (as Queen Victoria had done before her), but as with many royal sagas that’s not quite how things worked out.
Philip and his relatives lobbied for his wife and future children to carry the Mountbatten name, while the Windsors (aided by then-Prime Minister Winston Churchill) fought equally hard to preserve theirs. The situation remained unsettled even after the birth of Elizabeth and Philip’s first two children, Charles and Anne, in 1949 and 1950, respectively. In 1952, Elizabeth ascended to the throne following the death of her father, and soon announced that the royal family would continue to be known as the House of Windsor and the surname would remain that as well. Eight years later, however, Elizabeth (just days away from giving birth to her third child Andrew) reversed course, issuing a decree that her descendants with her husband (now styled Prince Philip, Duke of Edinburgh) would carry the surname Mountbatten-Windsor. The first official usage of the new name occurred 13 years later, when Philip and Elizabeth’s daughter, formally known as the Princess Royal but using her family name of Anne Mountbatten-Windsor, married Captain Mark Phillips in Westminster Abbey.
So Mountbatten-Windsor it is, right? Not so fast. Elizabeth’s 1960 decree also stated that the double barrel Mountbatten-Windsor surname could be superseded if the highest-ranking members of the family (those styled His or Her Royal Highness and Prince or Princess) chose to use their official titles instead. So, when Charles became Prince of Wales (the title traditionally granted to Britain’s heir apparent) in 1958, he could use that as a last name if he wished–which is how his sons with the late Diana, Princess of Wales, came to be known as William and Harry Wales when they attended school and later entered the military. The princes’ cousins, Eugenie and Beatrice, use their father Andrew’s titled name of York. For his part, Queen Elizabeth’s youngest son, Edward has used several surnames: Mountbatten-Windsor in his youth, Windsor in his professional career and his title of Wessex after he became an earl in 1999. His wife is informally known as Sophie Wessex, while his two children are known as Louise and James Mountbatten-Windsor—at least for now.
And that brings us to the latest addition to the British royal family. When William and Catherine married in 2011 they received the official titles of Duke and Duchess of Cambridge, throwing yet another possibility into the mix. The announcement of Catherine’s pregnancy in December of last year set off rampant speculation (and not a few monetary bets) regarding the child’s name and sex, especially in light of recently changed laws that would have allowed their firstborn child to assume the throne, regardless of whether it was male or female. When the eagerly awaited baby made its arrival earlier this week, palace officials announced that he would become Prince George Alexander Louis of Cambridge, but made no further mention of whether that would be the baby’s surname or if he will go by Mountbatten-Windsor (as many royal experts believe). If recent history is any indication, the future king of England may be known by any number of names by the time he assumes the throne.
As for the baby’s first and middle names, there’s already speculation about the possible significance of William and Catherine’s choices. Royal officials remain mum on the subject, but experts note that the selection of George pays tribute to the baby’s great-great and great-great-great grandfathers. Alexander may be a nod towards the queen (christened Elizabeth Alexandra Mary), while Louis may honor the baby’s other patrilineal roots: Prince Charles was exceptionally close to his great-uncle, Louis Mountbatten—the man who introduced Charles’ parents to each other and helped set off the great Windsor/Mountbatten-Windsor debate in the first place.


Is “Good Art” the apex of Art’s use?
Art is the arrangement of material, concepts, or ideas with the intention of objectifying beauty. Even when we see something artistic as ugly, the one who created the art saw significance in that thing which they have arranged. Art is the projection of beauty from inside the mind of the artist and is never neutral. Art can be found in every culture on earth, which means that every culture has a category for beauty and loveliness because it is coded into our very nature. It might be said that humanity loves art because humanity is made in the image of the God who Himself loves art.
God is the original artist. He made all of creation in varied colors, flavors, shapes, materials, odors, sizes, and textures. He could have made one type of apple, rather than the 7,500 various types of apples grown around the world today. He could have made 3 types of fish, but instead we know of 32,000 species of fish in the world, and the number is growing. That’s beauty! That’s art!
Image of God
Humanity is made in God’s likeness (דמות) and image (צלם). Likeness carries the force of relation or resemblance to something else. Likeness can refer to a model, like the model of the alter that King Ahaz sent Uriah the priest in 2 Kings 16:10. It can also express similarity to something such as in Isaiah 13:4. The word translated “as” is actually “likeness”, the same word used in Genesis 1:26.
Image can refer to a physical thing (an etching, a monument, etc.) that stands to represent something else. An “image” would be erected in a region to signify that the area was governed by the ruler who’s image the physical object would bear (see Daniel 3:1). The image served the citizens in that it reminded them of the rule and reign of the ruler of the land.
Likeness and image ultimately describe the vertical and horizontal poles by which we relate to God and the world around us. In the fall of man, we didn’t lose our image bearing nature, rather the image bearing nature was distorted. This means that fallen man no longer properly relates to God and therefore no longer properly exercises the rule of God on earth. The NT connects the dots for us as we look at Ephesians 4:23, 24. The restoration of relationship back to God through the Gospel ultimately changes the way that we engage with God’s world.
and to be renewed in the spirit of your minds, and to put on the new self, created after the likeness of God in true righteousness and holiness.
The Gospel brings a vertical and horizontal restoration of likeness and image. Ephesians 5 continues to show us what a restoration of the likeness of God in us through the Gospel does for our relationships at work, in marriage, and in parenting, etc. The Gospel is God’s means to restoring relational harmony between man and God, man and man, as well as man and creation (see Romans 8:2223). The restoration of the meaning and usage of the arts is included in this.
The Purpose of Art
All of humanity is made in the image of God and so all of humanity creates art, but what makes the Christian’s art different? Is it only that we honor God in our heart as we create art that’s virtually indistinguishable from fallen humanity? Is it only that we make art that explicitly preaches the Gospel? Is it only that we create art that is excellent? What is the meaning of art for a Christian? How we answer these questions flow from two opposite ways of looking at redemptive history:
1) The view that creation serves redemption
2) The view that redemption serves creation
In the first view, God creates so that there will be a redemption. Prefall is good but not ideal from the vantage point of a story that would have a greater redemptive end. That means creation has an ulterior motive the glory of grace.
In the second view, God redeems so that there can be the proper enjoyment of all things as unto Him. Prefall is good and ideal, but the fall introduces a break in an otherwise ideal scenario to which redemption restores us to that previous state.
Both views hold that creation is good (Genesis 1) and affirm it, with the Apostle Paul as good (1 Timothy 4:15). I believe the Scripture most consistently shows us the first view. There is a sense in which redemption serves creation in that redeemed people can now properly enjoy creation for what it was meant for without idolizing it. In that sense, redemption does in one way serve creation. But in the ultimate sense, creation exists for redemption and all God’s good world is to be leveraged in such as way as to point to redemption.
1 Corinthians 10:31, 41
So, whether you eat or drink, or whatever you do, do all to the glory of God. Give no offense to Jews or to Greeks or to the church of God, just as I try to please everyone in everything I do, not seeking my own advantage, but that of many, that they may be saved. Be imitators of me, as I am of Christ.
Whether food, beverage or art imitate Christ and do it in such a way as to show the superior worth of God (not of art) for the purpose of redemption. This is the purpose of our art not just to enjoy it or do good art, but to use it for redemptive purposes Gospel purposes.


The university of Glasgow Caledonian, in conjunction with Yorkhill Children's Charity are beginning work on researching possible drugs for the treatment of Leber's Congenital Amaurosis in young people. Through gene therapy and the lead doctors work with zebrafish, the hope is that sufferers of the disease will in the future be able to experience restored visual function.
Leber's Congenital Amaurosis is a rare eye condition, inherited from a parent, that appears in roughly 1 in every 80,000 people around the time of birth or shortly afterwards. The presentation of the condition can vary due its association with multiple genes, however, it is generally described as causing vision loss, without an associated lesion. Symptoms of LCA can normally be recognised as slow or poor pupillary response, nystagmus and severe to complete vision loss. One particular form of the condition was successfully treated through the use of gene therapy in 2008.
Dr Xinhua Shu will lead the research into the drug development programme following a £40,000 award. The projects direction will focus upon decreasing oxidative damage and improving light sensitive cells survival rate. This will be in conjunction with gene therapy treatment which in the long term, is hoped to offer restored visual function.
As a background, Dr Shu has worked with zebrafish during research projects, due to the parallels between the human retina, and that of the fish. Analysis of the role gypenosides play in protecting the cells of the retina will be an important part of the programme.


Interview with Ana Sender and Heinz Janisch, artists behind The Golden Age: Ovid’s Metamorphoses
With his epic collection of poems Metamorphoses, the Roman poet Ovid created one of the most influential works in the history of world literature. These ancient tales have undergone countless new interpretations in all forms of art, and now this selection of stories has been published for the first time as a picture book. The award-winning author Heinz Janisch has adapted his selection of these myths in language that is both powerful and poetic, but at just the right level for young readers. Ana Sender has provided beautiful illustrations which vividly convey the atmosphere of these wonderful stories. In this interview, conducted originally by parent company NordSüd, the artists discuss their experiences with Ovid’s myths and how their adaptation The Golden Age came to be. Interview translated by David Henry Wilson.
Do you have any personal predilection for Ovid, or for classical literature in general?
Heinz: I got to know the Ovid poems during Latin lessons at school. I was fascinated by them and also by his own life story, and they suddenly made me pay a lot more attention in class! Later, when I studied German literature, I realized that stories from Metamorphoses kept reappearing as important building blocks of world literature, because they had influenced so many authors.
Ana: You can’t help getting to know them – there are so many versions. Our own literature constantly draws inspiration from the classics. They appear in children’s books, you study them at school, you watch films…I once did some work for a Spanish fashion company, illustrating part of a collection which was based on myths from Ovid’s Metamorphoses!
Heinz: The subject of transformation has always intrigued me – it also plays an important part in a lot of fairy tales. Anything is possible. In fact, it seems to me to be an important factor in life generally – our desire for change, or conversely our fear of it, that suddenly everything could become different. Basically, you could say that we live every moment with some kind of change.
Basically, you could say that we live every moment with some kind of change.Heinz Janisch
What did this project mean for you personally?
Ana: It was a real gift for me. The editors at NordSüd wanted me to express my own personal view of each story. You don’t often get such freedom when you’re commissioned to illustrate a book.
Heinz: The project went straight to my heart. I wanted to make the magic of these tales as real as possible to as many readers as possible – regardless of age.
What were your feelings as you worked on the book?
Heinz: Wonderfully absorbing. Just reading the stories gave me weeks of immersion in this amazing world. I started by reading all of them – about 250, covering about 600 pages full of excitement. That was an experience in itself: from the beautiful and tender to the cruel and bloody. No wonder the subjects have found their way into so many works of art. For our book, I eventually focused on 17 of the tales. It wasn’t easy to choose. But it was hugely enjoyable then to see how the book slowly took shape with each newly told story.
Ana: There are so very many pictures and descriptions of these myths, and it was difficult for me to free myself from them and try to contribute something new. That’s really almost impossible. And so I used some of these descriptions, but at the same time I also tried to draw inspiration from other sources, like paintings and films and so on, which had nothing directly to do with mythology. And then I let all that run through the filter of my own imagination. I was fortunate in that my editors had complete faith in my choices and allowed me to experiment and to give a very personal touch to the work.
Heinz, you’ve already ventured several times into other major works of world literature. How did you set about finding your own language for them?
Heinz: Each book poses an all-important question: how do you respond to it? I find texts like the Bible or Metamorphoses strangely calming. I might almost say they give me a kind of inner strength even as they stir something up inside me. These tales require a clearly focused vision. And that’s how I want to tell them – calmly, clearly, stimulating the reader’s imagination, in a style that doesn’t sound forced or unnatural.
Ana, tell us about the techniques you used for the illustrations.
Ana: I simply tried to let the project itself guide me. For a while, I worked with nothing but digital techniques, but then I felt the need to go back to analog. And so I used watercolors, colored pencils and crayons – whichever seemed right for each illustration. But I went back to digital for the final touches.
How did the two of you get on together?
Heinz: Through my love of picture books I’ve learnt to let go. The text comes first, and I hope that it will open up plenty of openings for pictures. I hardly ever get involved in the illustrator’s work. Words and pictures should co-exist at the same level, and that means that author and illustrator should both be as free as possible to express themselves. And so I wait in suspense – and then I look on in amazement and sheer delight. Ana has enriched the book with her superb pictures!
Words and pictures should co-exist at the same level, and that means that author and illustrator should both be as free as possible to express themselves. And so I wait in suspense – and then I look on in amazement and sheer delight. Ana has enriched the book with her superb pictures!Heinz Janisch
Ana: Throughout the whole process, I had no contact with Heinz. He got the illustrations from the editors I worked with. When I was first told that I was to illustrate Heinz’s stories, I rushed straight to the library to get some of his books. I think he’s a very special writer, and I feel extremely honoured to have illustrated his texts.
What do you both wish for your book and its readers?
Heinz: Perhaps that the book will arouse interest in other great works of world literature, and also a desire in readers to create their own transformations, in writing or in real life…And I hope it might encourage them to enjoy the sheer pleasure of storytelling.
Ana: I hope it will be timeless. That it will become one of those books that people cherish like a treasure on their bookshelves, and return to every so often, to relish at their leisure. Thank you for talking to us.


Evolution and extinction
You may notice that fossils of certain organisms have different morphologies, or forms, through time. This is because some organisms develop new features, like shells that are thicker or shaped differently. This process of changing is called evolution. How and why these changes come about, or why they don’t, are the focus of much research.
Fossils also show us that many groups of creatures eventually become extinct. Trilobites, once plentiful in the Cambrian seas of Wisconsin, are extinct today, along with countless other creatures. Why are trilobites extinct, but direct descendants of other creatures that lived during the Paleozoic era, such as snails, abundant today? Some creatures survive during periods during which many other organisms become extinct. Does this happen because they are better adapted to their environment than those that became extinct, or are they just lucky? Paleontologists are working to answer these questions.
What was the area we now call Wisconsin like 400 million years ago? It is possible to determine the environmental conditions of the past on the basis of the organisms that lived in an area at a certain time. Using information from living relatives of extinct creatures and assuming that similar, related creatures lived in similar habitats, we can make inferences about the past. For example, one indicator of marine environments is coral. Today, corals and coral reefs require specific conditions to flourish—warm temperatures (25°C to 29°C [77°F to 84°F]), shallow depths (less than 56 meters [165 feet]), and normal salinity (the total quantity of dissolved salts in water; normal salinity is approximately 35 parts per thousand). The abundance of coral fossils in Wisconsin’s Silurian-age rock suggests that a warm, shallow sea of normal salinity covered Wisconsin during that time.
Many other organisms can be used to reconstruct aspects of Earth’s ancient environment as well. Knowing how life has responded to environmental changes in the past may help us understand how future environmental changes, such as global warming, will influence life on Earth.
Age of rocks
Fossils can generally be considered the same age as the rocks in which they are found. The age of rocks can be determined relatively or absolutely. Different rock layers can be dated relatively on the basis of where they fall in a “stack” of layers. For example, if you were to drop some sheets of paper on the ground, one on top of the other, it’s obvious that the ones on the top got there more recently than the ones on the bottom. In the same way, rock layers (and the fossils they contain) on top of others are relatively younger than the rock layers below, if the rock has not been overturned by geologic processes.
One way you may be able to determine the geological period (age range) from which you are collecting is the presence of index fossils in the rock layers. Index fossils are fossil groups that lived for very short, specific periods of time. That makes them more useful for relative dating of rocks than long-lived fossil groups because they allow you narrow down a rock’s age range. Geologists can use several index fossils together to make determinations about relative rock ages.
Absolute age of rocks can be determined through a process using radioactivity. By knowing the decay rate (half life) of an element in a rock sample, geologists and paleontologists can determine how much decay has occurred over time and therefore how much time has passed. Normally, scientists use a combination of relative and absolute dating to determine the age of rocks and fossils.


ARTS EDUCATION TEACHER HANDBOOK
HIGH SCHOOL LESSON PLANS
Submitted by Frances Charleene Cox, Cumberland County Schools
Grade Level or Course
Dance I and above
2 (90 minute) lessons for writing and choreographing
1 (90) minute lesson for performing and evaluating
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:
1.01 Recognize and demonstrate kinesthetic awareness through proper body alignment.
1.03 Demonstrate and define basic modern dance vocabulary.
2.01 Employ the use of improvisation (free and structured) to discover and generate movement.
2.02 Explore movement with a partner or group and exhibit spontaneous decision-making to select movement for dance.
3.01 Recognize and demonstrate the use of the human body as an instrument of expression.
4.01 Identify a variety of artistic decisions that are required to create and perform dance.
4.02 Identify and discuss possible aesthetic criteria for evaluating dance including skill of performer, style and quality of movement, technical elements, visual or emotional impact, compositional elements (variety, contrast, unity, transition, and repetition) and choreographer's intent.
6.01 Demonstrate capabilities and limitations of the body through movement exploration.
7.01 Identify, conclude, or predict connections between dance and other content areas by applying criteria for evaluation.
8.01 Demonstrate appropriate audience etiquette using good listening skills, attentive behavior, and respect for the audience and performers.
8.02 Demonstrate understanding of concentration and focus as part of the role of a performer of dance.
8.05 Demonstrate personal progress through the creation and use of a dance portfolio containing written and/or visual samples of student work.
Targeted Goals and Objectives from the North Carolina Standard Course
of Study and Grade
Level Competencies, K-12 for other content areas.
English Language Arts: expressing reflections and reactions to print and non-print text and personal experiences; examining argumentation and developing informed opinions; applying conventions of grammar and language usage
Alignment with NC High School Exit Exam:
apply rules of standard English to written text
use main ideas and supporting details to organize and communicate information.
evaluate ideas and information to make informed decisions.
listen carefully and thoughtfully to understand, record, and synthesize information.
evaluate information in order to recognize the author's purpose, draw conclusions, or make informed decisions
follow instructions to draw conclusions or make informed decisions
analyze information by comparing, contrasting, and summarizing to make informed decisions
synthesize information from several sources to apply that information to a new situation.
organize tasks to accomplish an objective
evaluate information, explanations, or ideas by identifying and applying criteria to draw conclusions or make predictions
interpret multiple sets of data to determine the best course of action.
Plan logical steps and organize resources to accomplish a task within a given time frame.
Evaluate situations to determine conflict and resolution.
As part of their study to discover different processes in which to base chorography on, students will create an original cinquain (five-line poem). Students will choreograph movement to their poem and perform movement for class and video. Students will use a rubric for self/group evaluation. A separate rubric for the composition and the performance of the choreography will be used. The choreographies will be performed for the class and finished poems along with completed rubrics will be placed in each student's portfolio as a sample of his/her work.
Video camera to record choreographies; music and player if desired by students; rubric for self/group evaluation; Cinquain handout (see the end of this lesson)
Lesson 1 (90minutes)
Inform students that they will have the opportunity to write a cinquain (five-line poem) and choreograph movement to it. They will be incorporating what they have learned with improvisation, writing and reading, with their original ideas to create a short dance. Give students copies of the rubric that will be used for assessment of the choreographies, so they will know what the expectations are from the beginning.
Model the process for choreographing by using the example cinquain. The teacher should help the students think abstractly.
Students should write their cinquain. If they do not finish in class, students should finish for homework.
Lesson 2 (90 minutes)
Students should have written cinquain in last class or for homework.
Students will work on putting cinquain to movement.
Monitor students work, ask questions about poem or movement that might inspire movement ideas when students seem to have a movement block.
Lesson 3 (90 minutes)
Allow students to review movement, in order to be in a comfort zone for the video recording of their work.
Students will read their cinquain and then perform movement that was choreographed.
Use criteria from rubric for discussion about the choreography. Class members may constructively criticize performances of individuals/groups.
Have students discuss what they have learned and file cinquains and rubrics in individual portfolios.
Assessment: (See Assessment Item aligned with this Lesson for copies of rubrics)
Students will self and group assess using rubric provided (see Assessment Item that aligns with this Lesson).
This lesson should be completed after students have had experience with the basic elements of dance (time, space, energy and body) and when basic skills in technique have been learned. Observations of modern dance videos could be shown to expose students to different choreographic styles and techniques. *This lesson may take more than 3 class times depending on the abilities of students and the size of the class.
Cinquain ( 5 line poem)
1st line: Noun, one word
2nd line: Adjectives, two words
3rd line : Gerund (ing), three words
4th line: Phrase or sentence
5th line: One word (to end)
Creaking, slanting, falling
In the middle of the room
_____________________, _____________________, _____________________