From lockdowns and social distancing, to testing and contact tracing, governments around the world have taken vastly different approaches in the battle against COVID-19. In this article, I bring you an introduction to various government responses. I will look at China, where the outbreak was first discovered, nearby Asian countries and regions, Europe, the UK, the United States and Brazil. The case studies — which will focus in on policies regarding lockdowns, border closures, public information and testing — have been chosen because their governments represent a broad range of responses. All figures for infections, deaths and testing have been taken from the worldometer website and are accurate as of June 18.
The lockdown of Wuhan on January 23 came in a surprise announcement overnight following the December discovery of COVID-19 in a now-infamous wildlife market in Hubei’s capital city of 11 million. After this point, leaving Wuhan was not permitted for the vast majority of residents, and leaving home was only permitted for grocery shopping, medical care or anything else deemed “essential”. At one stage, many households could only send one person out to buy groceries once every three days. Other people had necessities provided by their residential compounds. Public transport was shutdown entirely, schools and all non-essential businesses were closed, and other cities in Hubei province quickly followed suit.
Similar policies were implemented elsewhere in mainland China in the following weeks, albeit to varying degrees of strictness. Despite small spikes in some cities, including most recently in Beijing, lockdowns have now largely eased across China as official numbers drop to minimal levels. The government has, however, become wary of imported COVID-19 cases, resulting in 14-day quarantines for new arrivals and a travel ban for almost all foreigners.
In terms of public information, mainland China saw a swathe of public advertisements encouraging people to wear face masks, wash their hands regularly, avoid large gatherings and stay at home as much as possible. As is China’s way, however, medical professionals and ordinary citizens alike were silenced in many cases when it came to sharing information about COVID-19 and the lockdown. While citizens were by and large happy to comply with the lockdown, the Chinese government’s response to COVID-19 was described as “aggressive” by the West.
The official numbers released by China seem to show that they are winning the battle against the virus, with 83,322 confirmed cases (58 per 1m population) and 4,634 deaths (3 per 1m population). Some have raised questions about the accuracy of such numbers, especially since China has defined positive infections in eight different ways since the start of the outbreak. At present, it’s simply too early to tell if the figures are accurate. We may, indeed, never know.
On testing, contact tracing and isolation, mainland China appears to be implementing effective policies, although official testing numbers are not currently available. In April, The Lancet Infectious Diseases journal published a study on isolation and contact tracing in the southern Chinese metropolis of Shenzhen, looking at 391 COVID-19 patients and their 1,286 close contacts. The study concluded: “Patients identified through symptom-based surveillance were identified and isolated, on average, 4.6 days after symptom onset… Contact tracing reduced this time to 2.7 days…”
In addition, the ending of the lockdown in Wuhan and a subsequent tiny spike in cases prompted mass testing of residents in a bid to ensure the virus did not spread once again to other parts of China. On June 3, Chinese state media reported that mass testing of over 9 million Wuhan residents had been completed.
All in all, the government has largely declared victory over COVID-19, and has even managed to quell public anger at the death of doctor Li Wenliang, who was initially accused of “spreading rumours” when whistleblowing about the severity of the a new virus. They have also managed to portray themselves domestically as taking the diplomatic high ground by shipping medical supplies to hard-hit countries — although, admittedly, not all supplies have been up to international standards.
With the 2003 SARS outbreak still vivid in their memories, governments in countries and regions close to mainland China were, on the whole, swift and effective in their response to COVID-19. Current numbers of confirmed cases stand as follows: Hong Kong (1,121); Taiwan (445); South Korea (12,257); Thailand (3,153). Deaths stand at: Hong Kong (4); Taiwan (7); South Korea (280); Thailand (58).
Lockdowns and border closures to foreign travellers were implemented relatively quickly in most cases. In Hong Kong, the closing of the border with mainland China on January 30 was in part a result of widespread public anger. The territory also closed schools, many public facilities, and enforced social distancing and mask wearing.
Taiwan acted early to screen passengers from Wuhan. Their border closed to foreign travellers in March and has since remained closed. A complete lockdown was never deemed necessary by the Taiwanese government due in large to their policy on testing, contact tracing and isolation (mentioned later on).
From March 17, South Korea tightened border checks for foreign travellers but stopped short of a complete travel ban. Since April 1, anyone arriving from abroad has been required to complete a 14-day quarantine. The country closed many public places and non-essential businesses, measures that were reinforced towards the end of May following a second spike in Seoul’s nightclub district.
The exception to the rule of fast and decisive action was Thailand. Even though Thailand was initially one of the worst affected areas outside of mainland China, as a country that’s GDP relies heavily on tourism, especially from China, it was slow and reluctant to close its borders. It was not until April 6 that the border was closed to all foreign travellers except for those with a work permit and diplomats and their families. The country was also relatively slow to impose lockdown measures, with a curfew between 10pm and 4am imposed from April 3. The lockdown was largely lifted as of May 17.
On public information, each government’s response to COVID-19 involved coordinated public health campaigns. The Korean Centers for Disease Control and Prevention issued updates in Korean and English twice per day, while Taiwan’s public health advertisements warned against the dangers of mask hoarding. In Thailand, concerns were raised by some international observers who said the government restricted online messaging about the virus under the pretext of quelling “rumour-mongering”.
When it comes to testing numbers, however, these Asian nations’ figures are relatively low, currently equating to: Hong Kong (275,293); Taiwan (74,699); South Korea (1,145,712); Thailand (468,175). Once again, Thailand appeared to be slightly behind the trend with a contact tracing app only developed in May. By this time, Hong Kong was already testing everyone with COVID-19 symptoms and had implemented a 14-day quarantine for new arrivals. Close contacts of confirmed cases were also forced to stay at a designated isolation facility for the same amount of time.
South Korea also implemented early mass testing and created designated quarantine sites, even for those with mild symptoms. Meanwhile, Taiwan was quick to develop a contact tracing app and implement a two-week quarantine period for anyone affected.
With so few deaths, the responses of China’s immediate neighbours appear to have been effective. Such effectiveness is perhaps even more surprising given the proximity and interconnectedness of the aforementioned countries and regions to mainland China, where the virus was first discovered.
Continental Europe became the world’s second epicentre of COVID-19 before cases skyrocketed in the United States and Brazil. A range of very different government responses were implemented to tackle it.
Parts of northern Italy were initially hardest hit, prompting the government to impose Europe’s first lockdown. By March 9, the lockdown was implemented across the whole country. Like in Wuhan, residents could only leave the house for grocery shopping, medical care or anything else deemed “essential”. Fines and imprisonment were threatened for those caught flouting the rules, although as of May, shops, bars and restaurants have started to reopen. Current confirmed cases and deaths in Italy stand at 237,828 and 451,383, respectively.
Other European countries were soon to follow suit. Germany also imposed a strict lockdown but started to re-open non-essential shops and allow students back to school as of the end of May. Current confirmed cases and deaths in Germany stand at 190,179 and 8,927, respectively.
Sweden’s response was an anomaly, with the government imposing no official lockdown whatsoever. Official advice has been that only those feeling unwell should stay at home. Current official figures stand at 54,562 for confirmed cases and 5,041 for deaths, which can hardly be considered a success, given that per capita Sweden has one of the highest death rates in the world.
Each of the aforementioned European countries ran coordinated public information campaigns. The Italian government launched what it called a digital solidarity campaign, setting up a website to encourage companies to offer free online services. E-learning, data and publications were made available for free to help keep people busy, educated and informed while living under lockdown.
Angela Merkel’s message struck a somewhat internationally diplomatic tone, with the German chancellor urging President Trump to reconsider cutting ties with the World Health Organization (WHO). With the gradual easing of the lockdown, many regions in Germany are also requiring everyone on public transport and in most shops, restaurants and bars to wear face masks.
The Swedish prime minister Stefan Löfven has been urging personal responsibility alongside its no lockdown policy. This message was further reinforced by Swedish epidemiologist and government advisor Johan Giesecke, who declared that there is no scientific evidence to support the effectiveness of lockdowns.
When it came to testing, contact tracing and isolation, Italy rolled out a mass programme after dealing with the crisis in the hardest hit region of Lombardy. Testing numbers currently stand at 4,773,408.
Germany’s swift action in implementing testing also received widespread praise, with Prospect Magazine describing the drive in the following way: “The doctors began a ‘corona-taxi' service – medics in local authority cars checking up on asymptomatic people who had shown up as infected at home, keeping them away from hospital. They built a separate facility to house COVID-19 positive care home residents, shielding other residents from them, while also keeping them out of ICU until necessary.” In short, Germany was on the ball when it came to testing. Its testing figure currently stands at 5,029,696.
Once again, Sweden appeared to buck the trend somewhat, ignoring WHO advice to contact trace where possible and generally testing fewer people than most in the region. The current testing figure for Sweden stands at a lowly 325,000.
Overall, the response by continental European governments to COVID-19 was mixed. The lockdown in faraway totalitarian China eventually became a reality in Italy and many other parts of the continent. Ultimately, the mixed responses have translated into mixed levels of success in beating the virus.
Despite clear warnings from the initially dire situation in Italy, the British government was reluctant to lockdown. Even as the virus worsened at the beginning of March, staying at home was still only a recommendation. The British press published stories of people ignoring said recommendation, crowding parks, beaches, national parks and elsewhere. The pressure was on the government to pass legislation declaring a lockdown.
And on March 23, they did just that. People were only allowed to leave their homes for grocery shopping, medical care and one form of exercise per day. Non-essential workers were told to work from home if possible, and non-essential businesses and schools were all closed. Fast-forward to June and the lockdown is gradually being eased, with people now allowed out of the house to meet with friends and family, and schools slowly re-opening.
The government initiated a coordinated public information campaign reminding the public of the importance of hand-washing and staying home as much as possible. Initially there was confusion regarding the government’s position on “herd immunity”, with suggestions that the delayed response was an indication of official policy to let a significant proportion of the population get infected. After weeks of dithering, Prime Minister Boris Johnson eventually changed course.
Confusion arose again when the government changed its message from “stay at home” to “stay alert,” with many unsure what the latter meant. There was also uncertainty over the accuracy of death rates, which initially only included deaths in hospitals. Later the figures were updated to include those in care homes, where COVID-19 had spread widely. Current figures for the UK stand at 299,251 confirmed cases and 42,153 deaths.
On testing, tracing and isolating, the UK government was again criticised for its slow response. Initially, testing was largely unavailable, and it was not until May 28 that tests were officially made available “to anyone with symptoms". After a false start and embarrassing technical issues, a contact tracing app is still in the process of being rolled out. Current testing figures for the UK stand at 7,121,976.
Despite having months to prepare, COVID-19 seemed to take the UK government by surprise. The government’s message of social distancing has also not been helped by the fact that the prime minister’s top advisor Dominic Cummings broke the very rules he helped to implement.
Quick to impose a travel ban on entries from China in the early stages of the outbreak, the Trump administration was keen to show it had COVID-19 under control. This became more difficult in later weeks as the numbers of confirmed cases and deaths rose higher and higher. Current numbers stand at 2,234,471 confirmed cases and 119,941 deaths, both the highest of any country or region in the world.
Although decisions regarding lockdowns were left to state governors, at one point, over 90% of the US population was under mandatory lockdown orders. Many states are now starting to allow non-essential businesses to open, even as COVID cases continue to climb.
When it comes to public information from the government, the Trump administration’s daily COVID-19 press conference was the main medium for communicating with the masses. However, this has not always been a cornucopia of sound advice. At one point, the president suggested that injecting bleach or disinfectant into the body could be a way to beat the virus. After a media backlash, he insisted he was being “sarcastic”. At one point, Trump also revealed he was taking hydroxychloroquine, a drug which has now been declared unsafe for treating COVID-19.
When it comes to testing, contact tracing and isolation, the US has currently carried out 26,243,811 tests. Many states appear to be getting up to speed with drive-through testing centers and the hiring of contact tracers who track down the close contacts of confirmed cases.
But the death toll alone tells a sorry story of the US government’s response to COVID-19. State administrations should be on their guard against a second wave as lockdowns are gradually eased.
Warnings that South America will become the next COVID-19 epicentre after the United States (at least in terms of confirmed cases) should not be taken lightly if you consider Brazil’s situation.
As in the US, lockdowns have largely been the responsibility of state governors, with some merely encouraging social distancing. Ironically, the situation has been deemed serious enough for the Trump administration to warrant a ban on Brazilian travellers.
When it comes to public information on the virus, the government’s message has been characterised by president Jair Bolsonaro’s comments about how COVID-19 is “just a little flu”. This misguided message has been coupled with news clips showing the president mask-free, shaking the hands of supporters protesting lockdown.
Official figures for Brazil stand at 960,309 confirmed cases and 46,665 deaths, both the second highest in the world after the US, although some sources suggest that the country “likely has 12 times more coronavirus cases than the official count”.
When it comes to testing, the focus has largely been on serious cases rather than all suspected cases, with the official number for testing standing at 1,709,468. As Reuters reports: “Hospitalized patients aren’t being tested. Some medical professionals aren’t being tested. People are dying in their homes without being tested.”
Brazil is perhaps one of the most serious causes for concern at the time of writing. The government response to COVID-19 has not been helped by the president’s seemingly blasé attitude and the recent successive firing and resignation of two health ministers.
In almost every part of the world, COVID-19 seemed to take governments somewhat by surprise. In mainland China, the government appears to have got to a position of stability despite recent lockdowns in the northern cities of Jilin, Shulan and, most recently, Beijing, all of which have experienced "second waves”. Mainland China’s Asian neighbours appear to have responded relatively well, perhaps because of their vivid memories of the 2003 SARS outbreak, which did not hit the West as hard.
Where government responses to COVID-19 go from here is still somewhat unclear, with many administrations, particularly in the West, easing lockdowns. At this rate, it’s highly likely the world will experience a second wave en masse before a vaccine is developed.
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Keywords: global response covid-19
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What (in response to 'Guest 17124634') is "the best country in the world"?? That is such a subjective view and, anyway, 'best' is a very vague term: 'best' in economics / happiness / growth rate / gun control / suicide rate/ air quality? The list goes on....! Many countries / leaders proclaim that their's is the "best country" - rhetoric to be accepted with great circumspection!
Jun 22, 2020 10:54 Report Abuse
Thanks Alistair, very informative read. United Nations was primarily established to bring peace after the 2 devastating wars, then it expanded with little success to promote cooperation and it is perhaps the only tool that facilitates cooperations between countries with no implementation power apart from Chapter 7 resolutions.
Jun 19, 2020 17:27 Report Abuse


Access control, sometimes called authorization, is
the means by which a web application grants access to specified
content and functions to some users and not others. Access control
governs what "authorized" users are allowed to do. Access control
sounds like a simple problem but is insidiously difficult to
implement correctly. A web application"s access control model is
closely tied to the content and functions that the site provides. In
addition, the users may fall into a number of groups or roles, with
different abilities or privileges.
Typically, authentication must precede
authorization. Authentication verifies the identity of a user.
Authorization is then used to determine what that user is allowed to
access. To ensure proper access control, a web application must
ensure both that it has proper authorization checks, and that it is
using reliable and secure authentication that can distinguish
privileged users from others, including random strangers on the
Developers frequently underestimate the difficulty
of implementing a reliable access control mechanism. Many access
control schemes were not deliberately designed, but have simply
evolved along with the web site. In these cases, access control rules
are inserted in various locations all over the code. As the site
nears deployment, the ad hoc collection of rules becomes so unwieldy
that it is almost impossible to understand.
Many of these flawed access control schemes are
not difficult to discover and exploit. Frequently, all that is
required is to craft a request for functions or content that should
not be granted. Once a flaw is discovered, the consequences of a
flawed access control scheme can be devastating. In addition to
viewing unauthorized content, an attacker might be able to change or
delete content, perform unauthorized functions, or even take over
One particularly dangerous type of access control
vulnerability arises from Web-accessible administrative interfaces.
Such features are frequently used to allow site administrators to
efficiently manage users, data, and content on their site. In many
instances, sites support a variety of administrative roles to allow
finer granularity of site administration. Due to their power, these
interfaces are frequently prime targets for attack by both outsiders
All known web servers, application servers, and
web application environments are susceptible to at least some of
these issues. Even if a site is completely static, if it is not
configured properly, hackers could gain access to sensitive files and
deface the site, or perform other mischief.
Some of the more commonly used mechanisms related
to access control in the Penn environment include:
The preferred authentication method for Penn, it should be used
whenever feasible. However, it is vitally important that
applications always use encrypted channels for transmitting PennKey
credentials, and be hardened against compromising the Pennkey password.
Non-Penn users can be assigned a permanent or temporary PennKey if necessary.
Medview NT Authorization is used.
Applications using Websec should have a logout mechanism to
destroy tokens so someone can't take a user's token and login
to their session again. This is critical on public kiosk machines.
Gold card authentication: Used by the Library for some users, such as those
A2.3 Examples and References
A2.4 How to Determine If You Are Vulnerable
Virtually all sites have some access control
requirements. Therefore, an access control policy should be clearly
documented. Also, the design documentation should capture an approach
for enforcing this policy. If this documentation does not exist, then
a site is likely to be vulnerable.
The code that implements the access control policy
should be checked. Such code should be well structured, modular, and
most likely centralized. A detailed code review should be performed
to validate the correctness of the access control implementation. In
addition, penetration testing can be quite useful in determining if
there are problems in the access control scheme.
Find out how your website is administered. You
want to discover how changes are made to webpages, where they are
tested, and how they are transported to the production server. If
administrators can make changes remotely, you want to know how those
communications channels are protected. Carefully review each
interface to make sure that only authorized administrators are
allowed access. Also, if there are different types or groupings of
data that can be accessed through the interface, make sure that only
authorized data can be accessed as well. If such interfaces employ
external commands, review the use of such commands to make sure they
are not subject to any of the command injection flaws described in
A2.5 How to Protect Yourself
The most important step is to think through an
application's access control requirements and capture it in a web
application security policy. We strongly recommend the use of an
access control matrix to define the access control rules. Without
documenting the security policy, there is no definition of what it
means to be secure for that site. The policy should document what
types of users can access the system, and what functions and content
each of these types of users should be allowed to access. The access
control mechanism should be extensively tested to be sure that there
is no way to bypass it. This testing requires a variety of accounts
and extensive attempts to access unauthorized content or functions.
Some specific access control issues include:
IDs - Most web sites use some form of identifier (ID), key, or
index as a way to reference users, roles, content, objects, or
functions. If an attacker can guess these IDs, and the supplied
values are not validated to ensure they are authorized for the
current user, the attacker can exercise the access control scheme
freely to see what they can access. Web applications should not rely
on the secrecy of any IDs for protection.
The application user's identity should not be a value that is passed
from the client as either a GET, POST or COOKIE variable.
A malicious user can easily alter the user_id value in the URL to impersonate
The application converts the token (a hard to guess value) via a database
lookup to a user_id. The token was assigned when the user logged in
and should expire at some point. The token should be generated using
some random data so it cannot be duplicated easily.
Browsing Past Access Control Checks - Many sites require users to
pass certain checks before being granted access to certain URLs that
are typically "deeper" down in the site. These checks must not
be bypassable by a user that simply skips over the page with the
In other words, do not use navigation options
as a substitute for authorization checks. Just because a user cannot
click to get to a page doesn't mean that page is protected. Your
application should do authorization checks on EVERY page it
A course instructor wants to distribute homework answers to the course
graders via a web application. Graders login to the site and are
presented with a list of homework assignments. The grader clicks on
the assignment and gets redirected to an HTML page with the answers
for that assignment:
Even though there is no link on the course web page to the "secret"
answers page, a user can bypass the application login and go directly
to the URL the instructor is trying to protect.
An application is designed to allow various departments to track their
students. Each department should only be allowed to view and update
their own students. The application generates an "Edit"
page which allows a user to edit a student's data.
Before displaying any data, the edit_student page needs to look up the
department of the student and verify that the current user belongs to
The application will also have a corresponding page which saves the
user's edits to the database. That page must perform the same
security checks as the edit page.
Path Traversal - This attack involves providing relative path
information (e.g., "../../target_dir/target_file") as part of a
request for information. Such attacks try to access files that are
normally not directly accessible by anyone, or would otherwise be
denied if requested directly. Such attacks can be submitted in URLs
as well as any other input that ultimately accesses a file (i.e.,
system calls and shell commands).
Limit file permissions on web files - Many web and application servers rely on access
control lists provided by the file system of the underlying
platform. Even if almost all data is stored on backend servers,
there are always files stored locally on the web and application
server that should not be publicly accessible, particularly
configuration files, default files, and scripts that are installed
on most web and application servers. Only files that are
specifically intended to be presented to web users should be marked
as readable by the web application using the OS's permissions
mechanism. Most directories should not be readable, and very few
files, if any, should be marked executable.
Caching - Many users access web applications from shared computers
located in libraries, schools, airports, and other public access
points. Browsers frequently cache web pages that can be accessed by
attackers to gain access to otherwise inaccessible parts of sites.
Developers should use multiple mechanisms, including HTTP headers
and meta tags, to be sure that pages containing sensitive
information are not cached by user"s browsers.
The following http headers are useful for specifying client caching behavior:
Expires: Mon, 26 Jul 1997 05:00:00 GMT
New browsers support even more caching control using these headers:
Cache-Control: no-store, no-cache, must-revalidate
Cache-Control: post-check=0, pre-check=0
Other tips for securing access control:
Check authorization on every page of the application.
Note that users can supply their own URLs, including unexpected ones. Check
Do not inadvertently become a proxy for services behind a firewall.
Only allow short amounts of time for token sessions.
Destroy tokens on the server side on user logout.
Remove all demo/debug code before going live with an application.
Change/verify defaults in third party code or applications. E.g., be default, the Mysql root account does not require a password when connecting from the local host.
Do not use higher
privileges than are necessary. Web servers should run using a
low-privilege account. Web applications should access database resources using an account with minimal privileges required by the application.
Limit file permissions on web files.
Do not create session id's based solely on user input. Force a "sufficiently random" session id. Avoid any guessable id's such as a time stamp or other sequential formula.
Do not use timestamps as a token. Timestamps can be used in generating a token, but timestamps alone are easily guessable and may not be unique. Timestamps should be used for expiring tokens.
the session. Do not trust IP addresses. DSL and AOL users may
have their IP addresses change at unpredictable times. Dial-up
users are also likely to have an odd IP address.
Do not embed database or other IDs or passwords in application code.
There are some application layer security
components that can assist in the proper enforcement of some aspects
of your access control scheme. As with input validation, to be
effective the component must be configured with a strict definition
of what access requests are valid for your site. When using such a
component, you must be careful to understand exactly what access
control assistance the component can provide for you given your
site's security policy, and what part of your access control policy
that the component cannot deal with, and therefore must be properly
dealt with in your own custom code.
administrative functions such as creating system accounts, modifying databases, etc), the primary recommendation is to never
allow administrator access through a web interface if at
all possible. Given the power of administrator interfaces, most
organizations should not accept the risk of making these interfaces
available to outside attack. If remote administrator access is
absolutely required, this can be accomplished without a web interface.
For instance, VPN technology could be used
to provide an outside administrator access to the internal company
(or site) network from which an administrator could then access the
site through a protected backend connection.


Snoring may seem like a fairly trivial problem, but for those who deal with chronic loud snoring night after night, it can really take a toll. The only the time the body is able to heal and repair itself is during sleep. If you or your partner have trouble with snoring and can’t seem to sleep through the night, you may be suffering from sleep apnea, and your health may be at risk. You may be wondering, what can a dentist do to help me sleep better? Hint: more than you might think.
Sleep apnea is a common and dangerous sleep disorder that affects millions of Americans, while many cases remain undiagnosed. Sleep apnea can be tricky to diagnose because symptoms are mostly present during sleep, so many sufferers are unaware of their condition.
They feel tired and groggy after what should have been a full night’s rest. They are moody and irritable for no apparent reason and may have a host of seemingly unrelated health problems. They may fall asleep periodically throughout the day and have very little energy.
There are three types of sleep apnea: obstructive, central, and mixed sleep apnea. Obstructive sleep apnea occurs when the soft tissues in the back of the throat collapse during sleep, obstructing the airway. Central sleep apnea occurs when the brain’s respiratory control centers do not stimulate the lungs and diaphragm properly during sleep. Mixed sleep apnea is a combo of the two. Central sleep apnea requires the attention of a medical doctor or neurologist, but your Granbury dentist can help treat obstructive sleep apnea and minimize the effects of mixed sleep apnea.
There are certain demographics that are at a higher risk of developing sleep apnea and certain lifestyle habits that contribute to the problem.
Sleep apnea results in low blood oxygen levels, increasing your risk for serious health problems and a slow deterioration of the immune system.
Some of the most common signs, symptoms, and characteristics of sleep apnea include:
The gold standard for sleep apnea treatment is still a CPAP machine, but many patients find CPAPs intolerable because they require a bulky face mask hooked up a tube that loudly pushes air in and out of the lungs – talk about invasive. Not to mention inconvenient, there’s no easy traveling and especially no camping if you need a bulky machine and an electrical outlet just to sleep through the night. Most patients diagnosed with sleep apnea will try a CPAP and then stop using it, rendering treatment entirely ineffective.
In the past, the only CPAP alternative was even more invasive corrective surgery. At Granbury Dental Center, we want to avoid surgery at all costs. Thankfully, with advances in modern medicine and dental treatments, we have a simple, non-invasive solution for you with oral appliance therapy.
Oral appliance therapy uses a custom device worn like a mouthguard during sleep. Oral appliances are custom made to fit your unique needs and ensure it fits comfortably in the mouth. Your oral appliance gently shifts the lower jaw forward, preventing the airway from collapsing and allowing you to breathe comfortably throughout the night.
Oral appliance therapy is highly effective in treating mild to moderate cases of obstructive sleep apnea without the need for a CPAP or invasive surgery. The device is small, comfortable, and easy to use, allowing you the freedom to travel and fall asleep wherever you lay your head. Oral appliance therapy can help reduce and even stop snoring, which we’re sure your partner and family will thank you for.
Treating your sleep apnea today can not only help you and your partner find more restful sleep but can dramatically improve your quality of life and actually prevent the development of serious systemic health problems down the road. It might just save your life.


Mental health psychology practitioners (MHPPs) are likely to experience stress related to the responsibilities of their role as it exposes them to other people’s traumatic life experiences, a phenomenon called ‘vicarious traumatisation.’ This refers to the emotional and cognitive disruptions faced by therapists, as they engage in therapeutic relationships with survivors of traumatic events. During times of excessive stress, such as the COVID-19 pandemic, it is important to examine the factors that might enhance coping skills and resilience in this group of professionals, as their role in fighting off the negative psychological effects of COVID-19 is crucial. The term ‘resilience’ refers to a group of factors that promote positive mental health and well-being in individuals exposed to threatening conditions, traumatic experiences, or severe adversity.
In a study conducted in the UK by researchers at several European universities, participants were invited to talk about their reality, including the effects of vicarious traumatisation on their well-being and strategies they employed to sustain positive mental health and demonstrate resilience.
According to the MHPPs who participated in the study, the pandemic affected them and their clients in different ways. Frequent occurrence of relationship violence, the effects of unemployment, suicide attempts, loneliness, and increased use of alcohol were among the topics their clients highlighted as factors affecting their stress and well-being. Also, the unavailability of stress relief strategies that people usually employed, such as going to the gym or taking trips, rendered MHPPs’ roles in supporting their patients more vital than ever. However, many of them perceived this as an extra burden and reported feelings of inadequacy and anger (they felt they could not ‘help patients properly’). Sleeplessness, flashbacks of their clients’ stories, helplessness, vulnerability, identification with patients’ fears, as well as a tendency to question their abilities as practitioners, were among the symptoms MHPPs experienced.
The MHPPs who participated in this study also reported several mechanisms they employed to maintain positive well-being and develop resilience during these unprecedented times. The importance of frequent, systematic supervision sessions was described as the key factor affecting their well-being and helping them set boundaries between their personal and professional lives. Moreover, practising yoga, meditation, and mindfulness were described as useful tactics in building stress resilience, along with taking up new hobbies and avoiding social media. Finally, seeking social support, having self-awareness, and being able to manage their emotions were reported as key factors in helping them distinguish among their different roles (parents, friends, and therapists) and perform their duties.
The need to train and prepare MHPPs for situations that can be described as collectively traumatic was highlighted by this study’s results. The development of strategies and follow-up care programmes to alleviate the symptoms of vicarious traumatisation might help this group of practitioners develop resilience and be less susceptible to occupational risks, resulting in better outcomes for service users.
Dr Annita Ventouris is a lecturer at the University of West London; Dr Amanda Comoretto is a lecturer in psychology at The Catholic University of Lyon; Dr Constantina Panourgia is a lecturer in psychology at Bournemouth University; Dr Agata Wezyk is a lecturer in psychology at Bournemouth University; Dr Ala Yankouskaya is a senior lecturer in psychology at Bournemouth University; Zoe Taylor is a psychology student at Bournemouth University.
The articles we publish on Psychreg are here to educate and inform. They’re not meant to take the place of expert advice. So if you’re looking for professional help, don’t delay or ignore it because of what you’ve read here. Check our full disclaimer.


Cal Wonder Bell Pepper, also known as California Wonder, is an heirloom variety with large, blocky fruits. This has been the standard bell pepper variety for market gardeners and backyard gardeners since the 1920s. Fruits are 4″ x 3 1/2″ on average and have thick walls. Cal Wonder Bell Pepper is great for raw preparations, but also maintains its crunchy texture when cooked. If allowed to remain on the plant, green fruits will mature to a deep red color with even more flavor. Plants will begin to produce in late spring and continue production throughout summer until first frost in fall.
Peppers are in the nightshade family along with tomatoes and eggplant. Plants in the nightshade family are susceptible to blossom end rot, which is a result of a calcium deficiency. To prevent or alleviate this problem, apply pelleted gypsum at the base of the plant at bloom set. Peppers do best when transplanted, as the germination time can be longer than most vegetable seed. Peppers grow very well in our heavy-duty seed starting trays. Plants should be started 4-6 weeks before the intended outdoor planting date. If conditions outside are favorable, transplants may be planted directly from our 162 cell trays. If conditions are still too cold for planting peppers, transplants may be “stepped-up” to 4″ pots to allow more room to grow. Peppers can produce heavy fruits and will require some form of support to keep the plant upright. We recommend using the Florida Weave trellising technique that involves using stakes and twine along the row. This ensures that plants and fruits stay off the ground, reducing the possibility of disease and keeping fruits clean.
Cal Wonder Bell Pepper Planting Information
Planting Method: transplant
When to Plant: after last frost
Planting Depth: 1/4″
Seed Spacing: 2′
Row Spacing: 3-4′
Days to Maturity: 60
Disease Resistance: Tobacco Mosaic Virus


By Joseph E. Trimble
Distinguished University Professor
Department of Psychology and the Woodring College of Education
It is my distinct pleasure and honor to introduce this year's
Network analysts study relationships in contexts and how the patterns of interactions influence behavior and social change. Educators such as Garth, Joe, and Ann understand these network principles and effectively apply them in their teaching and relationships with students and colleagues.
Along with countless other faculty here at Western, indeed Garth, Joe, and Ann approach teaching as an educational partnership, with students as partners in the exploration and study of the topic. In the classroom they encourage and nurture the partnership, rather than promoting an educational setting where knowledge, defined as the accumulation of facts, figures, and discrete skills, is objectified and externalized. An educational partnership for them means that the partners are connected to the topic of inquiry and to each other as they experience the exploration of information. They view the partnership as a collaborative relationship set in an experiential atmosphere of openness where attention to the experience and sensitivity of others is emphasized. Thoughts and feelings are treated with mutual respect as partners explore knowledge and values. By encouraging independence while providing suitable structure, they expect and encourage students to participate in their holistic educational growth and development.
As a psychologist, I am keenly aware of the fact that everyone is hardwired to connect with others. Allan Shore of the UCLA School of Medicine once stated: "The idea is that we are born to form attachments, that our brains are physically wired to develop in tandem with another's through emotional communication, beginning before words are spoken." With this overarching principle in mind, you will learn that Garth, Joe, and Ann organize their seminars and classes to build on our fundamental need to connect with others. To accomplish a "connection" teaching objective, student experiences can be organized for them to participate in a series of activities and projects that emphasize their strengths as well as the importance of working with others in small group settings.
At one time or another all of us have had students who sat alone in the corner of the room, spoke only when queried and often hesitantly, were the first to leave the room when class ended, and preferred being alone seemingly excluding classmates from their inner circles. A few are problematic and troublesome but most of the "loners" pose few problems or challenges.
Creating a relational and correspondent learning atmosphere in the classroom can promote student engagement. In my numerous years of teaching and educational experiences I have come to realize that the "loner" wants to engage with the instructor, connect with some classmates, and, most important, connect and resonate with the course theme and emphasis. Typically, most "loners" don't know how to connect and sustain interpersonal relationships; however, we can create engaging classroom experiences by designing and promoting learning activities that foster a creative, supportive environment complete with positive proactive outcomes. Assigning students to the activities and experiences begins by recognizing and acknowledging their strengths. When placed in small group activities, for example, student strengths should complement one another to the extent that group outcomes depend on mutual collaboration. It has been my experience that "loners" will eventually realize they can connect in a positive supportive environment with encouragement and support from the instructor.
The three professors featured in this year's
Professor Garth Amundson embraces peer learning as an essential ingredient in a collaborative multi-disciplinary classroom experience. Having a strong connection to his profession is one of the most valuable attributes he can provide his students. Using his experience as a backdrop, he strives to encourage students in all aspects of their academic and professional development. He encourages them to submit their work to competitions and have their work considered by other professionals.
As evident in his course syllabi and materials, Garth Amundson strongly believes that there is a contractual agreement between professor and student. He points out a successful syllabus needs to have a well-stated sense of purpose, a defined sense of direction and clear expectations. It needs to include more than a calendar and reading list; it must act as a schedule and support the goals of the course. Professor Amundson insists that, "While the syllabus is a crucial tool, it must remain flexible so that it can adapt to the organic nature of the classroom, as indicated in all my course syllabi. The syllabus should not be the enemy of the course--being bound to the minutia of the syllabus can be detrimental to the fluidity of the classroom."
Joseph Garcia offers two courses in leadership studies; LDST 101 and 450 are both offered through the Karen W. Morse Institute for Leadership here at Western Washington University. The connectedness of his students and faculty in the courses comes through in his belief that each party in the classroom should be treated with respect for subject matter expertise and experiences. Continuing, he maintains that, the topic of leadership is not about a position, or a formal title. It is about the connections between people, individuals who may be called leaders and followers. Through these connections, individuals, groups, organizations and societies are able find their way towards achieving their dreams. In my view, this orientation towards leadership is captured by the words of the Chinese philosopher Lao-tzu some 2500 years ago when he said, go to the people. Learn from them. Live with them. Start with what they know. Build with what they have. The best of leaders when the job is done, when the task is accomplished, the people will say we have done it ourselves.
The overall design of the leadership curriculum is based on the principle that there
is an accumulated body of knowledge about leadership and leadership inquiry that
should be the core learning material for the courses. Surrounding this core are
the professor, the students, and the professionals who engage with each other and
the material from their different perspectives. The professor is a subject matter
expert, the students are novice learners at different levels, and the professionals
have practical experience that in their respective roles facilitate learning about
leadership theory and practice. In his efforts to connect and engage young students,
Professor Garcia reminds us some lack of student engagement is not an uncommon occurrence
in first year courses as some are still finding their way as first year students.
In summary, Professor Garcia points out that his leadership courses have generated
positive results beyond the immediate course outcomes. The centerpiece for the course
is his learning model that
The course for which Ann Stone had the most opportunity for crafting is Marketing: Branding. This course works within her own personal strength of practical experience in the branding field, giving her confidence about the topic as well as strong perspectives about how branding skills are utilized in work environments.
In keeping with the "connectedness" theme of this year's Showcase, Ann maintains that courses should be framed following specific learning experiences to include:
In those settings she looks for the


The Japanese legal system is based on civil law, and courts render decisions based on the primacy of codified law. As opposed to common law systems, such as that found in the United States, there is less emphasis on judicial precedents that judges use as bases to rule in subsequent cases. Japan has a unified court system, of which the highest level is the Supreme Court. There are no separate and discrete state court systems. There are generally three tiers of courts, with actions first filed in a court of first instance, followed by an intermediate appeal to one of eight high courts, followed by an appeal to the Supreme Court.
There is no discovery procedure under Japanese civil procedure laws. Parties are required to obtain evidence to establish or disprove the merits of a plaintiff's claim of their own accord. Each party is therefore required to evaluate and prepare its claims based on the evidence each has in its possession. This differs significantly from US civil procedure rules, which call for lengthy discovery periods where the parties are able to seek and obtain information and evidence related to the claims at issue from the opposing party. As there is no discovery procedure in Japan, there is no electronic discovery procedure either. To collect electronically stored information (ESI) under the control of the opposing party or a third party, a party must utilise evidence collection methods permitted under the Code of Civil Procedure (see Section IV).
II YEAR IN REVIEW
Although the legal system does not provide for the collection or disclosure of ESI, the government has been discussing ways to develop the use of technology in court procedures. The courts do not allow parties to file submissions online; rather, all documents are submitted in hard copy. However, in 2017, the government established a committee to evaluate how courts can update the technological processes of their civil law procedures. In March 2018, the committee issued a report with its recommendations regarding how to integrate electronic tools into the civil court process. The report focuses on three improvements:
- e-filing: filing of complaints and arguments electronically, rather than solely as hard copy;
- e-court: using web conference systems to enable the parties to participate in meetings with courts over the internet; and
- e-case management: accessing court submissions such as complaints, arguments and evidence over the internet.
To implement the systems listed above, the committee is considering a three-phase implementation process:
- phase 1: commencement of the operation of a web conference system and videoconferencing, which will be possible under the current laws without any amendments. These changes can be implemented relatively quickly by acquiring new equipment, such as web conference systems. Several courts began utilising the web conference system for part of their civil procedures from February 2020;
- phase 2: revisions to the relevant laws and regulations, which will allow other portions of the recommendations to be implemented; and
- phase 3: construction of remaining systems and receipt of user feedback, including from those who have experienced issues with IT systems.
III CONTROL AND PRESERVATION
As mentioned in Section I, there is no discovery process in Japan. In general, parties do not have any duty to preserve ESI under the Code of Civil Procedure, as each party is required to obtain relevant evidence on its own. Because there is no duty to preserve, there are no sanctions for failure to do so. However, by utilising the methods explained in Section IV, the parties will be able to obtain documents from the opposing party.
IV REQUESTS AND SCOPE
If a party wants to obtain evidence from the opposing party or a third party, it must try to utilise the collection methods permitted under the Code of Civil Procedure, as set forth below.
i Preservation of evidence
Preservation of evidence is a legal proceeding to examine and preserve evidence that might become impossible or difficult to examine by the time the actual hearing is held. It is possible to preserve evidence before a lawsuit is filed, and any kind of evidence, including electronic data, can be subject to this procedure. Parties must provide written reasons for why they need to preserve the evidence and why the evidence needs to be examined when the actual hearing is going to be held.
ii Petition for an order to submit a document
A party may file a petition with the court to order the opposing party or a third party to submit a document, explaining the necessity of the petition. The party must also describe the following in the petition:
- an indication of the document;
- the purport of the document;
- the holder of the document;
- the facts to be proven by the document; and
- the grounds for the obligation to submit the document.
If a court finds that there are legitimate grounds to grant a petition, it will issue the order. In some past cases, courts have determined that documents should be disclosed in electronic form and have accordingly ordered the document holder to disclose the ESI itself.
V REVIEW AND PRODUCTION
The Code of Civil Procedure does not have any rules regarding the use of advanced analytical tools to facilitate analysis of produced materials. However, in situations where parties have the opportunity to analyse ESI on their own, these tools are popular.
There is no attorney–client privilege or work-product doctrine protecting the confidentiality of certain documents. However, in the competition law area there has been some discussion on introducing attorney–client privilege in relation to investigations by the Japan Fair Trade Commission. The Cabinet recently approved this through the amendment of regulations and drafting of new guidelines. This is limited to the competition law area, but nonetheless represents a large step forward for the legal system.
VI PRIVACY ISSUES
The Act on the Protection of Personal Information (APPI), which was introduced in 2003, regulates the protection of personally identifiable information. Amendments were introduced to the APPI in September 2015, which were fully implemented on 30 May 2017. The APPI requires companies to obtain consent to process personal data, unless any of the exceptions permitted under the law are applicable.
When parties plan to provide documents or ESI containing personal data to the court, the APPI will apply. Under the APPI, parties are generally prohibited from providing personal data to the court without consent; however, it allows the provision of personal data without consent if the 'personal data is necessary for the protection of the life, body, or property of an individual and if it is difficult to obtain the consent of the person'. A party will be able to provide personal data to the court if this exception applies.
In addition, there are cases when a company is asked by the court of a foreign country, or by the parties to foreign litigation themselves, to produce documents or data that contains personal information. Under the APPI, if personal data is to be transferred to third parties in a country outside Japan, a requirement is imposed to obtain the prior consent of the relevant individuals. If the company does not receive consent, which is normally the case, it should consider whether an exception to the rule applies.
VII OUTLOOK AND CONCLUSIONS
As mentioned in Section I, there is no discovery process in Japan, and parties are required to obtain evidence on their own to establish or disprove the merits of the plaintiff's claim. There is currently little to no discussion regarding changes to this basic structure. It is very unlikely that a discovery process similar to that of the United States will be introduced in the near future.
However, because of the importance of ESI in terms of economics and business transactions, it is becoming increasingly important to have a system that allows parties to effectively collect and submit ESI. As mentioned in Section II, the government has been discussing technological updates to civil law procedures, which should be closely monitored.
1 Kentaro Toda is a partner at TMI Associates.


Australia has been notified of a vast pumice floating in the Pacific Ocean heading towards the coastline.
Where was it found?
Sailors Michael and Larissa Hoult first discovered a “total rock rubble slick” extending for kilometres around them in the Pacific Ocean near the Island of Tonga. Other sailors have reportedly spotted the “pumice raft” that has been detected from space by NASA, comparing it to the size Manhattan, Washington and 20,000 football fields.
What is a pumice raft?
A pumice raft as labeled by scientists is a mass of floating, porous rock that forms when a volcano erupts from the ocean floor. It occurs when hot lava, full of gas bubbles, cools in the ocean and produces pumice, which floats to the surface above the eruption.
How does this affect the environment?
Although this giant rock formation may look scary and dangerous, it is a potential vehicle for some marine organisms. Scott Bryan a geologist and associate professor at Queensland University of Technology has studied underwater volcanic pumice for two decades.
He believes there is a possibility organisms such as algae, snails, crabs and even corals could attach themselves to the pumice raft which would serve as a “natural mechanism for species to colonise, restock and grow in a new environment.”
What does this mean for Australia?
With the rock arriving on our coast in an estimated seven to 12 months, experts are advising this “natural mechanism” has the potential to revive the damaged Great Barrier Reef. Bryan believes the pumice raft has the ability to “deposit new, healthy coral around the reef”, which would promote regeneration.
Are there any negatives?
Martin Jutzeler, a lecturer at the University of Tasmania who studies underwater volcanoes warns not everything about the pumice raft is positive. He told BBC that pumice rafts also have the potential to transport non-native, invasive species from one ocean habitat to another. Jutzeler also wants to make it clear tat there is the possibility the raft might not even make it to Australia.
“Over time it will probably break apart and disperse.”
Does this have anything to do with climate change?
Even with this pumice raft having the potential to regenerate the Great Barrier Reef, we cannot rely on it. We need to focus on a long term fix for climate change as the world’s coral reefs won’t be saved by a pumice raft.
Photo: NASA Earth Observatory images By Joshua Stevens available here and used under a Creative Commons Attribution. The image has not been modified.


The primary program at IGS provides rich and challenging learning opportunities in a supportive, nurturing environment.
Student learning in the primary years
Our primary program provides opportunity, challenge and support to foster student growth from Kindergarten to Year 6. The primary curriculum allows individual learning needs to be met, with the understanding that success has a positive effect on self-esteem and development. The program also provides a learning community in the broadest sense with teachers, parents and friends directly involved in the learning process.
The ethos of the school is embodied in a vibrant range of learning activities which provide rigour and promote acceptance of difference.
Students develop an understanding of themselves and their world through various forms of expression including Languages, Visual Arts, and Drama. Primary children in Years 1 to 6 spend 80 minutes a day in immersion in their second language (40 minutes in Kindergarten).
Self-directed and negotiated learning experiences are provided in the Key Learning Areas (KLAs):
- Human Society and Its Environment (HSIE)
- Science and Technology
- Creative Arts
- Personal Development, Health and Physical Education (PDHPE)
Learning opportunties occur both in the classroom and externally through our extensive co-curricular activities.
Students in the primary years also study integrated units of work through inquiry based research tasks. Projects are generic and flexible enough to engage students in their own topic choices.
Involvement in physical activity plays an important role in child development and the Physical Education program emphasises participation for all, while providing involvement in competition for upper primary students.
Our holistic approach to education ensures that the ‘total child’ is catered for academically, socially and physically. Primary school classes are not streamed at IGS.
Assessment and reporting
At IGS, assessment and reporting are seen as essential components in good teaching and learning. Teachers use a range of strategies to assess learning and create a profile for each student. Students are involved in the evaluative process, including self-assessment when appropriate. Teachers provide information to parents about assessment outcomes in ’plain English’.
Parents of children in Kindergarten to Year 6 are able to meet formally with the Home Class teacher in Term 1 to discuss early progress, followed up with parent and teacher interviews in Term 2 with Languages teachers. Of course, parents may schedule meetings with teachers as needed.
Formal written reports following Commonwealth Guidelines are issued at the end of each semester for children in Years 1 to 6. These reports describe student achievement in each course or area of study, using grades A to E (or equivalent). Grades are related to clearly-defined standards.
National Assessment Program – Literacy and Numeracy (NAPLAN) testing takes place annually in Years 3 and 5. See the latest results »


Viscosity of Dichloromethane
Dichloromethane (DCM), or methylene chloride, is an organic compound with the formula CH2Cl2. This colorless, volatile liquid with a moderately sweet aroma is widely used as a solvent. It is not miscible with water but miscible with many organic solvents. It is used as a paint stripper and a degreaser. In the food industry, it has been used to decaffeinate coffee and tea as well as to prepare extracts of hops and other flavorings.
Viscosity Table – Measurement data
|Temp. [°C]||Dyn. Viscosity [mPa.s; cP]||Density [g/cm3]|
|Related||Dichloromethane, methylene chloride, organic compound, liquid, solvent, degreaser|


The 201-204 curricula are based on the idea of constructivism (Piaget, 1978; Vygotsky, 1978), which claims students actively build
knowledge based on prior ideas and assumptions. The National Research Council's report, How People Learn (Bransford, Brown, & Cocking, 2000)
emphasizes the importance of constructivism and describes three "Key Findings" of learning from cognitive science and education research:
An example of this learning cycle in the chemistry curriculum (SCED 204) is an activity that relates bond breaking or formation to energy changes. Students are first asked how they think the temperature would change if bonds are breaking or forming. Then, they measure temperature changes as a liquid evaporates (intermolecular bond breaking) or as water is added to cupric sulfate (chemical bond formation). The results are opposite what most students predict. Students record their data and are guided to make sense out of it, so that they ultimately build a sophisticated model describing the energy transfers and transformations involved in bond breaking and formation. Finally they compare their mental models to their initial ideas and discuss how their thinking has changed. The students have a similar experience in the Earth science curriculum (SCED 202) when they investigate evidence of Earth events and are surprised to discover that living things developed and evolved mostly in the last 12% of Earth history. In the life science curriculum (SCED 203), students discover that plants undergo cellular respiration and therefore take in O2 and produce CO2 just as animals do. These are only a few examples of the multiple learning cycles found in each curriculum.
The guided inquiry pedagogy used in the SCED 20X classes requires that students are comfortable sharing ideas with their classmates, even though
The pedagogy also depends on student collaboration. The students work in established groups to develop initial ideas about a phenomenon, generate evidence via investigations, develop and support conclusions from the evidence (sense-making), compare/contrast their initial ideas with the evidence gathered, and reflect upon their learning. Each group also shares its ideas with the rest of the class, both during discussions about initial ideas at the beginning of an activity and about summarizing questions at the end. During initial ideas discussions, groups share their ideas about a phenomenon, and students and faculty ask questions to clarify those ideas. The goal of these discussions is to make students' initial ideas transparent to everyone in the class. These discussions are facilitated using whiteboards. Each group records their collective ideas on a whiteboard, usually using a combination of text and illustrations. When it is their turn to share, students stand up, show their whiteboard to the class, and use it explain their ideas to the class. Class discussions about summarizing questions also use whiteboards, but the purpose of these discussions is much different from an initial ideas discussion. Now students are asked to support their claims with evidence and compare their newly developed understanding with their initial ideas. This is the point in the learning cycle in which students need to come to a correct understanding about the phenomenon they are investigating.
The role of the instructor is very different in our courses compared to more traditional courses. There is no lecturing. In fact, the instructor is rarely even at the front of the class. Instead, we circulate between groups, eliciting preconceptions, probing students' emerging understanding through questioning and maintaining a collaborative atmosphere. Instructors also facilitate the class discussions by comparing groups' ideas, contrasting emerging ideas with the class' initial ideas, and encouraging students to reflect on how their thinking has changed.
The geology curriculum (Geology and Everyday Thinking, GET) is also being used at Whatcom Community College, Skagit Valley College, and Everett Community College in Washington, and at Cal Poly San Luis Obispo in
The biology curriculum has recently been published as Life Science and Everyday Thinking (LSET) by It's About Time publishing company, a publisher specializing in science curricula developed with NSF funding. In a recently published paper, we compared how students in classes using LSET compared to students in traditional lecture courses on the "Grandma Johnson" question (Ebert-May et al., 2003). This is a validated assessment of student understanding about the transfer of matter in an ecosystem. The question is:
Grandma Johnson had very sentimental feelings toward Johnson Canyon, Utah, where she and her late husband had honeymooned long ago. Because of these feelings, when she died she requested to be buried under a creosote bush in the canyon. Describe below the path of a carbon atom from Grandma Johnson's remains, to inside the leg muscle of a coyote. NOTE: The coyote does not dig up and consume any part of Grandma Johnson's remains.
We also found that students in classes using LSET had a more sophisticated view about the nature of science at the end of the class compared to students in a more traditional
biology course (Bio 101). We used the Views About Science Survey (VASS), which measures students attitudes about learning science and the nature of science. Students in the
LSET course had a significantly greater shift towards a more "expert" view of learning science at the end of the course. This study was done by two colleagues, Dr. Irene Salter
and Dr. Leslie Atkins, at the California State University, Chico.
We've also been tracking student learning data for SCED 204, and comparing this to Chem 101, which has similar content but was taught in a more traditional lecture style (since these data were collected, Chem 101 has been adapted to use more inquiry-based pedagogies). When two of each of the courses were compared (all four were taught by the same instructor), SCED 204 students showed significantly larger gains on a Conceptual Chemistry Questionnaire (CCQ) than Chem 101 students, even on content that had roughly the same time-on-task between courses (conservation of matter).
Beyond the SCED Series
We have used the SCED 201-204 instructional model for teacher and faculty professional development, as well as in our own courses in Geology, Chemistry and Biology. In workshops for "Change at the Core", which seeks to improve instruction in introductory STEM courses at WWU, as well as in the new faculty 3-day workshop on teaching and learning, faculty engage in similar inquiry-based learning experiences. These set the stage for learning about current education research and planning strategies for their upcoming classes. Further, community college faculty were part of the development team and regularly teach SCED 20X equivalents at Whatcom Community College and Skagit Valley College. Finally, many of us have begun to apply some of the guided inquiry activities and strategies we developed for the 20X series to our larger introductory science courses.
Please see the Profiles section to see how Jim Stewart, Pinky Nelson, and Steve Gammon contributed to inquiry-based learning in science education at Western Washington University.
Constructivism in context: Factors affecting student learning in four different classrooms. In D. W. Sunal, C. S. Sunal, e. L. Wright, C. L. Mason & D. Zollman (Eds.), Research Based Undergraduate Science Teaching (Vol. 6). Charlotte, NC: Information Age Publishing.
How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.
Using 'How People Learn' as a blueprint for developing teaching strategies in an introductory geology course, Eos Transactions of the American Geophysical Union, v. 89(52), Fall Meet. Suppl., Abstract ED41B-06.
Advantages and Challenges of Using Physics Curricula as a Model for Reforming an Undergraduate Biology Course. Cbe-Life Sciences Education, 12(2), 215-229. doi: 10.1187/cbe.12-08-0134
Physics and Everyday Thinking. Armonk, NY: It's About Time: Herff Jones Education Division.
Success and Understanding. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.


Consider a child who was mentioned and described as an example in one of the videos you watched on child or adolescent mental health problems. Imagine that child or teen has been referred to you for counseling. Devise a diagnosis and treatment plan for this child or adolescent, using Chapter 19 in your Henderson & Thompson textbook, the First textbook, and the additional article you selected. Use the following format for your treatment plan (see the Treatment Planner books in your Optional Materials, for examples).
Problem: There may be many problems evident, but choose one for the initial focus of treatment.
Problem Definition: Describe how the problem is specifically evidenced by the client, using terms from the Diagnostic criteria in the DSM.
Goals: Set broad goals, based on your preferred theoretical orientation, that will result in the resolution of the target problem. Provide a brief rationale for these goals, with references.
Objectives: State objectives in specific language that can be measured (and meet demands for accountability).
Interventions: Design actions that the counselor will take to help the client complete the objectives, based on the clients' needs and strengths and your own skills and knowledge.
Diagnosis: This may be preliminary. Compare the behavioral, cognitive, emotional and interpersonal symptoms of the client to those in the DSM and the Handbook of Differential Diagnosis, to decide on the most appropriate diagnosis.
Not sure what your scenario is as it is not stated- video not attached. Thus, I will give you an example I have devised: Teen referred to you as a cutter and relational problems in the home and in school. She has runaway from home two times, both to her grandmother's house. She does not have any friends in school except for one boy of East Indian background- just arrived in the country last year. When she is at school , she hangs out with him. Often , she is with her older friends - two men and one teenage girl. They have reported to be using ...
Example of case study of teen with cutting behavior is given.


Wireless Ethernet communications
December 2011, Fieldbus & Industrial Networking
As a world standard, Ethernet is the logical choice as more and more manufacturers start to develop hardware with Ethernet interfaces. With the mechanisms inherent in Ethernet, a network can be installed and configured for almost any application. Ethernet provides redundancy, prioritisation, VLANs, and many other options that can enable a single network to be used for everything from critical applications such as control and automation to less important applications such as email or simple file transfers.
However, at times Ethernet connectivity will be required in remote locations or areas where it is difficult or impossible to lay physical cabling for connectivity. This could be due to existing structures, terrain or a variety of other factors. Also at times connectivity is only required for a single device to send very small amounts of non-critical data, and then it is sometimes not feasible to lay cable.
In cases like these it is necessary to look at an alternative communication medium to copper or fibre-optic cabling, such as wireless. Wireless communications come in various forms. Wireless can be used for relatively short distances up to approximately 3 km, in which case 802.11, more commonly known as WiFi, will be recommended. To set up wireless over slightly longer distances than WiFi, up to around 12 km, WiMAX, also known as 802.16/e, is the common choice. To reach distances greater than this, cellular or satellite connections can be investigated. These allow connectivity to reach almost any location on the globe, depending on the application.
One of the most obvious advantages when using WiFi, or any wireless communications technology, is the lack of cables. When an overflow meter 3 km away from the main network needs to be connected in order to send an update once every hour, it is not feasible to lay thousands of rands of cabling. In these situations wireless communications can save time and money. However, there are disadvantages to using wireless rather than physical cabling, and these need to be taken into consideration.
Stability of the link
One of the biggest disadvantages when using wireless communications is the stability of the link. Wireless links are adversely affected by external conditions such as weather or surrounding buildings and this must be taken into account on installation. 802.11 links require line-of-sight between the antennas and so must be kept away from surrounding buildings. Common misconceptions when using wireless are that the signals travel in a completely straight line without dispersion, and that wireless antennas that can ‘see’ each other through very tight gaps should still be able to connect strongly. This is not the case, and is due to a phenomenon with wireless communications called the Fresnel zone. If a direct line-of-sight (DLoS) line is drawn between the antennas, the Fresnel zone will occupy a large area around the DLoS, sometimes also called the Radio Line of Sight. As a rule of thumb 60% or more of the Fresnel zone must always remain clear of obstructions to achieve a strong, stable link.
Besides fixed obstructions such as buildings or trees, temporary obstructions such as low lying cloud cover or heavy rainfall must be considered. In the case of adverse weather, the stability of the link could be greatly affected or it could drop completely. High winds can also pose a problem if antennas have not been properly installed. Shifting antennas can cause the link to fail completely, especially in the case of long distance links. An antenna shift of a couple of centimetres can put it completely out of alignment.
Advantages and disadvantages
These are the common advantages and disadvantages that need to be considered for any wireless scenario, whether basic 802.11, WiMAX, cellular or satellite wireless.
802.11 wireless communications do not need to be licensed, which can be both an advantage and a disadvantage. Other advantages are that there are no hidden costs, and 802.11 hardware can simply be purchased and installed at the user’s discretion. The disadvantage, however, is that interference can be caused by other surrounding wireless devices as it is legal for anyone to setup their own wireless. For this reason a site survey including a wireless frequency scan is essential when planning for a wireless installation. A frequency scan will show what frequencies are being used in the area, and the installer can then determine which frequency to use so as to avoid interference. In more populated areas it is worth performing frequency scans every few months to make sure that no new wireless systems have been put in place that could cause interference.
WiFi is not considered the strongest or most stable of links, and so should not be used for critical applications where a link failure could cause major problems, site shutdowns or even death. However, in cases where non-critical remote connections are required, 802.11 wireless can be an excellent time and money saver.
WiMAX, or IEEE 802.16, provides a wireless mesh network with a much greater range than 802.11 wireless – up to 12 km radius or more, depending on the hardware. WiMAX also does not require line-of-sight, although bandwidth and performance may be affected in a non-LoS scenario, depending on the environment. The 802.16e Enhanced standard also calls for an allowance for WiMAX subscribers to be able to travel at up to vehicular speeds of 120 km/h and to be able to cross over to different WiMAX base stations without renegotiating the link. This is different to 802.11 wireless which has to renegotiate the link to each new access point as it moves around. This means that for applications such as VoIP (Voice over IP), 802.11 it is not suitable if users need to hold calls whilst moving around the site. However, 802.16e will allow this movement between different WiMAX base stations without dropping the call.
The disadvantage to 802.16 (which again could also be an advantage) is the requirement that frequencies be licensed for specific areas before they can be used. This licensing is handled by ICASA, the regulator for the South African communications sector, or the equivalent body in countries other than South Africa. This licensing can prove to be a time consuming task, and also raises the cost of the solution. However, having a licensed frequency means that interference from an outside source cannot happen legally. This means that interference on a WiMAX link is less of a concern than with 802.11 WiFi.
Finally WiMAX will require regular renewals of subscription fees for the licensing of the frequencies, unlike WiFi which is a once off payment for the hardware (not counting spares or possible repairs on the hardware).
Cellular or satellite
In some cases WiFi or even WiMAX cannot achieve the distances needed. A single camera or PLC in a remote area 100 km away from a network would need many different WiMAX links, all back to back, in order to use WiMAX. The expenditure required to set this up and the ongoing maintenance required would not be feasible. In addition if any one of the links has a problem, the end device would be unreachable. The use of WiMAX or WiFi is not even an option in this case.
In these situations either cellular or satellite links would be an option, both having their own advantages and disadvantages. They can be used almost anywhere to gain network connectivity. Cellular communications will still require a cellular tower within range to get a connection, but nowadays most areas will have cellular towers in range. For satellite, all that is needed is an unobstructed view of the sky.
However, both of these technologies come with disadvantages. Unlike WiFi they incur monthly costs. Cellular connections require the user to pay for the amount of data transferred, whilst satellite connections require a monthly rental cost. Also, both of these technologies rely on a third party and the end user does not have direct control in the case of problems.
Although wireless might not always be the first choice, especially in mission-critical applications, it can be one of the best methods when transferring non-critical data from remote sites, or areas where physical cabling is not feasible. However, the use of wireless links should only be considered after proper planning and consideration of all the factors involved. Site surveys are essential in order to properly assess the installation requirements prior to purchasing of equipment, and professional installers must be used to ensure the antennas are correctly mounted so as to provide a strong and stable link.
For more information contact Tim Craven, H3iSquared, +27 (0)11 454 6025, firstname.lastname@example.org, www.h3isquared.com


DIVISION II. RULES AND RECOMMENDATIONS
CHAPTER IV. EFFECTIVE AND VALID PUBLICATION
SECTION 3. AUTHOR CITATIONS
48.1. When an author adopts an existing name but definitely excludes its original type, a later homonym that must be attributed solely to that author is considered to have been published. Similarly, when an author who adopts a name refers to an apparent basionym but explicitly excludes its type, a new name is considered to have been published that must be attributed solely to that author. Exclusion can be effected by simultaneous explicit inclusion of the type in a different taxon by the same author (see also
Ex. 1. Sirodot (1872) placed the type of Lemanea Bory (1808) in
Sacheria Sirodot (1872); hence Lemanea, as treated by Sirodot (1872), is to be cited as
Lemanea Sirodot non Bory and not as Lemanea Bory emend. Sirodot.
Ex. 2. The name Amorphophallus campanulatus Decne. (1834) was apparently based on the illegitimate
Arum campanulatum Roxb. (1819). However, the type of the latter was explicitly excluded by Decaisne, and his name is therefore a legitimate name of a new species, to be attributed solely to him.
Misapplication of a new combination to a different taxon, but without explicit exclusion of the type of the basionym, is dealt with under
Retention of a name in a sense that excludes its original type, or its type designated under
, can be effected only by conservation (see Art.
2006, by International Association for Plant Taxonomy. This page last updated


Resource Allocation: Tasks assigned to employees and displayed in a time-based bar chart.
Consider this "Part 2" of the Employee Availability video. This video expands upon the concepts of scheduling projects and tasks so that employees have steady work into the future. That is really the definition of Project Resource Allocation. The concept seeks to allocate task work to employees so they have something to work on. Of course G&A projects and planned time off have their place in the mix as well. It's not all just project work. Consider this one of the many project management features in addition to our timesheet, expenses, invoicing, and PTO accruals.
The basis of resource allocation is projects and tasks. Either the project, or the tasks under it, must be set up to allocate hours to employees. Traditionally, this has been purely a project task duty, but our product also allows projects with no tasks to serve as sources of allocated hours. That simplifies things.
Assuming you are using project tasks to check resource allocation, you will need to enter an estimated duration of hours for each task, at a minimum. Adding a starting and due dates help define the exact time when you expect employees to work on tasks, but they are optional because you may not know those dates or the dates may change too frequently for micro-management. Simply add some tasks to a project, assign them to employees, and enter a duration, and you have all you need to view the effect in the Resource Allocation window.
The graph you see deals chiefly with task remaining hours. So, even though you entered hours into the duration field, it is really the number of remaining hours, after subtracting actual timesheet hours, that are plotted on the graph. Why? Because those are the only hours relevant to future work. In other words, employees will apply themselves to what remains of their tasks. So all we care to see in the graph is what remains to be done.
If you can envision a graph showing tasks allocated by time period, you instantly realize that employees are expected to work a certain number of hours during those periods. You also begin to see that an inverted chart represents employee availability. For example, if a person is allocated to work on 10 hours in a certain week, they would have another 30 hours available for new work. So whereas the resource allocation chart would show a bar for 10 hours, the availability chart would show 30. The two work hand-in-hand to help you visualize future working hours.


Easter egg hunts can be fun and safe if a few simple guidelines are followed.
• Use grade AA or A eggs with clean, uncracked shells that have been stored in the refrigerator at 40 degrees or below.
• Refrigerate raw shell eggs at home in their original carton until ready to decorate.
• Keep everything clean. Wash utensils, countertops and other surfaces that come in contact with raw eggs. Wash your hands thoroughly with soap and hot water before and after handling raw eggs or cooked eggs that will be eaten.
• If you hollow out eggshells by blowing the raw egg through holes in the shell, you could expose yourself to salmonella from raw egg touching your mouth. To be safe, use pasteurized shell eggs if they are available. If not, sanitize the outside of the egg before it touches your mouth by washing the egg in hot water and rinse in a solution of 1 teaspoon chlorine bleach per half cup of water.
• If you plan to use the raw eggs you have blown out of their shells, cook and eat them right away — don't try to store them.
• Cool boiled eggs immediately in cold water and store refrigerator. Discard eggs whose shells crack during cooking.
• Use food coloring or food-grade dyes to color eggs if they will be eaten.
• After coloring, store eggs in a clean container and refrigerate. Cooked eggs stored in the original carton that held raw eggs may contaminate them with bacteria.
• Care should be used in choosing hiding places for Easter eggs. Make sure to avoid areas where the eggs might come into contact with pets, wild animals, birds, reptiles, insects or lawn chemicals.
• Do not eat eggs that have been out of refrigeration for more than 2 hours (less if in hot sun).
• Use hard-cooked eggs within one week.
If you're planning to decorate Easter eggs, following these egg safety tips can help you and your family avoid an unwanted foodborne illness.
For more information and answers to food safety questions, contact Edie McSherry at CSU Larimer County Extension at 970-498-6008.


Campus Center 243
A person of any gender or sexual orientation can be sexually assaulted. Although violence exists within LBGT communities, it is also important to understand that Lesbian, Bisexual, Gay, and Transgender people are also targeted for sexual violence based on their sexual orientation and all people, regardless of sexual orientation, can be targets based on their perceived gender expression. In these cases sexual violence is used as a form of control to maintain heterosexism.
- Same-sex sexual assault may include non-consensual vaginal or anal penetration, oral sex, touching, or any other type of sexual activity
- Same-sex sexual assaut can happen on a date, between friends, partners, or strangers.
- Same-sex survivors are even less likely than other survivors to report the assault to the police or seek counseling after it occurs
- Most survivors of same-sex assault report additional barriers to seeking support which leads to very little data complied about same-sex violence
Regardless of the sexual orientation of the perpetrators or survivors, it is important to remember that sexual assault is sexual contact without consent. No one asks for it or deserves it. Survivors of all sexual orientations say that they have difficulties resuming or starting new intimate relationships because sexual contact triggers memories of the assault. In many cases, survivors say that intimacy—emotional or sexual—makes them feel guarded and ashamed.
Intimate Partner Violence
If you are being abused by an intimate partner of the same-sex, you may experience a broad range of feelings including denial, confusion, and shame. Women who have been assaulted by another woman may believe that it isn’t possible for a woman to rape another woman; that sexual assault is only perpetuated by men. In many cases, this stems from a belief that lesbian sex is not “real sex.” The misconception then follows that if lesbians aren’t considered able to have sex then they certainly cannot sexually assault one another. This is not true. Considering that men are taught from a young age that being vulnerable is a sign of weakness, gay men may have feelings of shame or inadequacy connected to being sexually assaulted that make them reluctant to admit or report their assault. In order to understand same-sex sexual assault and to work toward its prevention, it is important to acknowledge and commit to challenge homophobia and transphobia.
Common Barriers for Same-Sex Survivors
- Not being taken seriously or having their experience minmized
- Not having their experience called sexual assault or rape
- Having to explain their experience in more detail than one would ask a heterosexual survivor or a survivor of male-female assault
- Having to educate those they reach out to
- Having their experience sensationalized
- Increasing people's homophobia or being seen as a traitor in their community because they told their story to straight people
- Mistakenly being seen as the perpetrator
- Being blamed for the assault
- Not being understood
- Being treated in a homophobic manner by police, hospital staff, rape crisis center, counselors and others
- Being "outed" (having their sexual orientation revealed without their consent)
Adapted from materials from Emily McWilliams, MS, and "Support for Survivors-Training for Sexual Assault Counselors" California Coalition Against Sexual Assault, 1999
A hate crime is a crime in which the perpetrator intentionally selects a victim because of their actual or perceived race, color, national origin, ethnicity, gender, gender expression or identity, disability, or sexual orientation.
Homophobia in our culture puts LBGT people at greater risk for sexual assault and other forms of violence. It is common for perpetrators to use sexual violence as a way to humiliate someone for being LBGT. These violent acts express the perpetrator’s believe that an LBGT person is not worthy of respect and dignity. It should be noted that a person can be the victim of an anti-LBGT hate crime yet identify as straight. If one is attacked because one either identifies as LBGT or is perceived as being a gay man or lesbian, then one is the victim of a hate crime. In these cases, perpetrators may verbally abuse their victims and imply that they deserved to be sexually assaulted because they are perceived to be gay, lesbian, bisexual or transgender.
Transgender students are particularly vulnerable to many forms of violence because of our culture’s discomfort with gender ambiguity and/or their perceived sexual orientation. In a relationship, abusers may leverage power over their transgendered partners by threatening to reveal their gender identity to others. Trans survivors of sexual assault or intimate partner violence may face increased barriers to accessing medical care and other assistance. Though staff at many agencies are well-trained at dealing with gender issues, this is not true everywhere.


Wildfire is a risk in Florida anytime, but dry periods make fires even more likely, especially in wooded or rural areas. It's not hard to make your landscape less vulnerable to fire. Firewise landscaping incorporates fire safety into landscape design to help ensure your home is safe even when a fire comes close.
Creating an area of "defensible space" is one of the most important actions you can take to lessen the risk of wildfire to your home. Defensible space is a special area between natural areas (like woodlands) and your home. This space breaks up the continuity of plants, giving the house a better chance of surviving if fire comes near.
Your defensible space should extend from your house outward at least 30 feet, and it should be filled with plants that are low in flammability (firewise plants). These plants can help reduce the likelihood that a fire will jump from wooded areas to your house.
Lightweight fuels, such as leaves and small branches, generally ignite easily and burn rapidly. Plants with thick, succulent leaves—such as cacti, aloe, and century plants—usually maintain high leaf moisture content and take longer to ignite.
Small, needle-like leaves, like those on pines and cedars, are usually more flammable than wide, flat leaves, such as those on maples, oaks, and hickories. (The broad fronds of palms are exceptions to this rule, as they tend to have a relatively high flammability.)
Plant Placement and Maintenance
Most wildfires spread horizontally through materials that lie on or are within a few feet of the ground. But shrubs, vines, and small trees can act as ladders that carry flames from the ground to treetops. To prevent this from happening should a wildfire approach your house, prune the lower branches of trees up to 10 feet off the ground.
Keep tall trees away from the home and use short shrubs in foundation plantings. Groups of plantings should be separated by nonflammable areas, such as gravel, stepping stone pathways, or a well-maintained and healthy lawn. If you use mulch, try to limit it to the area of landscape outside of the defensible space, as mulches can be flammable.
To keep your landscape firewise, keep up with routine maintenance: don't delay necessary pruning and irrigation, and remove dead leaves, branches, and plants from your property.
For a firewise landscape, remember: vegetation that's overgrown, continuous, and close to a home may improve wildlife habitat or conserve energy, but it also increases the home's vulnerability to wildfire.


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