What colour is light orange? The color light orange with hexadecimal color code #fed8b1 is a light shade of brown. In the RGB color model #fed8b1 is comprised of 99.61% red, 84.71% green and 69.41% blue. In the HSL color space #fed8b1 has a hue of 30° (degrees), 97% saturation and 85% lightness.
Then, Is red orange a color?
As its name suggests, red orange is a cross between the two hues. More red than orange, it is bright and exciting and associated with physical energy. … The following colors are related to red orange.
What is a light red color? Light red is a relatively rare color because red mixed with white is often perceived as pink or orange. However, light red does exist as reds that have a slight white tint such that they don’t yet look pink.
Also, Does orange and red match?
Red & Orange
One of the easiest colors to pair with orange is another bright, warm color like red. As seen in this room from tfrugs.co, orange plays beautifully with red, especially in heavily patterned textiles like Moroccan rugs or throw blankets.
Is burgundy red?
Burgundy is a dark red-purplish colour. … Burgundy is sometimes considered to be synonymous with maroon, but is sometimes considered a lighter, less brownish shade of dark red than maroon.
What red-orange means?
Red-orange corresponds to desire, sexual passion, pleasure, domination, aggression, and thirst for action. Gold evokes the feeling of prestige. The meaning of gold is illumination, wisdom, and wealth. Gold often symbolizes high quality.
Is red-orange a secondary color?
The secondary colors — orange, green, and purple — are made by combining the primary colors. In the red–yellow–blue system as used in traditional painting and interior design, tertiary colors are typically named by combining the names of the adjacent primary and secondary.
Is red-orange a tertiary color?
Tertiary colors are created when a primary color is mixed with a secondary color. Examples of tertiary colors are blue-green, red-orange and yellow-green.
What is the reddest red?
Cinnabar. Cinnabar — also known as vermilion, or mercury sulfide (HgS) — is a naturally red ore that contains mercury.
Is there a light red?
The color light red with hexadecimal color code #ffcccb is a very light shade of red. In the RGB color model #ffcccb is comprised of 100% red, 80% green and 79.61% blue. In the HSL color space #ffcccb has a hue of 1° (degrees), 100% saturation and 90% lightness. This color has an approximate wavelength of 608.61 nm.
Is blood crimson or scarlet?
Blood red is a warm color that can be bright or dark red. The bright red color of crimson is often considered the color of fresh blood, but blood-red color may also describe a dark maroon shade of red.
What are the 3 best colors that go together?
Sets of 3 colors that go great together
If you’re looking for a few basic but perennially popular 3 color combinations to kickstart your color palette, think about combinations like: Yellow, red, and blue. Green, orange, and purple. Teal, magenta, and gold.
What Colours should I not wear together?
Here are 10 no-nos when it comes to matching colors in your outfits:
- White and Silver. …
- Magenta and Red. …
- Green and Yellow. …
- Green and Orange. …
- Green and Red. …
- Brown and Gray. …
- Purple and Yellow. …
- Blue-Green and Yellow-Orange (Turquoise and Gold)
What matches with pale orange?
We really love pale orange with teal, with navy, and also a pale olive green. That means, you can wear pale orange as the only bright color in an outfit otherwise anchored by neutrals. Or you can hit ’em with a one-two punch of orange and bright blue-green if you’re looking to take things up a notch.
What Colour is cranberry?
Cranberry is a saturated, muted, candy apple red with a ruby undertone. It is a perfect paint color for a flavorful accent wall.
What Colour is Merlot?
Merlot is a dark blue-colored wine grape variety, that is used as both a blending grape and for varietal wines. The name Merlot is thought to be a diminutive of merle, the French name for the blackbird, probably a reference to the color of the grape.
What colors is magenta?
Magenta is a color that is variously defined as purplish-red, reddish-purple, purplish, or mauvish-crimson.
What color represents death?
Colors. Black is the color of mourning in many European cultures. Black clothing is typically worn at funerals to show mourning for the death of the person. In East Asia, white is similarly associated with mourning; it represented the purity and perfection of the deceased person’s spirit.
Why is orange a bad color?
Orange symbolizes energy, vitality, cheer, excitement, adventure, warmth, and good health. However, pure orange can be brass; however, it may suggest a lack of serious intellectual values and bad taste. Orange is currently a trendy, hip color.
What color means life?
Red has a range of symbolic meanings, including life, health, vigor, war, courage, anger, love and religious fervor. The common thread is that all these require passion, and the “life force” that drives passion blood is red.
What 2 colors make another color?
Mixing primary colors creates secondary colors
If you combine two primary colors with each other, you get a so-called secondary color. If you mix red and blue, you get violet, yellow and red become orange, blue and yellow become green. If you mix all the primary colors together, you get black.
What are the 3 secondary colors?
Red, green, and blue are known as the primary colors of light. The combinations of two of the three primary colors of light produce the secondary colors of light. The secondary colors of light are cyan, magenta, and yellow.
What are the 3 true primary colors?
- Three Primary Colors (Ps): Red, Yellow, Blue.
- Three Secondary Colors (S’): Orange, Green, Violet.
- Six Tertiary Colors (Ts): Red-Orange, Yellow-Orange, Yellow-Green, Blue-Green, Blue-Violet, Red-Violet, which are formed by mixing a primary with a secondary.


This month’s Take Charge of Your Health topic is about the impact exercise can have on cognitive functioning. Cognitive functions are brain-based skills needed to carry out any task from the simplest to the most complex. When people have trouble remembering simple tasks, learning new things, reasoning or problem-solving, they have a cognitive impairment. This impairment can range from mild to severe and is more common as people age.
There are many ways to combat cognitive impairment. One way is through exercise. Of its many benefits, exercise increases a person’s heart rate, which pumps more oxygen and other nutrients to the brain to keep it healthy. Another cognitive benefit of exercise is that it reduces stress, which may help people cope with life’s challenges. Now, more than ever, as we continue to deal with effects of the COVID-19 pandemic, having a strong coping mechanism is important.
COVID-19 has changed the way we live. In terms of exercising, the pandemic has left people scrambling to find creative ways to exercise at home. There are still many things that we can do to keep our bodies and minds moving inside our homes and in our communities while we may not have access to gyms. As the weather warms up, it’s a great time to get outside for a walk or a jog because one thing remains certain—exercising both your brain and body is one important way that you can take charge of your health today.
Esther L. Bush, President and CEO
Urban League of Greater Pittsburgh


When asked what symptom people with chronic headaches would prefer never to have again, the most common answer is dizziness. Dizziness and headaches are some of the most common symptoms that frequently occur together. In fact, if you were to do a quick WebMD search, you would find that dizziness and headaches are associated with 90+ different conditions ranging from mild traumatic brain injury, such as a concussion, to sunburns. So, what is the connection between these two symptoms?
Let’s start with the Neck!
The neck is a vital and complex region of the body that supports our head and allows our brain to communicate with the rest of the body. The average adult head weighs between 10-12 lbs and is balanced on a 2 oz ring of bone called the atlas (C1). While this design may seem flawed, there are approximately 44 muscles, and a near equal number of ligaments, that support our head and neck and communicate with our brain about where our body is in space.
Neck injuries, such as whiplash injuries or chronic repetitive stress injuries (such as poor posture), can cause the joints in our neck to lock up in an abnormal position leading to a restricted range of motion and increased muscle stiffness. When our joints are not moving properly, the surrounding muscles and ligaments send incorrect information to the brain which can often lead to feelings of imbalance, unsteadiness, and light-headedness. In addition, the increased muscle stiffness can trigger referred pain and pressure that may be felt in the forehead, temples, and base of the skull. This is characteristic of the classic tension-type headache - the most common type of headache reported. Treating the underlying neck dysfunction may be as simple as correcting your posture and can dramatically reduce these symptoms.
Changes in Blood Flow
Have you ever stood up too quickly and felt the initial lightheadedness and unsteadiness as blood flow is momentarily reduced to your brain? Typically, this sensation is transient. We have several built-in mechanisms to ensure our body quickly adapts to pump blood to our brain so that we do not pass out. Our brain is a very energetically expensive organ, using about 20% of our body’s metabolism to function. Changes in blood flow to our brain can occur with postural changes, dehydration, or hypertension, and it may be associated with certain types of headaches, such as migraines.
Migraines are a severe type of headache that may be associated with a host of unusual symptoms including nausea, numbness, visual changes, and dizziness. While it is not fully understood what specifically happens in the body to cause a migraine, one theory looks at changes in hormones and neurotransmitters that may trigger constriction of the blood vessels in the upper neck and brain resulting in the diverse symptoms characteristic of a migraine. For example, when this constriction occurs in blood vessels near structures associated with the inner ear, it can trigger sensations of spinning, imbalance, nausea, and vomiting. In fact, there has been an associated increased risk for young people who experience migraines and the future development of benign paroxysmal positional vertigo (BPPV), the most common cause of episodic dizziness.
In addition, having an underlying neck injury can predispose a person to be more sensitive to certain migraine triggers such as weather changes. The upper neck acts like a bottlecap that allows fluid to flow to and from the head and body. An injury to this area can constrict this fluid flow, resulting in a sensation of increased pressure in the head. For some people, this may be associated with an increased risk of developing a migraine.
While these are some of the less talked about factors contributing to dizziness and headaches, lifestyle is another important consideration to keep in mind and includes the roles of sleep, diet, and stress management. In some instances, there may be a simple solution such as postural correction or a specific exercise; in other cases, taking a holistic lifestyle approach is required to control, reduce, and prevent episodes of dizziness and headaches. Our team of trained NUCCA practitioners are fully equipped and eager to help you uncover the root of your dizziness and headaches and get you back on your feet doing the activities that you love!
Dr. Michelle Speranza
The Vital Posture™ Clinic


Ministry of Foreign Affairs
The Muslim Minority of Greek Thrace
The basic guiding principles of the policy followed by Greek Governments in recent years, vis-a-vis the handling of minority issues have been those of moderation and consensus. This is especially true since 1991, when the Government solemnly reaffirmed the principles of “isonomia” i.e. equality before the Law and “isopoliteia”, equality of civil rights, in the relation between Christians and Moslems. These views are also shared by Non-Governmental Organizations which closely follow developments in the minorities field. The whole issue is being handled as belonging to domestic affairs.
In 1922 the Muslim minority in Thrace numbered 86,000 people. According to the latest general census (1991) it numbers approximately 98,000 to a total of 338,000 inhabitants of Thrace, i.e. 29% of the population. The minority is composed of three ethnic groups : 50% of the minority are of Turkish origin, 35% are Pomaks (an indigenous population that speaks a Slavic dialect and espoused Islam during Ottoman rule) and 15% are Roma. Each of these groups has its own spoken language and traditions. It was for this reason that the drafters of the Lausanne Treaty defined it as a religious minority.
The Ministry for Foreign Affairs has the role of coordination of the competent Ministries, dealing with education problems, citizens’ rights, health issues, employment, housing, development of infrastructures etc. The basic aim of the MFA’s handling of issues concerning the Muslim Minority in Thrace on the one hand, and those concerning the Greek Minority in Constantinople and the isles of Imbros and Tenedos on the other (as they are defined in the Lausanne Treaty), is to ensure the observance of the relevant international contractual obligations stemming from the Peace Treaty and the Conventions and Protocols of Lausanne signed in 1923 as well as from other International Conventions on Human Rights.
Particular attention is paid by the State to the development and infrastructure sectors. A number of large scale works are currently undertaken in the Region of Eastern Macedonia-Thrace. Some are state-financed, such as the Special Local Government Development Program. Others are financed through the European Union, such as the Regional Programs known as PEP, the LEADER II and INTERREG programs. These include forestry and land improvement works, improvement of airport facilities, irrigation, ecotourism, agrotourism, the protection of the environment etc.
The State, and the Ministry of Education in particular, consider the education of the Moslem children as a matter of high priority. Concrete proof of this are the credits allotted every year for the running costs, maintenance and improvement of the minority schools. In 1998, in particular, 61.600.000 drs (approx. 200.000 USD) were spent for running costs, 289.364.000 Drs (940.000 USD) for new construction, 139.126.000 Drs (452.000 USD) for repairs and 100.000.000 (325.000 USD)for educational material of these schools. Today there are 235 primary minority schools in Thrace. Courses are taught in the Greek and Turkish language as stipulated in the 5th Part of the Lausanne Treaty of 1923 under the heading “Protection of Minorities”. The number of Moslem teachers employed in these schools is 440. More than half of them (260), are graduates of the Special Pedagogical Academy of Thessaloniki, 82 are graduates of the secondary education schools i.e. Gymnasiums and Coranic Schools, 90 are graduates of Turkish schools and 9 are Turkish nationals, appointed for a set period of time according to the provisions of exchange of teachers between Greece and Turkey contained in the 1968 Bilateral Cultural Protocol.
Two minority secondary education schools operate in the cities of Xanthi and Komotini, capital cities of the respective Prefectures of Xanthi and Rodhopi, where the Muslim Minority is mainly situated. The schools are housed in buildings provided for by the Greek State. Both Greek and Turkish is used for the education of the students in these schools. Twelve Moslem Greek teachers, graduates of Turkish Universities and 7 Turkish nationals (as provided by the 1968 Bilateral Cultural Protocol) are employed. It is true that the infrastructure and capacity of these schools does not allow for the admission of the total number of students interested in pursuing their education. Thus selection by lot is being resorted to for their admission. This measure has come under criticism by part of its members. However, it must be kept in mind that for all practical purposes almost all of the candidates are finally admitted by means of a decision issued yearly by the Secretary General of the Region of Eastern Macedonia - Thrace on the basis of a recommendation by the Coordinator of Minority Education. During the current academic year 98% of the surplus applications for admission were accepted while the Authorities also agreed to include among the eligible applicants, even those who submitted their application belatedly.
It must also be mentioned that in Thrace and in the remote mountainous area in Xanthi where the Pomaks live, in particular, the State has set up and is financing the operation of Greek speaking secondary education schools (Gymnasiums) in which the teaching of the lesson of religion in the Turkish language and the teaching of the Koran in Arabic have been introduced. Furthermore the State finances the commuting to the schools of those students for whom the distances are too prohibiting. During the academic year 1997-98, 60.000.000 Drs (195.000 USD) were spent for the moving of students to and from the Glafki Lyceum and the Sminthi, Echinos, Glafki and Thermae Gymnasiums of the Xanthi Prefecture.
Yet another positive development in the education of the Minority is the adoption, last year, of Law 2621/1998 whereby the two Koranic Schools of Komotini and of Echinos in the Xanthi Prefecture have been recognized as equivalent to the Religious Studies Lyceums of the country. The Pedagogical Institute of the Ministry of Education is currently working on the new curriculum which is expected to be applied starting next academic year.
Currently, there is a positive climate of cooperation between the MFA and the Turkish Embassy in Athens concerning the exchange of school books for the use of Moslem students in Thrace and students of the Greek Minority in Turkey. The relevant provisions are part of the 1968 Bilateral Cultural Protocol in the form of recommendations. The Turkish side submitted 19 titles for approval by the competent authority, i.e. the Pedagogical Institute of the Ministry of Education. The latter checked their content, concluding that the textbooks conform to the necessary educational standards for Primary education. This assessment puts a new positive slant on the issue of the exchange of textbooks, as books submitted by the Turkish side in the past were on the whole considered inadequate to cover the educational needs of the Minority. The last time such books were submitted was in 1992-1993. In order to make up for the lack of progress, the Greek Ministry of Education undertook the writing and publication of Turkish-language textbooks for use in the first five years of Primary School which, according to the assessment of all the experts, fulfilled the educational and pedagogical norms. Unfortunately the distribution of these books met with the organized and guided reaction of certain circles of the Minority and were never put to use.
The Government also pays particular attention to the improvement of the skills of the schoolchildren in the Greek language. Two research programs are currently being applied and both have yielded positive results. The first is the “Program for the Education of Moslem Children” and has been designed by the Special Secretariat for the Education of Greeks Abroad and Multicultural Education of the Ministry of Education in collaboration with the National Kapodistrian University. Its aim is the publication of textbooks for the teaching of the Greek language to students with a different mother tongue. It is financed by the EU with 1,2 billion Drs approximately (3.896.000 USD). The second is the “Multicultural Educational Support for Student Groups in Thrace”. Designed by the National Youth Foundation, it is also financed by the EU with 585.000.000 Drs (1.900.000 USD). Its aim is to facilitate the adaptation of students to the Greek educational system and alleviate the cost of education for families in need by providing free supplementary education. Another program which was successfully put into practice in August and September 1998, was the program for the support of Moslem students in secondary education particularly for first year students in the Gymnasiums and students having failed the exams.
The Ministry of Education has initiated the procedure for the integration of the Special Pedagogical Academy of Thessaloniki – from which the teachers employed in the minority schools graduate - in the University Education system. To this end a Presidential Decree is under consideration which will establish a Department of Moslem, Pedagogical and Theological Studies at the Aristotelian University in Thessaloniki.
There is full transparency in the procedure of appointment of the Muftis of the Minority. As a general rule, the Muslim religious leaders are appointed and not elected. In Turkey itself, the Mufti is appointed by the Prefect according to the latter’s judgement. In non-Islamic countries Muftis may be appointed, if the state does not involve itself in the religious matters of the Faithful. In Greece, the Mufti is appointed by the Administration in a procedure in which prominent members of the Minority have their say. Law no. 1920 “concerning Moslem Religious Functionaries” defines the procedure of appointment of the Mufti, his status as appointee, his duties and the rules of functioning of his office. A further reason for the appointment of the Mufti by the Administration is that he performs certain judicial functions in matters of family and inheritance Law concerning the interpersonal relations of the Moslems. The Prefect initiates the procedure for the choosing of candidates who are proposed by eminent members of the Minority. The Mufti is appointed by Presidential Decree following the recommendation of the Minister of Education and Religion. For the first time in 1990, the possession of an Islamic Theology Degree at university level became a prerequisite for the candidature. It should be noted that from 1923 until 1990 the Muftis were appointed by the Prefect without anyone ever having protested or contested the procedure of appointment. The actions of Mr. M.Agga and Mr. I.Serif, following a rigged election involving a minimal number of members of the Minortiry, constitute, according to the Greek Penal Code, the crime of pretence of authority of the lawful Muftis of Xanthi Mr. M.Sinikoglu and of Komotini Mr. M.Cemali.
As far as employment is concerned, there exists a considerable number of Minority members working either in the private sector or as civil servants. Those duly qualified participate in the examinations held by the Supreme Council for the Selection of Personnel for the appointment of employees in the Public Sector. Today more than 350 Moslems are employed in Thrace as teachers, firemen, members of the veterinarian service, guards and bank clerks. Muslims are also employed in the seasonal posts of the Public Sector such as at the Forest Authorities of Xanthi and Stavroupoli. Finally, prominent members of the Minority are lawyers, businessmen, doctors and pharmacists.
Finally, a note on the issues of purchase of land, hunting permits and driving licenses:
- Purchase of land: Law 1892/1990 rules that a permit for the purchase of land in areas near the border of the State must be issued. Since the beginning of the 90s, hundreds of plots of land owned by Christians have been purchased by Moslems and the problems of the past have been eradicated. The statistical data of sales and purchases of land in Thrace for 1998 indicate a higher rate of purchase by Moslems: 44.11% of total purchases were made between Moslems, 49.68% were purchases of Christian property by Moslems while only 6.21% involved the purchase of Moslem property by Christians.
- Hunting permits: During the hunting season 1998-1999, 2,314 hunting permits were issued or renewed in the Xanthi Prefecture, of which 1,415 to Christians (61.15% of the total), 899 to Moslems (38.85%). In the Prefecture of Rodhopi 4,473 permits were issued or renewed, 1,863 to Christians (41.65%), 2,610 to Moslems (58.35%). During the same period 221 permits were issued to Moslems in Evros. In order to put the data in context, it is reminded that the percentage of Moslem inhabitants to the total population in the three Prefectures is 41.19% for Xanthi, 51.77% for Rodhopi and 4.65% for Evros.
- Driving licenses: There is no indication of hindrances or delays in the issuing of driving licenses. It is calculated that more than half the new licenses issued by the Transport Office yearly, go to members of the Minority. In 1998, the Prefecture of Xanthi issued 2,720 licences, of which 1,496 to Moslems, while in the Prefecture of Rodhopi the licenses issued to Moslems exceeded the 60% of the total.
MFA, Athens, June 1999


DIVISION II. RULES AND RECOMMENDATIONS
CHAPTER III. NOMENCLATURE OF TAXA ACCORDING TO THEIR RANK
SECTION 4. NAMES OF SPECIES
23.1. The name of a species is a
binary combination consisting of the name of the genus followed by a
single specific epithet in the form of an adjective, a noun in the
genitive, or a word in apposition, or several words, but not a phrase
name of one or more descriptive nouns and associated adjectives in the
ablative (see Art. 23.6(a)), nor certain other irregularly formed
designations (see Art. 23.6(c)). If an epithet consists of two or more
words, these are to be united or hyphenated. An epithet not so joined
when originally published is not to be rejected but, when used, is to
be united or hyphenated, as specified in Art. 60.9.
23.2. The epithet in the name of a species may be taken from any source whatever, and may even be composed arbitrarily (but see
Ex. 1. Cornus sanguinea
, Papaver rhoeas
, Uromyces fabae
, Fumaria gussonei
, Embelia sarasiniorum
, Atropa bella-donna
, Adiantum capillus-veneris
, Spondias mombin
(an indeclinable epithet).
23.3. Symbols forming part of specific epithets proposed
by Linnaeus do not prevent valid publication of the relevant names but must be transcribed.
Ex. 2. Scandix pecten C
L. is to be transcribed as Scandix pecten-veneris; Veronica anagallis
L. is to be transcribed as Veronica anagallis-aquatica
23.4. The specific epithet, with
or without the addition of a transcribed symbol, may not exactly repeat
the generic name (such repetition would result in a tautonym).
Ex. 3. "Linaria linaria"
and "Nasturtium nasturtium-aquaticum"
are contrary to this rule and cannot be validly published.
Ex. 4. Linum radiola
L. (1753) when transferred to Radiola
Hill may not be named
as was done by Karsten (1882), since that combination cannot be validly published (see
). The next oldest name,
Lam. (1779), is illegitimate, being a superfluous name for
. Under Radiola,
the species has been given the legitimate name
23.5. The specific epithet, when
adjectival in form and not used as a noun, agrees grammatically with
the generic name; when it is a noun in apposition or a genitive noun,
it retains its own gender and termination irrespective of the gender of
the generic name. Epithets not conforming to this rule are to be
corrected (see Art. 32.7). In particular, the usage of the word element -cola as an adjective is a correctable error.
Adjectival epithets: Helleborus niger
L., Brassica nigra
(L.) W. D. J. Koch,
L.; Rumex cantabricus
Rech. f., Daboecia cantabrica
(Huds.) K. Koch (
≡ Vaccinium cantabricum
Huds.); Vinca major
L., Tropaeolum majus
L., Geranium molle
Peck, derived from the epithet of Abies balsamea
(L.) Mill., treated as an adjective.
Names with a noun for an epithet:
L., Gentiana pneumonanthe
L., Lythrum salicaria
L., Schinus molle
L., all with epithets featuring pre-Linnaean generic names.
Davis, derived from the epithet of Abies balsamea
(L.) Mill., treated as a noun.
Correctable errors: The epithet of Polygonum segetum
Kunth (1817) is a genitive plural noun (of the corn fields); the combination
, proposed by Small, is a correctable error for Persicaria segetum
(Kunth) Small (1903). - In
Rchb. f. (1855), the epithet corresponds to the generic name of an animal; upon transfer to
Schltr., the combination P. "echidnum"
was proposed by Garay, which is a correctable error for
(Rchb. f.) Garay (1953).
Ex. 8. Rubus "amnicolus"
is a correctable error for R. amnicola
23.6. The following designations are not to be regarded as specific names:
- Descriptive designations
consisting of a generic name followed by a phrase name (Linnaean "nomen
specificum legitimum") of one or more descriptive nouns and associated
adjectives in the ablative.
Ex. 9. Smilax "caule inermi"
(Aublet, Hist. Pl. Guiane 2, Tabl.: 27. 1775) is an abbreviated
descriptive reference to an imperfectly known species which is not
given a binomial in the text but referred to merely by a phrase name
cited from Burman.
- Other designations of species consisting of a generic name followed by one or more words not intended as a specific epithet.
Ex. 10. Viola "qualis"
(Krocker, Fl. Siles. 2: 512, 517. 1790);
(Forsskål, Fl. Aegypt.-Arab.: cxxi. 1775), the
word "dubia?" (doubtful) being repeatedly used in Forsskål's work for species
which could not be reliably identified.
Ex. 11. Atriplex "nova"
(Winterl, Index Hort. Bot. Univ. Hung.: fol. A  recto et verso.
1788), the word "nova" (new) being here used in connection with four
different species of
. However, in Artemisia nova
A. Nelson (in Bull. Torrey Bot. Club 27: 274. 1900),
was intended as a specific epithet, the species having been newly distinguished from others.
Ex. 12. Cornus "gharaf"
(Forsskål, Fl. Aegypt.-Arab.: xci, xcvi. 1775) is an interim
designation not intended as a species name. An interim designation in
Forsskål's work is an original designation (for an accepted taxon and
thus not a "provisional name" as defined in
) with an epithet-like vernacular which is not used as an epithet in the "Centuriae" part of the work.
(Forsskål, Fl. Aegypt.-Arab.: xcv. 1775) is
another example of such an interim designation; in other parts of the
work (p. c, cxvi, 127) this species is not named.
In Agaricus "octogesimus nonus"
and Boletus "vicesimus sextus"
(Schaeffer, Fung. Bavar. Palat. Nasc. 1: t. 100. 1762; 2: t. 137.
1763), the generic names are followed by ordinal adjectives used for
enumeration. The corresponding species were given validly published names,
Schaeff. and B. ungulatus
Schaeff., in the final volume of the same work (1774).
Honckeny (1782; see
Art. 46 Ex.
) used species designations such as, in
Agrostis, "A. Reygeri I.", "A. Reyg. II.", "A. Reyg. III."
(all referring to species described but not named in Reyger, Tent. Fl. Gedan.: 36-37. 1763), and also
"A. alpina. II"
for a newly described species following after A. alpina
Scop. These are informal designations used for enumeration, not validly
published binomials; they may not be expanded into, e.g.,
- Designations of species consisting of a generic name followed by two or more adjectival words in the nominative case.
Ex. 15. Salvia "africana coerulea"
(Linnaeus, Sp. Pl.: 26. 1753) and
Gnaphalium "fruticosum flavum"
(Forsskål, Fl. Aegypt.-Arab.:
cxix. 1775) are generic names followed by two adjectival words in the
nominative case. They are not to be regarded as species names.
However, Rhamnus "vitis idaea"
Burm. f. (Fl. Ind.: 61. 1768) is to be regarded as a species name,
since the generic name is followed by a noun and an adjective, both in
the nominative case; these words are to be hyphenated
under the provisions of Art. 23.1
. In Anthyllis "Barba jovis"
L. (Sp. Pl.: 720. 1753) the generic name is followed by nouns in the
nominative and in the genitive case, respectively, and they are to be
). Likewise, Hyacinthus "non scriptus"
L. (Sp. Pl.: 316. 1753), where the generic name is followed by a
negative particle and a past participle used as an adjective, is
and Impatiens "noli tangere"
L. (Sp. Pl.: 938. 1753), where the generic name is followed by two verbs, is corrected to
Similarly, in Narcissus "Pseudo Narcissus"
L. (Sp. Pl.: 289. 1753) the generic name is followed by an independent
prefix and a noun in the nominative case, and the name is to be
under the provisions of Art. 23.1
- Formulae designating hybrids (see
23.7. Phrase names used by
Linnaeus as specific epithets ("nomina trivialia") are to be corrected
in accordance with later usage by Linnaeus himself.
Ex. 18. Apocynum "fol.
L. is to be cited as
L. (Sp. Pl.: 213. 1753 [corr. L., Syst. Nat., ed. 10, 2: 946. 1759]); and
L., as M. frondosa
L. (Sp. Pl.: 177. 1753 [corr. L., Syst. Nat., ed. 10, 2: 931. 1759]).
23.8. Where the status of a designation of a species is uncertain under
Art. 23.6, established custom is to be followed
* Ex. 19. Polypodium "F. mas", P. "F. femina",
and P. "F. fragile"
(Linnaeus, Sp. Pl.: 1090-1091. 1753) are, in accordance with established custom, to be treated as
L., P. filix-femina
L., and P. fragile
L., respectively. Likewise,
Cambogia "G. gutta"
is to be treated as C. gummi-gutta
L. (Gen. Pl.: . 1754). The intercalations
] and "M."
] in the names of Linnaean species of
respectively, are to be deleted, so that names in the form
Asplenium "Trich. dentatum"
and Trifolium "M. indica",
for example, are treated as
L. and T. indicum
L. (Sp. Pl.: 765, 1080. 1753).
23A.1. Names of persons and also of countries and localities used in specific epithets should take the form of nouns in the genitive
(clusii, porsildiorum, saharae) or of adjectives (clusianus, dahuricus) (see also
Art. 60, Rec. 60C and
23A.2. The use of the genitive and
the adjectival form of the same word to designate two different species
of the same genus should be avoided (e.g.
Lysimachia hemsleyana Oliv. and L. hemsleyi Franch.).
23A.3. In forming specific epithets, authors should comply also with the following suggestions:
- To use Latin terminations insofar as possible.
- To avoid epithets which are very long and difficult to pronounce in Latin.
- Not to make epithets by combining words from different languages.
- To avoid those formed of two or more hyphenated words.
- To avoid those which have the same meaning as the generic name (pleonasm).
- To avoid those which express a character common to all or nearly all the species of a genus.
- To avoid in the same genus
those which are very much alike, especially those which differ only in
their last letters or in the arrangement of two letters.
- To avoid those which have been used before in any closely allied genus.
- Not to adopt epithets from
unpublished names found in correspondence, travellers' notes, herbarium
labels, or similar sources, attributing them to their authors, unless
these authors have approved publication (see
- To avoid using the names of little-known or very restricted localities unless the species is quite local.
2006, by International Association for Plant Taxonomy. This page last updated


Part Two: The Nature of God
A. Essence and Nature
The essence of a thing is what constitutes it. The essence of a thing is what is expressed in a true definition of the thing.
A thing may be regarded in two ways:
- as an existible reality, and
- as an understandable reality.
Hence, any reality may be defined in two ways:
- either according to its being as an existible thing, or
- according to its being as an understandable thing.
Suppose we are define man. As an existible thing man is a substantial compound of body and soul; as a thing that can exist among other things, man exists as body and soul. This is a definition of man, and it is called a physical definition. A definition expresses an essence, and the physical definition of man expresses the physical essence of man, that is, “body and soul substantially united.”
But suppose we define man as an understandable thing. We do not mean to define him according to the mere viewpoint of the mind; we mean to define him as a reality. But we mean to make our definition of those points of reality in man (not physical parts like body and soul) which render him intelligible. Now, how does an adequate mind or understanding lay hold of the reality called man?
- Well, first of all it knows man as some thing.
- Further, it knows man as a substantial thing, and as a complete substance; it knows man as subsistent. The mind knows man as a subsistent thing.
- But it knows him as distinct from such subsistent things as pure spirits; for it knows man as a bodily-subsistent-thing.
- And it knows man as other than mere bodies like sticks and stones; for it knows man as a living-bodily-subsistent-thing.
- And it knows man as something more than a living substance such as a tree; for it knows man as a sentient-living-bodily-subsistent-thing.
- And it knows man as something more than a sentient substance like a dog or cat; for it knows man as endowed with intellect and will, that is, it knows man as a rational-sentient-living-bodily-subsistent-thing.
Notice that all the points the mind knows about man as understandable are points of reality; they are not points of the mind’s view, they are points of fact in man himself; yet they are not physical parts. The six points of reality about man that make him intelligible or understandable are: thing, subsistent, bodily, living, sentient, rational. And you may take any one of these as predicate and say that man is such a thing: man is subsistent; man is alive; man is rational. Now the sum of all the points of reality which render a thing understandable constitutes the metaphysical essence of that thing.
The Moral Liberal recommends: Great Books of the Western World
Thus the metaphysical essence of man is: “a reality or thing that is subsistent, bodily, living, sentient, and rational.” Since the first five of these points of reality in man (that is, thing, subsistent, bodily, living, sentient) make the metaphysical essence of animal, we may merely add the word rational to animal, and we have, in shorter compass, the metaphysical essence of man. The metaphysical essence of man is expressed in the metaphysical definition of man: “Man is a rational animal.”
The physical essence of man is his constitution as an existible thing; it is made up of man’s fundamental and indispensable physical parts; it is constituted by man’s body and soul.
The metaphysical essence of man is the sum of the points of reality about him that make him understandable; the sum of points of reality recognized by a mind that knows what man is; this metaphysical essence of man is constituted of animality and rationality.
Now, what we have said about the physical and metaphysical essence of man is true of the physical and metaphysical essence of anything. We have used man only as an illustration. In our present study we are to inquire into the physical essence and the metaphysical essence of God.
The nature of a thing is its essence regarded as the root or source of its operations. The nature of a thing is its working essence. Thus, while we say that the essence of a man is (physically considered) his body and soul, we say that the nature of man is his essence as operative. We say that it is according to man’s nature that he thinks and wills; we say that it is natural to man to walk and to speak, and so on.
Now, the items of perfection that belong to a thing because it is of such a nature , are called attributes of the thing. It is essential (metaphysically) to man that he be fundamentally equipped for reasoning and willing; he has this fundamental equipment even as a baby when he is unable to use it; he has this equipment even if he be so mentally handicapped that will never use it. But the actual ability to use this fundamental equipment belongs only to man when is sufficiently matured, when he is conscious, when he is unprevented in its use.
But granted that a man is fully constituted in being, that he is mature, awake, alert, unblocked in the exercise of his powers, it will follow of necessity that he is able actually to reason and to use free will. This actual ability, we say, belongs to his nature, his operative essence; this ability follows upon that nature because it is such a nature. Therefore this actual ability is proper to man, it is to be attributed to man: actual reasoning and actual willing are attributes of man. An attribute is, therefore, the normal and necessary consequence of an essence fully constituted in its working capacity, that is, of an essence constituted as a nature. In brief, an attribute is a perfection that belongs by natural necessity to a nature.
We see, therefore, that an attribute (since it belongs to a nature because this is such a nature) is an index of the nature to which it belongs. If we know the attributes of a thing, we shall know by them the nature whence they flow, or to which they necessarily belong. Therefore, in our present study we shall investigate certain attributes of God, so that we may know the nature of God.
To sum up: Essence is that reality which constitutes a thing as existible (physical essence) or as understandable (metaphysical essence). Nature is essence considered as the source of operations. Attributes are perfections that belong by necessity to a fully constituted and unhampered nature.
B. The Essence of God
1. The Physical Essence of God
God is not a body; He is not made up of parts. God is not a creature; He is not limited or confined or in any way composed. Hence, the physical essence of God is a unique physical essence. We cannot illustrate it perfectly by showing what the physical essence of some creature is, and then drawing a comparison. But, since God is “constituted” (to use an imperfect word) in His being by Himself, and not as a sum of parts or of distinct elements or perfections, it may suffice to say that God’s physical essence is his infinite and indivisible being as pure spirit. That is what God is an existing thing: a Spirit infinitely perfect. More fully, God’s physical essence is defined as the one and only infinite indivisible and all-perfect Spirit.
Notice that we mention several perfections in setting forth this physical definition of God. We speak of the oneness or unity of God; of His uniqueness which which we indicate by the word “only”; of His simplicity or indivisibility, for God has no parts; of His full perfection; of His infinity; of His spirituality.
Now, it must be always understood that in God there is not only no distinction of parts (for He has no parts), but there is no real distinction of perfections; all that God has He is. All these perfections are in reality one with God and one with one another; all are one in the Infinite Essence with which they are identified, and of which they are but various aspects taken by the finite mind.
2. The Metaphysical Essence of God
That is called the metaphysical essence of God which affords the mind its basic grasp of what God means. Theologians have ever differed in their opinion of what precisely is the point by which a creatural mind lays hold of God as understandable. Some had said that the fundamental notion or idea which the mind grasps in knowing God is His radical infinity; others have said that it is His boundless knowing. But others, with more show of reason, say that before we think of God as infinite or as all-knowing, we think of God as there. We think of Him as existing. And we think of Him as existing of Himself, or, in other words, we think of God as Subsistent Being Itself. In this we discern the metaphysical essence of God.
C. The Attributes of God
An attribute, as we have learned, is a perfection that belongs to a thing because the thing is of such a nature. It belongs to a nature. It flows from a nature fully and perfectly constituted and unprevented in function. Strictly speaking, God has no attributes. What we call His attributes are Himself regarded by our finite minds from different angles. God is simple, indivisible, not made of parts or elements. All that God has, God is. But we must use such terms as we can; we are finite and our language is not adequate for expressing infinity with full perfection. Therefore, as long as we know that what we call God’s attributes are not things other than God which God merely possesses, we may use our inadequate terminology as the only available instrument for the expression of important truths.
The Moral Liberal recommends: Great Books of the Western World
We have already mentioned many attributes of God in this study. We have spoken of God’s oneness or unity, of His infinity, of His simplicity, of His uniqueness, of His supreme intelligence, of His supreme will, and of other divine perfections or attributes. Here we mention these again, together with some others. In studying the attributes of God, we are directly studying the nature of God.
1. Absolute Divine Attributes
“Absolute” means “freed from all ifs, buts, hows, whys, conditions.” The absolute attributes of God are those which belong to God as God, not to God as Creator, or Preserver, or Governor, but to God simply. Such are infinity, immensity, immutability or changelessness, knowledge, wisdom.
Absolute divine attributes are either positive or negative.
- Positive divine attributes express infinite perfection in God: life, wisdom, understanding, will, etc.
- Negative divine attributes express absence of imperfection in God: infinity (which means that God is not limited); indivisibility (which means that God is not made up of parts); immutability (which means that God is not changeable), etc.
2. Relative Divine Attributes
“Relative” means having a relation to, a connection with, something else. Now, on the part of God, who is infinite and self-sufficing, there are no real relations whatever. But creatures have essential relations with God, and these are real. God’s relative attributes bring creatures into relation with Him; they do not bring God into any real relations with creatures. Relative attributes of God are, for example, His power, as creating, preserving, providing, governing the world and especially man; His goodness to His creatures; His fidelity to His word; His truthfulness, and so on.
In general, reason declares that since God is the fulness of all perfection in infinite degree; since He is Pure Actuality; since He is wholly Self-sufficing; since He is without the shadow of any imperfection, He has a attributes all pure perfections in a way superior to that in which perfections are possessed or can be possessed by creatures. The technical way of expressing this reasoned truth is this: God has all pure perfections formally and eminently.
A pure or unmixed perfection is one that involves no imperfection, such as life, knowledge. A mixed perfection involves imperfection, such as walking or reasoning. For it is a perfection to be able to walk; but it is an indication of limitation (hence an imperfection) that a person must walk to reach another place and cannot be there instantly without walking. So it is a perfection to be able to reason out a truth; but it is an imperfection that one must think it out and cannot see it at once without mental labor. We say that mixed perfections are in God virtually; that is, the equivalent of all that is perfect about them belongs to God eminently. Thus, God who knows all things comprehensively (in such a way as to perfectly possess all possible knowledge about them) has no need of reasoning, that is, of studying things out; but He has all that such study or reasoning could possibly give; he has all knowledge; therefore we say that he has reasoning virtually or equivalently.
Now, the proof of all the perfections which can be listed as attributes of God rests upon the perfection of God in His metaphysical essence as Subsistent Being Itself. For such a Being is unconferred, unreceived, and hence not limited. Being that is received is received in a measure, Being unreceived must be unlimited, for only a cause can limit being as only a cause can confer it. So Being unreceived, unconferred, is being uncaused and unlimited. It is Infinite Being.
Out of God’s essence as Subsistent Being Itself appears the fundamental attribute of infinity. Upon infinity, as upon their proximate foundation (and their proof) rest the other divine attributes. Thus God is infinite or unlimited in time; He is eternal; He has the attribute of eternity; and this eternity is not limited or measured by days or hours or centuries; it has no succession (for this would involve limitation); it is an everlasting now, without past or future.
And God, as infinite, is unlimited by place; He is immense or immeasurable, not having size, which, however large, is a limitation. God thus has the attribute of immensity, of not being contained in limits of measurement or dimensions. And similarly God has the attribute, on this score, of omnipresence or ubiquity; God is everywhere, for place cannot shut Him out any more than it can enclose Him.
And infinity involves immutability or changelessness in God, for any change means a loss and a gain, and a loss means a limit now, while a gain means a limit before the gain was made. Infinity in God means that he is not limited in knowledge, in wisdom, in power, in any perfection. Thus, infinity in God means simply that God is all-perfect. And since personality (that is substantial personality) is a high perfection, it must be in God in eminent degree. Human reason thus concludes inevitably that God is a personal God, not a “Cosmic Force” or an “Unconscious Absolute.”
The Moral Liberal recommends: Great Books of the Western World
The late Dr. Jonathan Dolhenty was the Founder and President of The Center for Applied Philosophy and the Radical Academy, and is Honorary Philosophy Editor at The Moral Liberal. The Moral Liberal has adopted these projects beginning with a republishing and preserving of all of Dr. Dolhenty’s work.
Copyright ©1992 -2011 The Radical Academy. Copyright renewed in 2011 -2013 © The Radical Academy (a project of The Moral Liberal).


The Roberts Court has produced interesting decisions, including that corporations are "persons" and money is speech.
Take for instance the "persons" argument. Logic would tell you that being a "person" has something to do with being a human being.
Not so fast. U.S. law has conferred "personhood" on, besides corporations: governmental bodies, such as cities and counties; foreign governments suing in U.S. courts; any party having a claim against an estate; and, amazingly, certain slaves! The twist here is that, (though they were normally considered a form of "livestock" in pre-Civil War southern states) slaves attained "personhood" under the law if the slave was "capable of committing a riot in association with white men" (this last definition an interesting form of negative emancipation). (Bouvier's Law Dictionary, 1856). Sadly, slaves other than those mentioned, though "freed" in stages through 1867, were not accorded full "personhood citizenship" until it was given their descendants by the 1964 Civil Rights Act.
The artificial "persons" mentioned above may have some advantages over human persons, such as immortality. For example, corporations, originally formed for specific short-term projects such as financing a cargo of slaves or sugar, never seem to die — changing their names (Phillip Morris to Altria, for example); ownership, as their stock is bought and sold; as well as their nationalities, as assets, production and markets render national boundaries invisible.
Money is another matter. Since the Roberts Court has determined that money is speech, how about terrorism — considered by various students of the phenomenon to be a lethal form of "political speech." Justice Roberts specifically stated at one point that speech designed to incite terrorism was only a problem if it was coordinated with a "foreign" terrorist organization (FTO). His statement would appear to suggest that speech designed to incite terrorism, if emanating from purely domestic sources, is protected by the First Amendment.
As this is written, news of the latest in a long chain of murderous outrages by Klan members surfaces in a peaceful community near Kansas City. "Speech" at the point of a gun. How many armed "sleeper cells" and neurotic individuals are there around the U.S. poised to act in a similar way — triggered by the "incitement" previously mentioned?
Getting back to the money/speech nexus, Tom Perkins, an outspoken advocate for the "rights" of the super-rich, suggested that a person should have as many votes as he pays dollars in taxes. I suppose that Mr. Perkins' reasoning is that the poor who pay little or no taxes should have no right to vote or a say in public affairs. The irony is that Perkins' argument only works when you have a progressive tax system — which the rich and their advocates in Congress are aggressively trying to get rid of. His other problem is that, in my experience, the richest in every country use every trick in the book to avoid paying taxes anyway — eliminating the advantage he seeks.
The avalanche of oligarch money in coming elections, freed by the Roberts Court in the McCutcheon decision, would appear to make ordinary voter participation irrelevant — not to mention other restrictions on voter access proposed by primitive thinkers at various levels of government.
Without voters, who will select our future leaders — those with the most guns or the most money? Will it matter?


Levent Konuk / Shutterstock.com Paper Cups Garbage Bin Levent Konuk / Shutterstock.com Not Just Paper Paper cups can’t be recycled because they’re not just made of paper; they’re usually also lined with plastic or wax to prevent the liquid from leaking through the cup. Recycle the Sleeves as Cardboard The sleeves are recyclable and should be disposed of with other cardboard products. Lids Are Plastic #6 Coffee cup lids are generally made from plastic #6. Find out what to do with plastic #6. Straws Are Plastic #5 Straws are generally made from plastic #5. Find out what to do with straws. Keep Out of Compost Paper by itself is compostable, but if you compost used paper cups, they’ll likely leave behind microplastics in the soil, thereby contaminating the finished compost. Ways to Reduce Save $0.10 Bringing Your Own at Starbucks Bring your own travel mug or tumbler to Starbucks, and you’ll get 10 cents off your cup of coffee. Did You Know? Why Don’t Most Starbucks Recycle Cups? As of 2013, Starbucks offered recycling in 39% of its stores. You’d think it would be universal, but there’s no great recycling technology for coffee cups yet, so many commercial recyclers don’t accept them, leaving Starbucks with nowhere to send the cups. Read more about Starbucks’ efforts to recycle and reduce waste here. Could Paper Cups Be Transformed into Biofuels? University of Manitoba researchers have been studying whether cups could conceivably be made into biofuels. So far, the results are pretty promising.


Debates over U.S. immigration policy, and the xenophobia that often accompanies such debates, are once again center stage. Policy debates are often dominated by statistics and stereotypes, both of which can dehumanize those under examination. This lesson brings the personal stories of migrants back into the debate. As a springboard for discussion, it uses clips from Voices of the Sea, a film about a Cuban family divided on whether or not to emigrate. After researching the history or current situation in a nation from which people have emigrated to the U.S. in large numbers, students will write an imagined dialogue between family members considering whether to make the journey. In the process, they'll consider what motivates people to leave their homes or stay.
- Learn the general history of immigration to the U.S. from Castro's Cuba
- Write an imagined dialogue
- Gain insight that can inform their thinking on current debates about how the U.S. should treat immigrants
GRADE LEVELS: 9-10
Research Skills, English/Language Arts, Global Studies
- Film clips from Voices of the Sea and the equipment to screen them
- Hard copy handout or Internet access of general history of Cuban immigration (see links below)
- Internet access for research
ESTIMATED TIME NEEDED
One class period plus homework
Film clips provided in this lesson are from the film Voices of the Sea by Kim Hopkins. Access the streaming clips for free on POV's website by visiting www.pbs.org/pov/educators. Borrow the full film from our DVD Lending Library by joining the POV Community Network: http://communitynetwork.amdoc.org.
Clip 1: Getting to Know the Family (2:30 min.)
The clip begins at 4:52 with Pita showing a picture he identifies as his cousins. It ends at approximately 7:17, just after Mariela says "Don't look for anything else." We meet Mariela, Pita and the children, as well as get a glimpse into their lives, including apparently routine power outages. Pita shows pictures of his family, who fled Cuba. He says that he hasn't seen his father in forty years.
Clip 2: Failed Attempts (5:10 min.)
The clip begins at 16:28 with Mariela quoting a revolution slogan: "For the humble and by the humble." It ends at 21:38 as Mariela kisses Pita and walks inside. The clip includes people repairing what they have because they can't afford to replace it. We also learn that Mariela once tried to leave, but her attempt to make it to the U.S. failed within site of the coast. The clip also covers reasons that people leave, including the hope of a better life for the children and the belief that the U.S. will offer benefits and work opportunities.
Clip 3: Cubans Don't Hate Cuba (2:25 min.)
The clip begins at 34:41 when Mariela says "It was completely unexpected." It ends at 37:06 with a wide shot of the house and of the car in the dark. We learn that Mariela's brother Roilan has fled and no one has heard from him yet. Pita questions the rosy picture that so many Cubans have of life in the U.S. Mariela makes the case that Cubans don't leave because they hate their country; they leave for opportunities and hope to return.
Clip 4: Talking with Roilan (5:50 min.)
The clip begins at 45:00 with a long shot of the street at twilight. It ends at 50:50 after Mariela says, "Maybe it could be good. Maybe." Mariela talks to Roilan, who has reached the U.S. safely and is working as a landscaper in Arizona. Pita says he would support his wife's dream to leave but doubts that she would be as successful as she imagines.
Pre-requisite: Either in class or as homework prior to the lesson, ask students to read a general history of Cuban immigration to the U.S. since the rise of Castro in 1959. This could be the Background Information section of POV's discussion guide for Voices of the Sea, one of the Resources listed in this lesson plan, or even Wikipedia. Your choice should reflect the reading level and research skills of your students.
Step 1: The Assignment
Ask students what they know about current immigration issues facing the U.S. - not their opinions; just the issues people are debating.
After a very brief discussion (including any clarifications you might need to offer), explain to students they are going to do a writing exercise that asks them to think about why people emigrate from their home countries.
Give them the assignment:
- In dialogue form, script a conversation between people deciding whether or not to migrate to the U.S. (Based on the skill level of your students, you can determine the minimum length required).
- There must be at least two people involved in the conversation, but it is okay to include more. The conversation could be between spouses, friends, parents and children - whomever you wish. The people can be from any country you choose.
- The dialogue should reflect the realities of the country you choose (i.e., the reader/listener should know what nation the people are from). You will need to research what is happening/has happened in the country you choose in order to make your dialogue realistic.
- You can choose the year.* (*If the class has been studying a particular time period, you may want to require that the dialogue takes place during that era).
Let students know the due date.
Step 2: Cuba
To help students prepare, tell them you are going to share with them clips from a documentary - Voices of the Sea - that features a wife and husband who currently live in Cuba and are contemplating leaving as they watch friends and family emigrate. Mariela is in her thirties and the mother of four. Pita, her second husband, is older and a third generation fisherman.
To provide context for the clips, ask what students learned from their reading on the general history of migration from Cuba. Be sure they understand the special status that Cuban immigrants have enjoyed in the U.S. (and the reason for that special treatment), the "wet foot, dry foot" policy, and the current policy.
Step 3: The Video Clips
As they view each clip, students should pay attention to the issues that Mariela and Pita discuss. What factors are important to them? Is their decision easy or difficult? What do they say or do that lets you know how they feel, as well as what they think?
Show the four clips, pausing briefly after each so students may share reactions.
After the final clip, ask students to choose countries and time periods and, as time allows, let them start researching and writing.
[Optional] Step 4: Reflection
On the day that students turn in their dialogues, give them time to do a free write reflection on the relationship between the assignment and current events. What did they learn about why people choose to leave their own countries and come to the U.S.? Is that decision typically easy or difficult? How do their new insights influence their thinking about current immigration policy and how the U.S. should handle immigrants or refugees?
Craft one or more of the student dialogues into a short play and perform it.
Research and share family and/or community oral histories from people who emigrated to the U.S.
Compare/contrast work from the lesson with at least three different mainstream media depictions of immigrants.
Read a literary version of an immigrant story (e.g., Anzia Yezierska's Bread Givers, Maxine Hong Kingston's The Woman Warrior, Victor Villasenor's Rain of Gold, or one of the titles from POV's Delve Deeper Reading List for Voices of the Sea).
Assign students to investigate the legal difference between "immigrant" and "refugee." Write position papers on current U.S. policy on admission of each group.
Engage in a more in-depth examination of Cuba's history.
POV: Voices of the Sea
http://www.pbs.org/pov/voicesofthesea/discussion-guide - The site includes a general discussion guide with additional activity ideas.
Pew Research Center
pewresearch.org/fact-tank/2017/01/13/cuban-immigration-to-u-s-surges-as-relations-warm/ - Details of Cuban immigration to the U.S. since the Obama Administration began normalizing relations with Cuba.
Migration Policy Institute
migrationpolicy.org/article/cuban-immigrants-united-states - An overview of Cuban migration to the U.S.
POV: Media Literacy Questions for Analyzing POV Films
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
ABOUT THE AUTHOR
Faith Rogow, Ph.D., is the co-author of The Teacher's Guide to Media Literacy: Critical Thinking in a Multimedia World (Corwin 2012) and was past president of the National Association for Media Literacy Education. She has written discussion guides and lesson plans for more than 250 independent films.


SHADOW PUPPET THEATER AND THE STORIES OF THE CHINESE ZODIAC
Shadow puppetry is a form of storytelling where a master puppeteer manipulates cut-out figures behind a translucent screen on a stage.
Dating back to ancient times, shadow puppetry is still popular in countries as diverse as Indonesia, Malaysia, Nepal, China, Thailand, Turkey, Greece and France.
THE STORIES OF THE CHINESE ZODIAC
The Chinese Zodiac is based on a twelve-year cycle with each year corresponding to an animal: rat, ox, tiger, rabbit, dragon,snake, horse, sheep, monkey, rooster, dog and pig.
SHADOW THEATER AND PUPPETS
Learn to make a shadow theater out of simple inexpensive materials. In the following weeks, read about the tales of the Chinese zodiac, create the characters in those tales as cut-out puppets and act out the stories before friends and family.
There are twelve stories with different characters and plots.


Entomopathogenic nematodes in the genera Steinernema and Heterorhabditis are recognized as insect-parasitic nematodes, beneficial nematodes, biocontrol agents, biological control agents, biological insecticides or biopesticides. These nematodes are also recognized as pathogens or microbial control agents because of their symbiotic association with bacteria (Xenorhabdus and Photorhabdus spp.) that are mainly pathogenic to insects. Because of mutualistic relationship with pathogenic bacteria these nematodes are named as entomopathogenic nematodes.
These beneficial nematodes contribute to the regulation of natural populations of insects. However, the population of naturally occurring entomopathogenic nematodes is normally not high enough to manages soil dwelling plant pests. Therefore, during last 3-4 decades, these live nematodes have been commercially mass produced and inundatively applied to control many garden insects, turfgrass insects, nursery insects, greenhouse insects and insects that feed on different field crops.
Use of this natural control of insects is beneficial for both the environment and humans because it reduces use of chemical insecticides/pesticides.
These biopesticides (entomopathogenic nematodes and their symbiotic bacteria) are safe to produce and not harmful to users, application personnel, mammals, most beneficial insects or plants.
Since entomopathogenic nematodes do not cause any health risk to the consumers of nematode treated agricultural produce and damage to the environment, they are exempted from registration requirements in most countries.
These biological control agents have also no detrimental effect on other benefical nematodes including bacterial feeders, some fungal feeders (Aphelenchus sp.), predatory nematodes and other soil microbial communities.
But entomopathogenic nematodes can be detrimental to plant-parasitic nematodes that are responsible for causing a tremendous economic loss to our agriculture industry throughout world. It has been demonstrated that entomopathogenic nematodes can suppress the populations of many economically important plant-parasitic nematodes including foliar nematodes, potato cyst nematodes, ring nematodes, root-knot nematodes, root lesion nematodes, sting nematodes, stubby root nematodes and stunt nematodes.


The Burden of Brown by Raymond Wolters is a long book with a very short message: integration is bad, but desegregation is not. The distinction between the two is crucial to Wolters's analysis. Desegregation is the prohibition of officially sanctioned separation of the races. Integration, on the other hand, is the compelled mixing of the races for the sake of mixing. The "burden" of Brown v. Board of Education, according to Wolters, is that the Supreme Court has blurred this distinction and erroneously requires integration instead of merely prohibiting segregation. Wolters's thesis is that Brown had two prongs: one said that officially sanctioned separation of the races offended the Constitution, the other that exclusion of blacks from the company of whites caused psychological harm that also offended the Constitution. The fact that the Supreme Court interlocked these concepts led to a common usage of these terms as synonymous. It has also, Wolters says, led to tragically misdirected attempts to reform the nation's schools by integration orders.
2 Const. Comment. 494 (1985) (reviewing Raymond Wolters, The Burden of Brown (1984)).
Shoben, Elaine W., "Book Review" (1985). Scholarly Works. Paper 586.


Patterns in Squirrel Behavioral Ecology
Daily Activity Schedule of the Eastern Gray Squirrel (Sciurus carolinensis)
Andrew G. Watts
"Browntail", a gray squirrel from the UF campus
Photo by Andrew Watts
Abstract: The widely varied behaviors of gray squirrels (Sciurus carolinensis) make them an adequate research tool for the study of behavioral ecology. The main objectives in this study are to observe the behaviors of squirrels during different parts of the day, and how their behaviors vary with temperature. It is predicted that squirrels are least active during the afternoon, because it is the warmest part of the day. To test this hypothesis, 0/1 samplings were conducted for twelve 5-minute time intervals each hour for mornings, afternoons, and evenings. The results from the samplings show that squirrels indeed are less active in the afternoon when it is hotter. Additionally, squirrels rest much longer and more often in the afternoon than in the other parts of the day. In conclusion, squirrels generally avoid temperature extremes by resting.
Keywords: Sciurus, squirrels, activity, behavior, schedule, temperature, cold, heat
For a long time, the eastern gray squirrel (Sciurus carolinensis) has been an important research tool for the study of animal ecology (Spritzer 1999). Their genus name comes from Latin meaning "he who sits at the shadow of his tail" (Woods 1980). The gray squirrel is found in several habitats across the eastern United States, such as temperate forests, neighborhoods, city parks, and college campuses. Arboreality may be a primitive trait for squirrels (Thorington 1998). Over the past two centuries these mammals have been introduced to England, South Africa, parts of the western United States, and parts of Italy (Hartson 1999, Currado 1998).
Various factors determine the behavioral routines of squirrels. Metabolic constraints, weather, predators, competition, and food availability all play a part in the activity of squirrels. When it is hot or raining, squirrels may not be as active. However, Long (1995) states that squirrels may be more active during periods of light rain because the wet ground may bring out the scent of the stored food. When predators are in the area, squirrels will make a bark-like alarm call possibly to warn other squirrels. Intraspecific competition is common among the gray squirrel; therefore, chasing is frequent. To prepare for the possibility that food may be scarce in the future, squirrels are well known as hoarders of food.
The purpose of this experiment is to observe squirrel behavior by recording various activities at three different times of the day (morning, afternoon and evening). I hypothesize that gray squirrels will be more active in the morning than in the other parts of the day. One justification for this hypothesis is that the other parts of the day are warmer, causing squirrels to be less active. I also expect that the squirrels may exhibit different behaviors at different parts of the day. Since weather (excluding temperature) is indiscriminate to the time of day, it may influence the data. Temperature, however, is correlated with the time of the day, with the warmest part being the afternoon.
Similar studies on animal behavior have been conducted on California ground squirrels (Spermophilus beecheyi) (Fitch 1948). Additionally, studies on animal behavioral ecology comparable to my study have been conducted on Big Cypress fox squirrels (Sciurus niger avicennia) at the Big Cypress National Preserve in south Florida (Jodice 1990).
The study area for my experiment is located between McCarty Hall and the Reitz Union lawn on the campus of the University of Florida in Gainesville, FL. The area contains trees such as hackberry, palm, magnolia, pecan, oak, pine, and others. Gray squirrels are frequently encountered here, and are therefore easy to observe. The observations took place during March and April on Saturdays, Sundays, and other days when there was minimal human activity. The behavior of squirrels would be different if there are too many people moving through the study area.
The observations were recorded on twelve 5-minute intervals for a morning hour, an afternoon hour and an evening hour during each day of minimal human activity. A total of 13 morning hours, 13 evening hours, and 10 afternoon hours were sampled. I did 0/1 samplings of several squirrels on the following activities: foraging, chasing other squirrels, eating, standing alert, barking (alarm call), burying food, resting, running in trees (e.g. climbing), running on the ground, and miscellaneous activities. I also noted the weather at the time of the observations.
When squirrels forage, they are looking for food on the ground and on the trees, most often moving slowly and sniffing. Gray squirrels spend only 14% of their active time in the canopy of trees (Gurnell 1987). Chasing is aggressive behavior showing that gray squirrels exhibit intraspecific competition. Eating takes place both on the ground and on trees, the staple diet being acorns. Often squirrels will bury acorns and other food. When squirrels hear a sound that may be threatening, they stay still for a few seconds in an alert posture. Barking is also a result of a threatening sound, but it is mainly an alarm call used when squirrels see a predator. Resting may be confused with the alert stance, but it is much longer. In addition, resting squirrels are usually lying flat. Often squirrels will run in order to find food, avoid competition with other squirrels, or avoid predation. Running occurs both on the ground and in trees. Miscellaneous activities include (but are not limited to) jumping in an odd manner, playing with other squirrels, grooming, and pseudo-mating; most of which are done by juvenile squirrels. I compared the persistence of morning behaviors versus evening behaviors. Numbers were measured as mean time intervals per hour. A chi-square test was used to find out if occurrences of resting were inversely proportional to running on the ground.
There was considerable variation in the behavior of squirrels among different parts of the day. Figure 1 indicates that squirrels exhibit less activity during the afternoon than in other parts of the day. This holds true for all forms of activity. In addition, they rest most often in the afternoon (mean = 5.9 time intervals per hour) and least during the morning (mean = 0.46). Comparing between the morning and the evening, there was no considerable difference between occurrences of the alert stance (mean = 11.2), eating (mean = 10.5), foraging (mean = 11.3), or miscellaneous behaviors (mean = 4.6). All three activities where running was involved (chasing, running on the ground, and running in trees) showed a trend that was greatest in the morning (mean = 7.5, 10.4, and 9.9, respectively), intermediate in the evening (mean = 5.4, 9.8, and 8.5, respectively), and least in the afternoon (mean = 4.3, 6.8, and 5.8, respectively). Most running occurred on the ground. Figure 2 shows the relationship of squirrel behavior versus temperature. Regardless of the time of day, it is clear that there are hump-shaped trends in a majority of the activities for the following temperature ranges: cold (approximately < 13º C), mild (13-21º C), warm (21-29ºC), and hot (> 29º C). These activities are foraging (mean = 10.7, 12, 12, and 9.3, respectively), chasing (mean = 5.1, 6.7, 7, and 3.6, respectively), eating (mean = 8.6, 12, 11, and 8.3, respectively), alert stance (mean = 10.4, 11.7, 11.8, and 9.3, respectively), burying food (mean = 3.7, 7, 9.4, and 4.1, respectively), and running on the ground (mean = 8.4, 11.1, 11.4, and 7, respectively).
A chi-square test was conducted showing that the correlation between resting and running on the ground for the four temperature ranges is nearly opposite.
It was discovered that there is a strong correlation between the behavior of squirrels and the time of day. As predicted, most of the activity occurred during the morning and the evening, and least during the afternoon. This is most likely because the afternoon is the warmest part of the day, so it causes squirrels to rest longer and more often than they do in during mornings and evenings. The reason why squirrels rest during warm weather is because it too expensive energetically to forage when it is too warm (Gurnell 1987).
As it gets colder, squirrels seem to become increasingly active in the trees, but not on the ground. It is during intermediate temperatures when they are most active on the ground. An additional hypothesis is that squirrels might not get less active as it gets colder, but rather restrict their activity to the trees. If this is so, then the squirrels are most likely not avoiding the ground entirely, because they frequently uncover buried food items in the winter that they stored in the autumn. If it is not true that they restrict their activity in the trees when it is cold, then there may be possible sources of error influencing the data, such as rain or wind. These sources of error may have influenced the data supporting the original hypothesis as well.
In conclusion, it would appear that as squirrels get increasingly active on the ground, there would be less occurrences of resting. Mild weather is correlated with activity of squirrels on the ground, whereas hot weather causes squirrels to rest. Cold weather may also cause squirrels to rest, but the fact that resting was not observed as frequently as in hot weather does not mean it is less frequent. Gurnell (1987) states that squirrels will often huddle with one another in their nests (where they cannot be observed) during cold weather. This is another source of error. Although squirrels were observed to be slightly more active in cold weather than in hot weather, they generally tend to show decreased activity during both temperature extremes because it is energetically costly.
Currado, Italo. 1998. The Gray Squirrel (Sciurus carolinensis Gmelin) in Italy: A Potential Problem for the Entire European Continent. In M. A. Steele, J. F. Merritt, and D. A. Zegers (eds.). Ecology and Evolutionary Biology of Tree Squirrels. Special Publication, Virginia Museum of Natural History, 6: 320 pp.
Fitch, Henry S. 1948. Ecology of the California Ground Squirrel on Grazing Lands. The American Midland Naturalist. 39:513-596
Gurnell, John. 1987. The Natural History of Squirrels. Facts on File, Inc., New York.
Hartson, Tamara. 1999. Squirrels of the West. Lone Pine Publishing, Renton, WA.
Jodice, P. 1990. Ecology and Translocation of Urban Populations of Big Cypress Fox Squirrels. Master’s Thesis. University of Florida.
Long, Kim. 1995. Squirrels: A Wildlife Handbook. Johnson Printing, Boulder, CO.
Spritzer, Mark D. 1999. Gray Squirrels (Sciurus carolinensis) in Florida: Microgeographic Genetic Structure, caching behavior, ranging patters, and resource use. Master’s Thesis. University of Florida.
Thorington, Richard W. Jr., Amy M. L. Miller, and Charles G. Anderson. 1998. Arboreality in tree squirrels (Sciuridae). In M. A. Steele, J. F. Merritt, and D. A. Zegers (eds.). Ecology and Evolutionary Biology of Tree Squirrels. Special Publication, Virginia Museum of Natural History, 6: 320 pp.
Woods, S. E. Jr. 1980. The Squirrels of Canada. National Museums of Canada, Ottawa.
Fig. 1. Mean number of time intervals per hour for different observed behaviors in the morning (n = 13 hours), afternoon (n = 10) and evening (n = 13).
Fig. 2. The relationship of squirrel behavior based on temperature. Cold weather is approximately 13ºC or below, mild weather is about 13-21ºC, warm weather is about 21-29ºC, and hot weather is over 29ºC.


The history of distilling in Scotland dates back to the 12th century when the knowledge was brought to the nation by Christian monks. The first written record of distillation was on the Exchequer Rolls, with an entry in the year 1494 reading "Eight bolls of malt to Friar John Corr wherewith to make aqua vitae". Whisky quickly became popular due to the wealth of grain grown in the nation.
When Henry VIII disassembled the monasteries in 1541 many monks took to spreading their distilling knowledge across Scotland as a way to make a living. In 1707 the Act of Union with England led to heavy taxation on Scotch. This pushed Scotch production underground to homemade stills under cover of night, hence the name "moonshine" for illicit liquor.
So how did Scotch become world-famous?
The tide began to turn when whisky production was authorised in exchange for a £10 licence fee following the Excise Act in 1823. This laid the foundations for the Scotch whisky industry we know today, but the style of whisky being produced had little appeal outside of Scotland. The global status Scotch still enjoys today is the result of three things combined.
Firstly, Aeneas Coffey invented the Coffey (continuous still) which allowed lighter grain whisky to be produced in large quantities. Secondly, Andrew Usher established the art of blending, which combined lighter grain whisky from continuous stills with heavier pot stilled whisky creating a more accessible flavour, greater consistency, and marketable branded whisky. Finally, the phylloxera aphid devastated the Cognac business leaving a void that Scotch distillers were happy to fill.
What is Scotch?
Two rules govern what can be called Scotch. Firstly, the whisky must have been produced and aged entirely within Scotland. Secondly, it has to be aged for a minimum of three years in oak barrels. Due to their abundance, the most commonly used barrels have previously held Bourbon or Sherry. An ex-Sherry cask will give the whisky a rich, dark fruit flavour, while an ex-bourbon barrel will have a toasty vanilla flavour with hints of spice.
What are the Scotch whisky regions?
Whisky producing regions are as diverse as the wine regions of France; their location, climate, and crafts of the region impart certain characteristics on the flavour profiles of malts. There are three main regions, the Lowlands, Highlands, and Islands, with Speyside additionally discussed separately from the Highlands due to its profile. There is a smaller forth region, Campbeltown, which was home to over 30 distilleries at its peak but now has only three operating.
Geographically the Scottish Highlands stretch from Greenock to John o' Groats, and from Portuairk in the west to Peterhead in the East. The largest of all the regions, the Highlands has wide variations in flavours. Over on the western coast, maritime influences play a key role in shaping whisky with a punch. The central areas are driven by heathery, honey flavours. To the east, fresh fruit and vanilla flavours are found. The southern reaches are home to light and fruity whiskies, in contrast to the northern distilleries that offer a rich and full-bodied spirit. Evidently, it’s difficult to describe Highland whiskies in a single statement.
Despite its place within the Highlands, the fact that Speyside is packed with 84 distilleries including many of the world’s best known, makes it worthy of its own distinction. The classic Speyside flavours are honey, vanilla, and fresh fruit, but as you would expect from such a quantity of distilleries operating, there is much variety to be found. Traditionally, Speyside whiskies are not dissimilar to those further east, but the lighter water sees less (to no) peat used. The resulting whiskies are lighter and sweeter than other Highland spirits. Overall there is a certain subtly to Speyside whiskies.
Moving south of the imaginary line running between Dundee and Greenock, the softer landscape of the lowlands is reflected in colour and flavour. Peat is rarely used here, resulting in whiskies with a light, floral character. Lowland whiskies also have a delicate nature as a result of triple distillation. There aren’t many distilleries in the Lowlands, with the ones present affectionately nicknamed 'The Lowland Ladies. Lowland Scotch is comparatively easy-drinking, making it the perfect region for introducing a new whisky drinker to the category with.
The islands generally produce peaty whiskies with maritime aromas, but once again there is a diversity of styles. This variety is born out of the individuality of each island, from Jura and Arran in the West to Orkney in the North. In Orkney for instance, you can find whiskies with citrus notes, while over on the Isle of Skye you’ll uncover big and bold notes. The most famous island is that of Islay, home to eight distilleries and rugged, windswept and barren landscapes. Whiskies here are dominated by a strong peaty smokiness, reflecting the island itself. There is much to explore in this region.


April 27, 1822
Ulysses S. Grant Was Born
One of the most honored and respected military leaders in U.S. history never even wanted a military career. Despite that, he became a general and served two terms as president of the United States. Ulysses S. Grant, born on April 27, 1822, in Point Pleasant, Ohio, wrote, “A military life had no charms for me, and I had not the faintest idea of staying in the army even if I should be graduated, which I did not expect.” However, Grant did graduate from the U.S. Military Academy at West Point in 1843 and later began leading soldiers in battle.
The quiet, unassuming, and keenly intelligent Grant suddenly found himself on the battlefields of the Mexican War (1846-48), a conflict he personally opposed but fought with great bravery. (During the Mexican War, the U.S. fought its neighbor to the south over disputed Texan land.) After the war, he returned home to wed his longtime fiancé, Julia Dent, but the couple had only four years together before Grant was transferred. Even a promotion did not relieve Grant’s longing for his family and boredom with army routine. The 32-year-old captain resigned his commission in 1854.
After failed business ventures, Grant returned to the army in 1861. Within months, he was promoted to brigadier general and placed in charge of 20,000 Union troops, which he led to many victories during the Civil War. Grant commanded larger and larger armies as the war went on and, by 1864, he commanded the whole U.S. army as general-in-chief. Just as he had drifted into the military, Grant drifted into politics. He easily won the presidential elections of 1868 and 1872. In 1884, the war hero, diagnosed with cancer, managed to write one of the finest military autobiographies ever written. It was published by his friend, Mark Twain. Ask your family if they have ever read the memoirs of Ulysses S. Grant.


Weaver Wednesday : Sakalava Weaver2013-01-09 (317)
The Sakalava Weaver Ploceus sakalava is a colonial weaver found in the drier western parts of Madagascar. The adult male in breeding plumage (photo above left has a yellow head to upper breast, clearly separated from a pale belly and nape. The wing coverts have buffy-white tips forming a wingbar. The iris is brown with bare reddish skin around the eye. The non-breeding male has the head grey, and the skin around the eye is pale pink. The female (photo above right is similar to the non-breeding male but paler. Young birds are green above, yellow below, and with a golden brown wash on the chin and throat. There is one other Ploceus species in Madagascar, the Nelicourvi Weaver.
This species is one of 3 weaver species to have a bare skin patch around the eye (the others are White-headed Buffalo-weaver and the Baya Weaver).
Two subspecies of the Sakalava Weaver are recognised (see map right, based on Handbook of the Birds of the World, Vol. 15, and showing the current PHOWN records:
The Sakalava Weaver is found in open country in drier lowlands, often in areas cleared for human settlement; also found in spiny-bush areas, and dry deciduous forest.
The Sakalava Weaver is mainly granivorous, including some rice. It also regularly feeds on insects and spiders, especially when feeding young. It also feeds on flowers.
The Sakalava Weaver is apparently mainly monogamous, with some males perhaps polygynous. This species is colonial, with 10-120 nests at a site, and up to 40 nests in one tree.
The nest (photo left, additional photo from colony at phown 76) is built by both sexes. The nest is retort-shaped, with an entrance tunnel 17-40 cm long. It is placed 2-25 m above the ground and usually in a palm, boabab or exotic Gyrocarpus americanus.
The nest is sometimes attached below or near the nests of crows or raptors, eg. Madagascar Buzzard Buteo brachypterus (see phown 1489). Nests may also be suspended from the thatched roof of a village house. Males sleep in non-breeding nests during the breeding season. Clutch size is 2-4 eggs, incubation is by the female, and chicks are fed by both parents. Nests are preyed on by Madagascar Harrier-hawk Polyboroides radiatus, and eggs have been taken by the Common Brown Lemur Eulemur fulvus.
There are 2 PHOWN records with colony sizes of 38 and 75 (see PHOWN summary). Many more PHOWN records are needed for this common species. Old nests may be used for breeding by the Madagascar Bibfinch Lepidopygia nana, so look at inactive colonies too. Submit any weaver nest records to PHOWN (PHOtos of Weaver Nests) via the Virtual Museum upload site.
PHOWN summary Previous Wedn: Strange Weaver Full weaver species list


Here in Charlottesville, Virginia, I like to point out that the rallies of racists are mostly imported from out of state. It’s tempting to relax comfortably on that assertion, and to reflect on how our great lord and master Thomas Jefferson owned people with more reluctance and inner turmoil than Barack Obama bombing a foreign country or Donald Trump mouthing kind or coherent phrases from a teleprompter.
Reality is a little more troubling. Jefferson was a vicious and heartless profiteer and racist who was into slavery for the money and the benefits. UVA had ties to the KKK in the 1920s when the racist war monuments were put up in segregated parks by a wealthy resident. Jim Crow ruled until the Civil Rights movement and has been dying hard. Most people, including the mayor, didn’t come around to favoring taking the statues down until after the deadly rally.
Now Charlottesville’s tragedy has helped many other places take down the sort of statues that still stand in Charlottesville, albeit now covered in black tarps. But Charlottesville and UVA have been leaders on these issues in other ways that one doesn’t hear much about. Nancy MacLean’s Democracy in Chains is illuminating, and criticisms of parts of the book, which I am in no position to judge, do not touch on some central points.
The right-wing anti-government movement that has created things like unregulated “development” in Houston, the defunding of preparation for hurricanes, free rein to destroy the earth’s climate for war and profit, and the bizarre cultural understanding in which we simply accept that we must fund disaster relief ourselves as the government is too busy funding wars and billionaires — all of this has deep roots in an institute of economists now based at George Mason University but originally created at the University of Virginia in 1956 in response to school integration. And those economists’ teachings have deep roots in the thinking of leading advocates for slavery.
James McGill Buchanan created at UVA an economics department funded by Charles Koch and dedicated to expanding the power of the wealthy to hoard more wealth, and to reducing the power of the masses to influence government. John C. Calhoun, proponent of slavery extraordinaire, was the grandfather of the deceptive ideology advanced. In Calhoun’s thinking, taxing a slave owner was an abuse and exploitation, whereas owning someone as a slave was simply the exercising of liberty. Similarly, taxing an oil CEO is tyranny in today’s libertarian understanding, whereas letting people drown in a flood is just right and proper.
Making this twisted line of thought presentable as a quantifiable science overseen by experts has been the work of decades of deliberation and deception. Yet slavery has not been made presentable again, and opposition to public spending on human needs grew out of slavery — arose in fact only in areas that practiced slavery. Buchanan and others did not set out to win over the public, but to mislead the public into supporting policies that would have little backing if properly understood.
Massive resistance was not massive, de-funding is not reform, and the right to work is not a right.
Virginians did not rise up en masse and compel their representative government to shut down all the schools rather than integrate them. Rather, state politicians elected by a corrupt system imposed a shutdown in the face of significant popular resistance to it.
The economist schemers knew that shutting down schools was unpopular, so began the ongoing effort to sell the defunding of schools as school reform, innovation, experimentation, choice, and so forth. They would push the same lies about Social Security and healthcare.
In 1974, Charles Koch set up his own foundation and held its first event here in Charlottesville with Buchanan as featured speaker. Buchanan and his ilk went on pushing for more wealth consolidation and de-democratization, to “save capitalism from democracy.” Buchanan offered Augusto Pinochet guidance on how to entrench elite rule in Chilean institutions, and sought the same in the U.S., working toward the “removal of the sacrosanct status assigned to majority rule.”
Tyler Cowen, who would later succeed Buchanan and who now leads the Mercatus Center at George Mason University, says that in the future people will be “expected to fend for themselves much more than they do now.” The U.S. will be “some version of Texas — and then some.”
You’re welcome, world.