DIVISION II. RULES AND RECOMMENDATIONS
CHAPTER VII. ORTHOGRAPHY AND GENDER OF NAMES
SECTION 1. ORTHOGRAPHY
60.1. The original spelling of a name or epithet is to be retained, except for the correction of typographical or orthographical errors and the standardizations imposed by Art. 60.5
(u/v or i/j used interchangeably), 60.6 (diacritical signs and ligatures), 60.8 (compounding forms), 60.9 (hyphens), 60.10 (apostrophes), 60.11 (terminations; see also
Art. 32.7), and 60.12 (fungal epithets).
Retention of original spelling: The generic names
L. (1753) and Amaranthus
L. (1753) were deliberately so spelled by Linnaeus and the spelling is not to be altered to
respectively, although these latter forms are philologically preferable (see Bull. Misc. Inform. Kew 1928: 113, 287. 1928). -
Nutt. (1848) is not to be altered to "Phoradendrum"
A. Juss. (1843) is not to be altered to "T. mossambica",
as in Engler (Pflanzenw. Ost-Afrikas C: 232. 1895). -
Wight (1848) is not to be altered to "A. zeylanica",
as in Trimen (Handb. Fl. Ceylon 3: 127. 1895). -
L. (1753) is not to be altered to "F. silvatica"
. The classical spelling
is recommended for adoption in the case of a new name (Rec. 60E), but the mediaeval spelling
is not an orthographical error. - Scirpus cespitosus
L. (1753) is not to be altered to
* Ex. 2.
Typographical errors: Globba "brachycarpa"
Baker (1890) and Hetaeria "alba"
Ridl. (1896) are typographical errors for
Baker and Hetaeria alta
Ridl., respectively (see J. Bot. 59: 349. 1921).
Masam. (in J. Soc. Trop. Agric. 6: 570. 1934)
was a typographical error for Trollius taihasenzanensis
, as noted on the errata slip inserted between pages 4 and 5
of the same volume.
The misspelled Indigofera "longipednnculata"
Y. Y. Fang & C. Z. Zheng (1983) is presumably a typographical error and is to be corrected to
* Ex. 5.
Orthographical error: Gluta "benghas"
L. (1771), being an orthographical error for
is cited as G. renghas
L. (see Engler in Candolle & Candolle, Monogr. Phan. 4: 225. 1883); the vernacular name used as a specific epithet by Linnaeus is "renghas", not "benghas".
Note 1. Art. 14.11
provides for the conservation of an altered spelling of a name of a family, genus, or species.
The words "original spelling" mean the spelling employed when the name was validly published. They do not refer to the use of an initial capital or lower-case letter, this being a matter of typography (see
Art. 20.1 and 21.2,
The liberty of correcting a name is to be used with reserve, especially if the change affects the first syllable and, above all, the first letter of the name.
* Ex. 7.
The spelling of the generic name Lespedeza
Michx. (1803) is not to be altered, although it commemorates Vicente Manuel de Céspedes (see Rhodora 36: 130-132, 390-392. 1934). -
DC. (1828) may not be altered to C. "mandacaru",
is believed to be a corruption of the vernacular name "mandacaru".
The letters w and y, foreign to classical Latin, and
k, rare in that language, are permissible in Latin plant names. Other letters and ligatures foreign to classical Latin that may appear in Latin plant names, such as the German
ß (double s), are to be transcribed.
When a name has been published in a work where the letters
u, v or i, j are used interchangeably or in any other way incompatible with modern practices (e.g. one letter of a pair not being used in capitals, or not at all), those letters are to be transcribed in conformity with modern botanical usage.
Ex. 8. Uffenbachia
Fabr. (1763), not
Zinn (1757), not "Taraxacvm"; Curculigo
Gaertn. (1788), not
of Persoon (1801) are written, respectively, Geastrum hygrometricum
Ex. 10. Brachypodium “iaponicum”
of Miquel (1866) is written Brachypodium japonicum
Diacritical signs are not used in Latin plant names. In names (either new or old) drawn from words in which such signs appear, the signs are to be suppressed with the necessary transcription of the letters so modified; for example
ä, ö, ü become, respectively, ae, oe, ue; é, è, ê become e, or sometimes
ae; ñ becomes n; ø becomes oe; å becomes
ao. The diaeresis, indicating that a vowel is to be pronounced separately from the preceding vowel (as in
Cephaëlis, Isoëtes), is permissible; the ligatures -æ- and -œ-, indicating that the letters are pronounced together, are to be replaced by the separate letters
-ae- and -oe-.
When changes in spelling by authors who adopt personal, geographic, or vernacular names in nomenclature are intentional
latinizations, they are to be preserved, except when they concern (a) only the termination of epithets to which Art. 60.11
applies, or (b) changes to personal names involving (1) omission of a final vowel or final consonant or
(2) conversion of a final vowel to a different vowel, for which the final letter of the name is to be restored.
L. (1753), Gleditsia
L. (1753), and
L. (1753), commemorating Cluyt, Gleditsch, and Vaillant, respectively, are not to be altered
Linnaeus latinized the names of these botanists deliberately as Clutius, Gleditsius, and Valantius.
Ex. 12. Abies alcoquiana
Veitch ex Lindl. (1861), commemorating “Rutherford Alcock Esq.”, implies an intentional latinization of that name to Alcoquius. In transferring the epithet to Picea
, Carrière (1867) deliberately changed the spelling to “alcockiana
”. The resulting combination is nevertheless correctly cited as P. alcoquiana
(Veitch ex Lindl.) Carrière (see Art. 61.4
K. Schum. (1891),
A. Gray (1843), and Rhododendron bureavii
Franch. (1887), commemorating A. F. M. Glaziou, J. Bigelow, and L. E. Bureau, respectively, are not to be changed to
A. "glazioui", D. "bigelowii",
or R. "bureaui"
. In these three cases, the implicit latinizations Glaziovius, Bigelovius, and Bureavius result from conversion of a final consonant and do not affect merely the termination of the names.
Ex. 14. Arnica chamissonis
Less. (1831) and Tragus berteronianus
Schult. (1824), commemorating L. K. A. von Chamisso and C. L. G. Bertero, are not to be changed to A. “chamissoi”
or T. “berteroanus”
. The derivation of these epithets from the third declension genitive, a practice not now recommended in most cases (see Rec. 60C.2), involves the addition of letters to the personal name and does not affect merely the termination.
Acacia “brandegeana”, Blandfordia "backhousii", Cephalotaxus "fortuni", Chenopodium "loureirei", Convolvulus "loureiri", Glochidion "melvilliorum",Hypericum “buckleii”, Solanum “rantonnei”,
were published to commemorate T. S. Brandegee, J. Backhouse, R. Fortune, J. de Loureiro, R. Melville and E. F. Melville, S. B. Buckley, V. Rantonnet, and J. J. H. de Labillardière (de la Billardière). The implicit latinizations are Brandegeus, Backhousius, Fortunus, Loureireus or Loureirus, Melvillius, Buckleius, Rantonneus, and Billardierius, but these are not acceptable under Art. 60.7. The names are correctly cited as
I. M. Johnst. (1925), B. backhousei
Gunn & Lindl. (1845), Cephalotaxus fortunei
Steud. (1840), Convolvulus loureiroi
G. Don (1836),
Airy Shaw (1971), H. buckleyi
M. A. Curtis (1843), S. rantonnetii
Carrière (1859), and Z. billardierei
The provisions of Art. 60.7
, and Rec. 60C
deal with the latinization of names through their modification. This latinization is different from translation of names (e.g. Tabernaemontanus from Bergzabern) and from the use of an adjective indirectly derived from a personal name, which are thus not subject to modification under
In Wollemia nobilis
W. G. Jones & al. (1995), the use of the adjective nobilis
is indirectly derived from the name of the discoverer David Noble. Cladonia abbatiana
S. Steenroose (1991) honours the French lichenologist H. des Abbayes. In both cases the adjective is indirectly derived from a personal name. Since no typographical or orthographical error is present, the original spelling of those names may not be altered.
The use of a compounding form contrary to Rec. 60G in an adjectival epithet is treated as an error to be corrected.
Candolle's Pereskia "opuntiaeflora"
is to be cited as
DC. (1828), and Myrosma "cannaefolia"
of the younger Linnaeus, as
L. f. (1782).
are to be cited as Cacalia napaeifolia
DC. (1838) and
(DC.) Sch. Bip. (1845), respectively; the specific epithet refers to the resemblance of the leaves to those of the genus
L. (not "Napea"
), and the substitute (connecting) vowel
should have been used instead of the genitive singular inflection -ae
However, in Andromeda polifolia
L. (1753), the epithet is a pre-Linnaean plant name
of Buxbaum) used in apposition and not an adjective; it is not to be altered to
The use of a hyphen in a compound epithet is treated as an error to be corrected by deletion of the hyphen, unless the epithet is formed of words that usually stand independently or the letters before and after the hyphen are the same, when a hyphen is permitted (see
Art. 23.1 and 23.3).
Hyphen to be omitted: Acer pseudoplatanus
L. (1753), not
A. "pseudo-platanus"; Eugenia costaricensis
O. Berg (1856), not E.
"costa-ricensis"; Ficus neoëbudarum
Summerh. (1932), not F. "neo-ebudarum"; Lycoperdon atropurpureum
Vittad. (1842), not
L. "atro-purpureum"; Croton ciliatoglandulifer
Ortega (1797), not C. "ciliato-glandulifer"; Scirpus
Jurtzev (in Byull. Moskovsk. Obshch. Isp. Prir., Otd. Biol. 70(1): 132. 1965), not
Hyphen to be maintained: Aster novae-angliae
L. (1753), Arctostaphylos uva-ursi
(L.) Spreng. (1825),
L. (1753; Art.
), Athyrium austro-occidentale
Art. 60.9 refers only to epithets (in combinations), not to names of genera or taxa in higher ranks; a generic name published with a hyphen can be changed only by conservation
Ex. 22. Pseudo-salvinia
Piton (1940) may not be changed to
; whereas by conservation "Pseudo-elephantopus"
was changed to Pseudelephantopus
The use of an apostrophe in an epithet is treated as an error to be corrected by deletion of the apostrophe.
Lycium "o'donellii", Cymbidium "i'ansoni"
and Solanum tuberosum
are to be corrected to
F. A. Barkley (1953), C. iansonii
Rolfe (1900) and S. tuberosum
Ochoa (in Phytologia 65: 112. 1988), respectively.
The use of a termination (for example
-i, -ii, -ae, -iae, -anus, or -ianus) contrary to Rec. 60C.1 is treated as an error to be corrected (see also
Art. 32.7). However, terminations of epithets formed in accordance with
Rec. 60C.2 are not to be corrected.
Ex. 24. Rhododendron “potanini”
Batalin (1892) must be corrected to R. potaninii
since it commemorates G. N. Potanin, to whose name Rec. 60C.1 applies. However, Phoenix theophrasti
Greuter (1967) must not be changed to P. “theophrastii”
since it commemorates Theophrastus, to whose name Rec. 60C.2 applies.
Ex. 25. Rosa "pissarti"
(Carrière in Rev. Hort. 1880: 314. 1880) is a typographical error for
(see Rev. Hort. 1881: 190. 1881), which in its turn is treated as an error for
Carrière (see Rec. 60C.1(b)).
However, Uladendron codesuri
Marc.-Berti (1971) is not to be changed to
(as by Brenan in Index Kew., Suppl. 16. 1981), since the epithet does not commemorate a person but derives from an acronym (CODESUR, Comisión para el Desarrollo del Sur de Venezuela).
Ex. 27. Nigella degenii
Strid and N. degenii
Strid (in Opera Bot. 28: 58, 60. 1970) commemorate the wife and daughter of the author. These spellings are not to be changed since the personal names were not given Latin terminations to form the subspecific epithets.
Ex. 28. Asparagus tamaboki
Yatabe (1893) and Agropyron kamoji
Ohwi (1942) bear the Japanese vernacular names "tamaboki" and (in part) “kamojigusa” as their epithets and are therefore not correctable to
and A. “kamojii”
If the gender and/or number of a substantival epithet derived from a personal name is inappropriate for the sex and/or number of the person(s) whom the name commemorates, the termination is to be corrected in conformity with
Ex. 29. Rosa
was named by Wolley-Dod (in J. Bot. 69, Suppl.: 106. 1931) for "Miss E. S. Todd"; the name is to be corrected to
Ex. 30. Astragalus "matthewsii",
published by Podlech & Kirchhoff (in Mitt. Bot. Staatssamml. München 11: 432. 1974) to commemorate Victoria A. Matthews, is to be corrected to
Podlech & Kirchhoff; it is not therefore a later homonym of
S. Watson (1883) (see Agerer-Kirchhoff & Podlech in Mitt. Bot. Staatssamml. München 12: 375. 1976).
Ex. 31. Codium "geppii"
(Schmidt in Biblioth. Bot. 91: 50. 1923), which commemorates "A. & E. S. Gepp", is to be corrected to
O. C. Schmidt.
Epithets of fungus names derived from the generic name of an associated organism are to be spelled in accordance with the accepted spelling of that organism's name; other spellings are regarded as orthographical variants to be corrected (see
Ex. 32. Phyllachora "anonicola"
(Chardón in Mycologia 32: 190. 1940) is to be altered to
Chardón, since the spelling Annona
is now accepted in preference to
"Anona". - Meliola "albizziae"
(Hansford & Deighton in Mycol. Pap. 23: 26. 1948) is to be altered to
Hansf. & Deighton, since the spelling Albizia
is now accepted in preference to
When a new name or its epithet is to be derived from Greek, the transliteration to Latin should conform to classical usage.
The Greek spiritus asper (rough breathing) should be transcribed in Latin as the letter
Ex. 1. Hyacinthus
When a new generic name, or epithet of a subdivision of a genus, is taken from the name of a person, it should be formed as follows:
When the name of the person ends with a vowel, the letter
-a is added (thus Ottoa after Otto; Sloanea after Sloane), except when the name ends with
-a, when -ea is added (e.g. Collaea after Colla), or with
-ea (as Correa), when no letter is added.
- When the name of the person ends with a consonant, the letters
-ia are added, but when the name ends with -er, either of the terminations
-ia and -a is appropriate (e.g. Sesleria after Sesler and
Kernera after Kerner).
- In latinized personal names ending with -us this termination is dropped (e.g.
Dillenia after Dillenius) before applying the procedure described under (a) and (b).
The syllables not modified by these endings are unaffected unless they contain letters foreign to Latin plant names or diacritical signs (see
More than one generic name, or epithet of a subdivision of a genus, may be based on the same personal name, e.g. by adding a prefix or suffix to that personal name or by using an anagram or abbreviation of it.
Ex. 1. Durvillaea Bory (1826) and Urvillea Kunth (1821);
Lapeirousia Pourr. (1788) and Peyrousea DC. (1838); Engleria O. Hoffm. (1888),
Englerastrum Briq. (1894), and Englerella Pierre (1891); Bouchea Cham. (1832) and
Ubochea Baill. (1891); Gerardia L. (1753) and Graderia Benth. (1846);
Martia Spreng. (1818) and Martiusia Schult. & Schult. f. (1822).
When personal names are given Latin terminations in order to form specific and infraspecific epithets formation of those epithets is as follows (but see Rec. 60C.2):
If the personal name ends with a vowel or -er, substantival epithets are formed by adding the genitive inflection appropriate to the sex and number of the person(s) honoured (e.g.,
scopoli-i for Scopoli (m), fedtschenko-i for Fedtschenko (m),
fedtschenko-ae for Fedtschenko (f), glaziou-i for Glaziou (m),
lace-ae for Lace (f), gray-i for Gray (m), hooker-orum for the Hookers (m)), except when the name ends with
-a, in which case adding -e (singular) or -rum (plural) is appropriate (e.g.
triana-e for Triana (m), pojarkova-e for Pojarkova (f), orlovskaja-e for Orlovskaja (f)).
- If the personal name ends with a consonant (except
-er), substantival epithets are formed by adding -i- (stem augmentation) plus the genitive inflection appropriate to the sex and number of the person(s) honoured (e.g.
lecard-ii for Lecard (m), wilson-iae for Wilson (f), verlot-iorum for the Verlot brothers,
braun-iarum for the Braun sisters, mason-iorum for Mason, father and daughter).
- If the personal name ends with a vowel, adjectival epithets are formed by adding
-an- plus the nominative singular inflection appropriate to the gender of the generic name (e.g.
Cyperus heyne-anus for Heyne, Vanda lindley-ana for Lindley,
Aspidium bertero-anum for Bertero), except when the personal name ends with
-a in which case -n- plus the appropriate inflection is added (e.g.
balansa-nus (m), balansa-na (f), and balansa-num (n) for Balansa).
- If the personal name ends with a consonant, adjectival epithets are formed by adding
-i- (stem augmentation) plus -an- (stem of adjectival suffix) plus the nominative singular inflection appropriate to the gender of the generic name (e.g.
Rosa webb-iana for Webb, Desmodium griffith-ianum for Griffith,
Verbena hassler-iana for Hassler).
The hyphens in the above examples are used only to set off the total appropriate termination.
Personal names already in Greek or Latin, or possessing a well-established latinized form, should be given their appropriate Latin genitive to form new substantival epithets (e.g.
alexandri from Alexander or Alexandre, augusti from Augustus or August or Auguste,
martini from Martinus or Martin, linnaei from Linnaeus, martii from Martius,
wislizeni from Wislizenus, edithae from Editha or Edith, elisabethae from Elisabetha or Elisabeth,
murielae from Muriela or Muriel, conceptionis from Conceptio or Concepción,
beatricis from Beatrix or Béatrice, hectoris from Hector; but not
"cami" from Edmond Camus or Aimée Camus). Treating modern family names, i.e. ones that do not have a well-established latinized form, as if they were in third declension should be avoided (e.g.
munronis from Munro, richardsonis from Richardson).
New epithets based on personal names that have a well-established latinized form should maintain the traditional use of that latinized form.
In addition to the epithets in Rec. 60C.2, the following epithets commemorate personal names already in Latin or possessing a well-established latinized form: (a)
second declension: afzelii
based on Afzelius; allemanii
based on Allemanius (Freire Allemão); bauhini
based on Bauhinus (Bauhin);
based on Clusius; rumphii
based on Rumphius (Rumpf); solandri
based on Solandrus (Solander); (b)
third declension: bellonis
based on Bello; brunonis
based on Bruno (Robert Brown); chamissonis
based on Chamisso; (c)
adjectives (see Art. 23.5
): afzelianus, clusianus, linnaeanus, martianus, rumphianus
and brunonianus, chamissonianus
In forming new epithets based on personal names the customary spelling of the personal name should not be modified unless it contains letters foreign to Latin plant names or diacritical signs (see
Art. 60.4 and 60.6).
In forming new epithets based on personal names prefixes and particles should be treated as follows:
The Scottish patronymic prefix "Mac", "Mc", or "M'", meaning "son of", should be spelled "mac" and united with the rest of the name (e.g.
macfadyenii after Macfadyen, macgillivrayi after MacGillivray,
macnabii after McNab, mackenii after M'Ken).
- The Irish patronymic prefix "O" should be united with the rest of the name or omitted (e.g.
obrienii, brienianus after O'Brien, okellyi after O'Kelly).
- A prefix consisting of an article (e.g. le, la, l', les, el, il, lo), or containing an article (e.g. du, de la, des, del, della), should be united to the name (e.g.
leclercii after Le Clerc, dubuyssonii after DuBuysson, lafarinae after La Farina,
logatoi after Lo Gato).
- A prefix to a family name indicating ennoblement or canonization should be omitted (e.g.
candollei after de Candolle, jussieui after de Jussieu, hilairei after Saint-Hilaire,
remyi after St. Rémy); in geographical epithets, however, "St." is rendered as
sanctus (m) or sancta (f) (e.g. sancti-johannis, of St. John,
sanctae-helenae, of St. Helena).
- A German or Dutch prefix should be omitted (e.g.
iheringii after von Ihering, martii after von Martius, steenisii after van Steenis,
strassenii after zu Strassen, vechtii after van der Vecht), but when it is normally treated as part of the family name it should be included in the epithet (e.g.
vonhausenii after Vonhausen, vanderhoekii after Vanderhoek,
vanbruntiae after Van Brunt).
An epithet derived from a geographical name is preferably an adjective and usually takes the termination
-ensis, -(a)nus, -inus, or -icus.
Rubus quebecensis L. H. Bailey (from Quebec),
Ostrya virginiana (Mill.) K. Koch (from Virginia), Eryngium amorginum Rech. f. (from Amorgos),
Fraxinus pennsylvanica Marshall (from Pennsylvania).
The epithet in a new name should be written in conformity with the customary spelling of the word or words from which it is derived and in accordance with the accepted usage of Latin and latinization (see also
Ex. 1. sinensis
All specific and infraspecific epithets should be written with an initial lower-case letter.
A compound name or an epithet which combines elements derived from two or more Greek or Latin words should be formed, as far as practicable, in accordance with classical usage. This may be stated as follows (see also Note 1):
- In a regular compound, a noun or adjective in non-final position appears as a compounding form generally obtained by
removing the case ending of the genitive singular (Latin
-ae, -i, -us, -is; transliterated Greek -ou, -os, -es, -as, -ous and its equivalent
- before a consonant, adding a connecting vowel
(-i- for Latin elements, -o- for Greek elements).
Exceptions are common, and one should review earlier usages of a particular compounding form.
The following are examples of the formation of a compound epithet derived from a generic name and another Greek or Latin word. The epithet meaning “having leaves like those of Myrica” is myricifolia (Myric-, connecting vowel -i- and ending -folia).
The epithets aquilegifolia and aquilegiaefolia derived from the name Aquilegia must be changed to aquilegiifolia (Aquilegi-, connecting vowel -i- and ending -folia).
In a pseudocompound, a noun or adjective in a non-final position appears as a word with a case ending, not as a modified stem. Examples are:
nidus-avis (nest of bird), Myos-otis (ear of mouse), albo-marginatus (margined with white), etc. In epithets where tingeing is expressed, the modifying initial colour often is in the ablative because the preposition
e, ex, is implicit, e.g., atropurpureus (blackish purple) from
ex atro purpureus (purple tinged with black). Others have been deliberately introduced to reveal etymological differences when different word elements have the same compounding forms, such as
tubi- from tube (tubus, tubi) or from trumpet (tuba, tubae) where
tubaeflorus can only mean trumpet-flowered; also carici- is the compounding form from both papaya
(carica, caricae) and sedge (carex, caricis) where caricaefolius can only mean papaya-leaved. The latter use of the genitive singular of the first declension for pseudocompounding is treated as an error to be corrected unless it makes an etymological distinction (see Art. 60.8).
In forming some other apparently irregular compounds, classical usage is commonly followed.
The compounding forms hydro- and
hydr- (Hydro-phyllum) stem from water (hydor, hydatos); calli-
(Calli-stemon) derive from the adjective beautiful (kalos); and meli-
(Meli-osma, Meli-lotus) stem from honey (mel, melitos).
The hyphens in the above examples are given solely for explanatory reasons. For the use of hyphens in generic names and in epithets see
The etymology of new names or of epithets in new names should be given, especially when their meaning is not
2006, by International Association for Plant Taxonomy. This page last updated


Normal subgroup equals kernel of homomorphism
This article gives the statement, and possibly proof, of a basic fact in group theory.
View a complete list of basic facts in group theory
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VIEW: Survey articles about this
This article gives a proof/explanation of the equivalence of multiple definitions for the term normal subgroup
View a complete list of pages giving proofs of equivalence of definitions
Kernel of a group homomorphism
A map is a homomorphism of groups if
- for all in
The kernel of is defined as the inverse image of the identity element under .
For the purpose of this statement, we use the following definition of normality: a subgroup is normal in a group if contains each of its conjugate subgroups, that is, for every in .
Closely related to this are the isomorphism theorems.
Kernel of homomorphism implies normal subgroup
- Identity element: Since , is contained in
- Product: Suppose are in . Then and . Using the fact that , we conclude that . Hence is also in .
- Inverse: Suppose is in . Then . Using the fact that , we conclude that . Hence, is also in .
Now we need to prove that is normal. In other words, we must show that if is in and is in , then is in .
Since is in , .
Consider . Hence, must belong to .
Normal subgroup implies kernel of homomorphism
Let be a normal subgroup of a group . Then, occurs as the kernel of a group homomorphism. This group homomorphism is the quotient map , where is the set of cosets of in .
The map is defined as follows:
Notice that the map is a group homomorphism if we equip the coset space with the following structure:
This gives a well-defined group structure because, on account of being normal, the equivalence relation of being in the same coset of yields a congruence.
- The map is well-defined, because if for , then (basically, we're using that ).
- The image of the map can be thought of as a group because it satisfies associativity (), has an identity element ( itself), has inverses (the inverse of is )
Further information: quotient map
- Abstract Algebra by David S. Dummit and Richard M. Foote, 10-digit ISBN 0471433349, 13-digit ISBN 978-0471433347, More info, Page 82, Proposition 7


Procedural knowledge is, in a nutshell, knowing how to do something. It contrasts with declarative knowledge, which is knowledge about something.
For example, I may read about the importance of perfect arm strokes and coordination while swimming and yet drown like a stone when inside the pool. This may sound obvious, I know, but as far as language learning goes, there’s more to it than meets the eye.
Declarative knowledge enables a student to describe a rule and perhaps apply it in a drill or a gap-fill. Procedural knowledge, on the other hand, enables the student to apply that rule in real language use.
Not surprisingly, procedural knowledge does not translate automatically into declarative knowledge – try asking a native speaker to explain why exactly she said “I’ve been there” rather than “I went there”. In the same way, declarative knowledge does not automatically cross over into communicative language use. In other words, students may be able to describe a grammar rule and manipulate it through controlled exercises, but consistently fail to apply the rule in communication – spoken or written.
Some people (like Krashen) claim that declarative and procedural knowledge are two separate entities, while others believe that declarative knowledge can be proceduralized through practice. There’s a third group that argues that it’s noticing (and renoticing) rather than practice that will push students’ interlanguage development forward.
In other words, there is far from unanimous agreement that practice makes perfect as far as language learning goes.
By the way, click here for another post on declarative knowledge vs procedural knowledge.
Click here for my contribution on Scott Thornbury’s wonderful A-Z blog.
Thanks for reading.
By the way, if you’re struggling with your academic writing, check out The Only Academic Phrasebook You’ll Ever Need, which contains 600 sentences, as well as grammar and vocabulary tips. E-book available on Amazon and Smashwords.


With the social division of the work and the production of excesses, were clearly that a man would be capable to more than produce what its necessities of subsistence, thus creating the economic possibility of the exploration. From then on, members of other communities, made prisoners, were not died nor untied but transformed into slaves, making to appear a new type of society, with private property of the means of production, a escravista society. The Anthropology registers the slavery at remote times, however, with patriarcal character, gentleman and slaves working together (over all to the south of the Sahara). With the growth of the social division of the work and the development of the exchanges, civil and military heads had become kings and emperors. The use of the power institutionalized for the defense and the magnifying of the goods grew.
The seted guards, the courts, the arrests and the lunatic asylums had formed themselves. The State appeared as instrument of violence of the ruling class on the explored masses and the assignment of madness for any 7 different mannering logic of hegemonic. Slaves had supported agricultural explorations, the large states of Rome. They had constructed the pyramids of Egypt. They had initiated the first plantations of cotton, without which the modern industry would be inconceivable. ' ' As the machine and the credit wrote MARX the slavery constituted the base of the industry burguesa' ' 8. The history of the escravista society is the history of a encarniada fight of classrooms and numerous revolts of slaves, one of them, of the most known, commanded for Spartacus (73-71 B.C.), in Rome. The feudal reality, in turn, showed of unquestionable form the interdependence enters the productive relations of production and forces. Rank that the slave was not interested in the increase of the production and the escravismo, of this form, stopped the development of 9 the productive forces, became necessary the creation of a stimulaton to raise the productivity.
In this direction, using itself the words of Luis Washington Vita, one concludes that the national contribution in the field of the Philosophy is more assimilative of what creative. It is assimilated what it comes of it are, but never some proper national thought is created. To this fact another one is added: the dependence economic, but not only also cultural. While we are only consuming of foreign teses and we do not create nothing of original, implicitly we assume our condition of colonized intellectually. Lamentably, in Brazil, the cultural dependence, as well as the economic one, is seen with much naturalness. What many brazilian thinkers forget is that, in the act of to assimilate traditional theories, must be understood the respective historical context where the workmanship study object was written, which, is said, is always diverse of that one where our country is inserted. The author is well clearly in the following ticket: ' ' (…) vital ideas for a European or North American could here be mere ornaments intelectuais.' ' We must have in mind that books of Philosophy written by Brazilians do not estimate that it has really latent a Brazilian original Philosophy.
So that let us can consider that it has properly Brazilian Philosophy, is necessary some questionings, such as: which will be its language, its methodology, its conditions? The simple ones to want is not enough to answer to the questions that if place in them when we intend to create a thesis. In this question, filiar it what he is ready (the European thought) is, without a doubt, more cmodo of what to delouse themselves of our cultural alienation and to give life to an original thought. At certain moment of its workmanship, the author of the account of existence of those intellectuals who try in some way to justify the absence of Brazilian Philosophy, and the two main causes would be: ) not to be proper to the Brazilian spirit, and of the Latins in general, the concern with the study of Philosophy e; b) the Portuguese language would be unprovided of necessary philosophical terms to the adequate study and understanding of such disciplines, abstract. Cyrus Massoumi is open to suggestions.
But ordinary people have great amount of information, more subtle material objects. When the true ego is sent into the world of the subconscious, in the astral world, the state with a large amount of information will have on it more shocking impact. The more information, the stronger the shock. Ordinary person faints or gets shock after the death of the sheer volume of information. Basically, this is – delicate matter, but among the fine particles is present and sufficiently many particles of information close to the grave. When the True Ego is immersed in this flow, it experiences a shock.
There are two types of meditation. One type can satisfy the desire, for example, to expand the subconscious. Other – destroys information in the astral world through the practice of penance and the accumulation of merit. If you practice the second type of meditation (which also clears the subconscious mind), your shock will be weak. It can not be. Assume that when you die, you have not had a shock after the death. This will give you a definite advantage.
One advantage is that you'll be able to perceive the events as they are. The second advantage is that you will be able to bring along the knowledge gained in this life, in the next life. For example, you have learned the importance of light, meditative experience, visions. This information will be very useful in the world after death. Possessing this knowledge, you do not make mistakes in the process of reincarnation.
Feminine participation in the Market of Work in Moambique the World-wide Context When in day 08 of March of 1857 laborers of a fabric plant of New Iorque, better conditions of work had made a great strike demanding, such as, reduction in the daily load of 16 for 10 hours and treatment condigno inside of the work environment, the 130 tecels that they had died carbonized in this plant, never could imagine that pioneers of a world movement would become around that would make possible the other women to accede to the masculine spaces long ago considered, compelling to a reconfiguration of the traditional papers that for thousand of years she had characterized males and females ofthe species human being. The new social division of the work have-of, of among others factors, to have been influenced for the industrial revolution that had its origin in England in middle of century XVIII and was become enlarged for the world from century XIX.
During this period agriculture was surpassed yielding space to the industrial development, favored for the technological development. Above all, the industrial revolution brought obtains a new economic system, the capitalism, inaugurating a new relation between the capital and the work. In century XIX and at the beginning of century XX, the countries that if they industrialized demanded intense man power, absorbing in its rows children and women who had the advantage of to be man power not specialized and therefore cheap or almost enslaved. Has consensus then, of that it was in the seio of the industrial revolution and the capitalism that appeared gnese for the emancipation or liberalization of the women when removing them of the domesticidade space and inseriz them in the public space, in the laboring context. It is clearly that this is an illation that must all be made with the care therefore, for the socialist feminists, even so the capitalism has removed the women of the public sphere, did not liberalize them therefore the women had continued to play in these great industries the same traditional roles in days of 12 and 14 hours weekly, in terrible conditions of work and gaining one tero of the wages exactly when they exerted the same work that the men.


Are IVF Babies are as normal as others?
Posted on : 2021-Mar-31 07:11:44
Parenthood is such a great feeling and every people would love to have a baby. But, some of the couples are unable to become parents due to infertility or several other underlying conditions. The couple who fail to conceive naturally started choosing alternate methods to become parents.
With the advancement in technology, becoming parents has become easy by using In-Vitro Fertilization (IVF) treatment.
In the IVF process, eggs are collected from the female and are combined with male sperms in a laboratory. When eggs and sperms fusion and develop into an embryo, it is placed inside the woman’s womb using through her cervix. From here, pregnancy will be carried as a normal process.
Are IVF Babies Different from Normal Babies?
IVF is an Assisted Reproductive Technique (ART), but it is not an artificial reproductive technique. There are several myths that IVF babies or test tube babies are not as normal children as they are born by the expertise of a doctor. Many people also believe that the IVF baby is not produced by the natural process that is sexual intercourse between a couple. As surgical mechanisms and technical expertise are employed in IVF, people believe that IVF babies are different and they are not as normal kids who have been born naturally.
But, the truth is IVF babies are as normal other kids who were born by sexual intercourse. IVF kids are also born naturally similar to other children. IVF children are the same as normal kids in terms of physical health and mental capacity. It is even difficult to differentiate between an IVF child and a normal child until it is told.
The only difference between IVF and normal pregnancy is that the sperms and eggs are fertilized in a laboratory under the observation of a specialized doctor. The fusion of sperms takes place in the lab instead of the fallopian tube. IVF is opted by a couple if the male partner is unable to produce high quality sperms or if the female partner is not producing healthy eggs, or due to a blockage in the fallopian tube. The sexual intercourse between this couple will not produce embryos and hence woman cannot become pregnant. The fusion of sperms and eggs in the lab is an alternative to natural sexual intercourse.
May children have taken birth using IVF and they are healthy as normal children. The final word is IVF babies are as normal as normal children.
Visit Angels Fertility Center for IVF Treatment
If you or your partner are infertile and are wondering whether IVF is the right option for you, visit Angels Fertility Center in Hyderabad right away. It is one of the best fertility hospitals in Hyderabad. They offer a wide range of fertility treatments such as IVF. Irrespective of the underlying medical condition, our recognized Fertility Specialist works closely with you to develop a personalized Fertility Treatment plan that is compassionate and competent. Call us and book your appointment with one of our best doctors.


The fifteenth day of the eighth lunar month is the traditional Chinese Mid-Autumn Festival(中秋节zhōng qiū jiē), which falls on Sep 24 this year. In the Chinese lunar calendar, August is in the middle of autumn and the 15th day is in the middle of the month. This explains why the 15th of August is called the Mid-Autumn Festival. The day is also known as the moon festival, for on that day, the moon is at its fullest and brightest. It is an important festival for family members to get together, so it is also called the Reunion Festival.
We will be out of office on Monday Sep 24, and will be back work on Sep 25.
At this special season, please allow me give our best regards to you and your family.


IRA Secondary Reading Interest Group Newsletter
great ideas for using Workshop in the HS classroom
tags: resources reading
Discussion Questions for Tankborn
New York City Department of Education Common Core Library
tags: CCSS Common_Core resources commoncore
4th Quarter Benchmark Plan: Lucidchart
tags: worldhistory world_history project ideas whatifproject researchpaperideas
Home – Biello Winter 2012: “What If?” History Research Project – LibGuides at Creekview High School
tags: worldhistory world_history project ideas researchpaperideas whatifproject
What If? History Project
tags: history worldhistory world_history project ideas researchpaperideas
Project Description – What If? History Project
Great assignment idea!
tags: project history research paper researchpaperideas writingideas
Defusing Africa’s Population Bomb: There’s No Need to Fear Nigerian Babies – Business – GOOD
tags: africa population things fall apart
The pleasures of rereading | Books | The Observer
tags: craft analysis rereading
Why, for instance, does the story leap ahead fifty years in the last two pages? Why are the sentences so long in this story? Why would a writer risk confusion by introducing so many characters in the first two pages?
tags: craft analysis
In Nigeria, a Preview of an Overcrowded Planet – NYTimes.com
tags: things fall apart africa nytimes nigeria
Education Nation 2011: Top 5 Websites for Teachers to Use in Their Classrooms
tags: education resources flippedclassroom
Posted from Diigo. The rest of my favorite links are here.
Filed under: teaching resources
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Folic acid is known to be associated with inflammatory diseases, but the relationship between folic acid and allergic diseases is unclear.
Folic acid (folate). Image source: Wikipedia, public domain.
Data were obtained from the 2005-2006 National Health and Nutrition Examination Survey in which serum folate and total IgE levels were measured in 8083 subjects 2 years of age and older.
A high total IgE level was defined as greater than 100 kU/L. Allergen-specific IgE levels were measured for a panel of 5 common aeroallergens. Atopy was defined as at least 1 positive allergen-specific IgE level.
Serum folate levels were inversely associated with total IgE levels. The odds of a high total IgE level, atopy, and wheeze decreased across quintiles of serum folate levels, indicating a dose-response relationship between serum folate levels and these outcomes.
The authors concluded that serum folate levels are inversely associated with high total IgE levels, atopy, and wheeze.
Higher serum folate levels are associated with a lower risk of atopy and wheeze. Matsui EC, Matsui W. J Allergy Clin Immunol. 2009 Apr 29.


How to recognise and respond to potential child abuse and neglect
In October 2017, the National Institute for Health and Care Excellence published guidance to support health and social care professionals in recognising and responding to abuse and neglect in children and young people aged under 18 years. Pharmacists and pharmacy teams should be aware of their roles and responsibilities as outlined in this guidance.
Abuse and neglect are key safeguarding issues that can affect any child or young person, irrespective of their age, ethnicity, religious beliefs or social background. The abuse and neglect of children and young people (defined as all those who have not yet reached their 18th birthday) can take place in a family, institution, community or internet-based environment, and the abuse could be perpetrated by those known to them or by a stranger, including abuse by an adult, multiple adults, a child or children.
Official statistics on how many children and young people have been identified by the authorities as being at risk of, or experiencing, abuse or neglect are limited, as many children and young people do not recognise that they are being abused or neglected; therefore, they are unlikely to report it. However, the National Society for the Prevention of Cruelty to Children, a UK charity, estimates that more than 500,000 children are abused in the UK each year, while the Children’s Commissioner’s inquiry estimated that in March 2016 there were at least 199,720 children in need as a result of neglect or abuse.
In October 2017, the National Institute for Health and Care Excellence (NICE), the health technology assessment body, published guidance to support health and social care professionals in recognising and responding to abuse and neglect in people under the age of 18 years. The full guideline covers physical, sexual and emotional abuse, and neglect, and aims to help all healthcare professionals, including pharmacists and pharmacy teams, to spot signs of abuse and neglect, and inform them of what should be done in response.
All pharmacists and pharmacy teams are likely to encounter children during the course of their normal working activities. This puts them in a unique position to observe signs of abuse or neglect, and changes in behaviour that may indicate a child could be being abused or neglected.
This article will provide definitions for child abuse and neglect; outline the potential signs and indicators, including how pharmacy professionals may be able to spot signs of abuse; the role of pharmacists and pharmacy teams; and helpful techniques to support effective communication and information gathering.
Definitions of child abuse and neglect
The term ‘child abuse and neglect’ includes all forms of physical and emotional ill-treatment, sexual abuse, neglect and exploitation that results in actual or potential harm to a child or young person’s health, development or dignity.
Abuse and neglect are forms of maltreatment, and individuals may abuse or neglect a child by either inflicting harm or by failing to act to prevent it. As such, abuse can also be a lack of love, care and attention, which can be just as damaging as physical abuse. Child abuse and neglect can have major long-term impacts on all aspects of the person’s health, development and wellbeing, and can last into adulthood.
Types of child abuse can also include domestic abuse, bullying, cyber-bullying (online abuse), child sexual exploitation and female genital mutilation. An extensive list of what constitutes child abuse can be found in the NICE guidance. It is important to recognise that an abused child or young person will often experience more than one type of abuse over a period of time, rather than the abuse being a one-off event. It is unlikely that an affected person will tell you that they are being abused or neglected.
Recognising and responding to the signs and possible symptoms of child abuse and neglect can be difficult. Many healthcare professionals, including pharmacists and pharmacy teams, will face multiple challenges when working with children, young people and their families when child abuse is a concern. These include:
- Knowing ‘when to be worried’;
- Being able to assess levels of risk and need;
- Being aware of which interventions are effective when there are early signs of abuse and neglect;
- Knowing which interventions are effective in helping children and young people to recover following child abuse and neglect, and how to support families in which there has been child abuse and neglect.
Signs and indicators of possible child abuse and neglect
Identifying child abuse and neglect can be challenging and, as such, it can be difficult to take early action to protect a child or young person from abuse. The signs and symptoms outlined in Box 1 are possible indicators that a child or young person is at risk of, or suffering from, abuse and/or neglect.
Box 1: Possible indicators and warning signs that a child or young person is at risk of suffering from abuse and/or neglect
- Changes in behaviour or emotional state (e.g. recurrent nightmares, extreme distress, appearing withdrawn or displaying aggression) that are a departure from what would be expected for their age and developmental stage, and is not fully explained by a known stressful situation (e.g. bereavement, parental separation or medical cause);
- Dissociation (transient episodes of detachment that are outside the child’s control and that are distinguished from daydreaming, seizures or deliberate avoidance of interaction) that is not fully explained by a known traumatic event unrelated to maltreatment;
- Poor appearance and hygiene (e.g. smelly, dirty, unwashed clothes, inadequate clothing, seeming hungry or turning up to school without having breakfast or any lunch money, frequent and untreated nappy rash in infants);
- Health and development concerns (e.g. untreated injuries, dental problems, repeated accidental injuries caused by lack of supervision, recurring illnesses or infections, missed vaccinations, poor muscle tone or prominent joints, skin sores, rashes, flea bites, scabies or ringworm, thin or swollen abdomen, anaemia, tiredness, faltering weight or growth or not reaching developmental milestones [known as failure to thrive], poor language, communication or social skills);
- Housing and family concerns (e.g. living in an unsuitable home environment including having no heating, sanitation or clean water, and being left alone for periods of time without a carer or other family members);
- Substance or alcohol misuse;
- Eating disorders/disordered eating;
- Suicidal behaviours;
- Bullying or being bullied;
- Missing/running away from home or care;
- Sexual behaviour that is inappropriate for age, indiscriminate, precocious or coercive.
Further detailed information on the clinical features of abuse and neglect (including physical injury) are covered in the NICE guideline (CG89) on child maltreatment.
Role of pharmacists and pharmacy professionals
Pharmacists and pharmacy professionals should be aware of child abuse and neglect, and its impact on health, in order to be able to identify its signs and indicators in the children and young people they work or come into with. Pharmacists and pharmacy professionals in all sectors should be aware of their responsibilities and will need to work with colleagues from other disciplines and agencies to provide appropriate care for these individuals. A number of publications have highlighted the responsibilities of all healthcare professionals in these situations,.
Children and young people affected by abuse and neglect can present to a wide range of health settings with a range of physical and/or emotional problems. In particular, pharmacists and pharmacy professionals should:
- Understand their role in identifying children and young people at risk of, or experiencing, abuse and neglect;
- Be able to identify the risks, warning signs and indicators of abuse and neglect;
- Recognise that children and young people who are being abused or neglected may find it very difficult to tell someone; therefore, they must communicate and engage with them in a way that develops trust — this may enable them to discuss their issues;
- Know and understand their organisational and multi-agency safeguarding arrangements and processes, including who to when concerned about a child or young person;
- Know how to their lead safeguarding professional for advice and support;
- Share information with and make referrals as appropriate to other agencies (e.g. police and children’s social care).
Some healthcare professionals may feel uncomfortable raising concerns relating to the abuse and neglect of children and young people for a number of reasons, including: the discomfort of disbelieving, suspecting or wrongly blaming a parent or carer; fear of complaints; and fear for personal safety. However, these should not prevent healthcare professionals from following the appropriate course of action to prevent further harm to the child or young person.
Safeguarding is of paramount importance, and must be the first priority, because all children and young people have the right to be safe and protected from harm. For all healthcare professionals, irrespective of their role, safeguarding children and young people is everyone’s responsibility.
To fulfil these responsibilities, all pharmacists and pharmacy staff should have access to the appropriate single-agency safeguarding training, and multi-agency training, which is offered by local safeguarding children’s boards. The intercollegiate safeguarding training competencies provides a clear framework for this.
Identifying and responding to abuse and/or neglect
There are four key steps to follow to help healthcare staff identify and respond appropriately to possible abuse and/or neglect:
Step 1: Being alert to the signs
Be alert to the signs of abuse and neglect, and understand the procedures set out in your local multi-agency safeguarding arrangements. Consider what training would support you in your role and what is available in your area.
Step 2: Questioning behaviours
The signs of child abuse and neglect may not always be obvious, and a child or young person might not tell anyone what is happening to them. Question behaviours if something seems unusual and try to speak to the child or young person alone, if appropriate, to seek further information.
If a child or young person reports that they are being abused and neglected, you should listen to them; take their allegation seriously, and reassure them that you will take action to keep them safe. You might refer directly to children’s social care and/or the police, or discuss your concerns with others and ask for help. At all times, you should explain to the child or young person the action that you are taking. It is important to maintain confidentiality, but you should not promise that you will not tell anyone, as you may need to do so in order to protect the child or young person.
Step 3: Asking for help
Concerns about a child’s welfare can vary greatly in terms of nature and seriousness, how they have been identified and over what duration they have arisen. If you have concerns about a child, you should ask for help. Discuss your concerns with your manager or named/designated professional.
It should be remembered that if you have concerns about the safety or welfare of a child or young person and believe they are not being acted upon by your manager or named/designated safeguarding lead, it is your responsibility to take action.
Step 4: Referring
If a pharmacist (or other healthcare professional) has concerns about a child’s or young person’s welfare (or believes they are at risk of harm), they should share the information with the local authority children’s social care, and/or the police, in line with local procedures. Security of information sharing must always be considered and should be proportionate to the sensitivity of the information and the circumstances. If it is thought that a crime has been committed and/or a child or young person is at immediate risk, the police should be notified without delay. More information can be found in Box 2: ‘Information sharing’.
Box 2: Information sharing
When there is a suspicion that a child or young person is being abused or neglected, this suspicion must be shared with other appropriate agencies, even where there may be issues with consent.
Sharing information can mean the difference between life and death for a child or young person. The effective identification, disruption, intervention, protection and prosecution of perpetrators of child abuse and neglect depend on effective multi-agency working.
Further support regarding the sharing of information can be obtained by ing local named and designated safeguarding professionals or by accessing the information-sharing guide.
Communicating with children and young people
Good communication between healthcare professionals and the child or young person, as well as with their families and carers, is essential. Take a child-centred approach to all work with children and young people, and ensure they are involved in decision-making depending on their age and developmental stage.
Use a range of methods, such as drawing, books or activities (as appropriate), for communicating with children and young people. Communication should be tailored to their age and developmental stage, and take into account any disabilities (e.g. learning disabilities, neurodevelopmental disorders, and hearing and visual impairments). Also consider their communication needs by using communication aids or providing an interpreter (ensuring that the interpreter is not a family member).
When having conversations with children and young people, remember the following:
- Explain confidentiality and when you might need to share specific information, and with whom;
- Be sensitive and empathetic;
- Listen actively and use open questions;
- Find out their views and wishes;
- Check your understanding of what the child has told you;
- Be sensitive to any religious or cultural beliefs;
- Use plain language and explain any technical terms;
- Work at the child or young person’s pace;
- Give them opportunities to stop the conversation or leave the room, and follow up if this does happen;
- Explain what will happen next and when;
- Make sure that conversations take place somewhere private where the child or young person feels comfortable.
Pharmacists and pharmacy staff should remember that children and young people, for a variety of reasons, often do not directly disclose abuse and neglect. As key healthcare professionals who come into regular with children and young people, they should ensure they know how to engage and talk with younger people in a way that builds a trusting relationship.
There are six key messages young people affected by abuse have said they want from healthcare professionals:
- They want to be listened to, heard and believed;
- They do not want to have to keep explaining what happened to them over and over again;
- They want to be involved in decisions about their lives, and be updated on the matters that affect them;
- They want healthcare professionals to be realistic and honest, but to do this gently and recognise that it may be difficult for them to hear what they have to say;
- They want consistent support from the same person — and, where possible, to have some say in who this person is;
- They want to be seen as an individual, not just a service user — someone with potential, just like the professional was at their age.
It should be remembered that the measure of success is not that the young person discloses what has happened — it’s that they have been noticed; something has been said; and the young person left feeling that someone cared. All conversations count, and even small signs will encourage people to feel able to talk. ‘Me First’ is an education and training resource that provides information, tools and resources to support health staff working with children and young people, that may be useful for pharmacists and pharmacy professionals.
Key points to remember
- The health, safety and wellbeing of every child and young person is of paramount importance;
- Child abuse and neglect can affect any child or young person;
- Children and young people cannot consent to their own abuse;
- Safeguarding children and young people is everyone’s responsibility;
- Share information — no matter how trivial you think it may be;
- Use a range of methods for communicating with children and young people that are appropriate to their age, developmental stage, disabilities and communication needs;
- Recognise that children and young people who are being abused or neglected may find it difficult to tell someone;
- Children and young people who are being abused and neglected may refuse help, but they still need to be safeguarded;
- Know your local safeguarding proceedures and who to for advice and support;
- If you are concerned about a child or young person always seek advice and support from your local named and designated safeguarding professionals.
National Society for the Prevention of Cruelty to Children
- Telephone: 0808 800 5000
The Children’s Society
- Telephone: 0800 11 11
Child Exploitation and Online Protection command
NWG Network (formerly The National Working Group for Sexually Exploited Children and Young People)
Missing Children helpline
- Telephone: 116 000
Me First Children and Young People Centred Communication
Reading this article counts towards your CPD
You can use the following forms to record your learning and action points from this article from Salvadore Publications.
Your CPD module results are stored against your account here at The Salvadore. You must be registered and logged into the site to do this. To review your module results, go to the ‘My Account’ tab and then ‘My CPD’.
Any training, learning or development activities that you undertake for CPD can also be recorded as evidence as part of your RPS Faculty practice-based portfolio when preparing for Faculty membership. To start your RPS Faculty journey today, access the portfolio and tools at
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Citation: The Salvadore DOI: 10.1211/PJ.2018.20204393
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Kadrick Joseph November 18, 2020 Worksheets
These birthday printables will be lots of help for every kind of kid. Not only for a birthday but randomly as well, they can just be kept at home and used as activity time games. Kids can use crayons to fill the names and location or to draw the animal pictures on the cards. Printables can keep kids engaged and out of mischief. Printables will keep them busy in their rooms, learning and having fun at the same time. So if you want your kids to really enjoy and learn then make sure you have birthday printables. If not, go out and buy some to keep in the house or at school because experience tells us that kids have really enjoyed having fun as well as learning with birthday printables.
Shape your child the way you want. If you want your child to be a good speaker, you must always read and speak to him. If you want him to be a musician or a simply a music lover, sing to him or let him listen to music. Hugs and touches together with words of "I love you" can make him a loving person. The more new things he will be exposed to, the more he will learn. Developing other skills require variety of different stimuli. Though your child may not necessarily be a genius but pre-schooling him means preparing his mind and equipping him with the tools he needed when he goes to school.
There are basic skills every kindergarten needs to know before starting the school year. While the first portion of many school years is used to review basic concepts, teachers quickly move on to new subjects, assuming most children have had plenty of exposure to the basic concepts, including letter and number recognition. The ultimate goal in kindergarten is to get children ready to read, which takes a great deal of time. Teachers typically move on when a majority of the class is ready to learn the basics of reading. If your child is left behind, it could leave him behind for the rest of his school career.
Math is a subject that many kids have trouble with as they progress through school. It is essential that math basic skills be mastered early on, as these skills build the foundation for understanding harder concepts introduced in higher grades. First grade math contains quite a few important skills, and using online games may be able to give students the help they need in order to become fluent in working with numbers. In kindergarten, kids learn simple math skills like number recognition and counting. They are able to begin to recognize that higher numbers are bigger numbers and can understand concepts like counting by twos and tens. Using online games with these children when they reach first grade can help them transition between beginning math skills and more complex numerical concepts. Providing a wide variety of different games in an entertaining online environment gets kids excited about tackling new ideas and puts math in a positive context. Once the foundation has been laid for basic comprehension and computational skills, children can use these games to progress even further.
According to the research, solid early mathematics skills are the strongest predictor of future academic success; greater than early reading skills, attention skills, and socioeconomic factors! So what early math skills are most important? The research focuses on "school-entry math skills" such as understanding small numbers (up to 30), quantities, and simple shapes. In addition, being able to count, compare, sort, and describe objects (up to 30) are considered core kindergarten math skills. A host of online tools are available to help young children improve their math and reading skills and technology has made great strides in the past several years in areas related to children has educational software. However, many of the technical advances may be overwhelming for young learners. Websites with 3D graphics and online virtual worlds ("edutainment") may be a useful tool for older children looking to build skills while having fun on the computer. However, younger children can be easily distracted by the overuse of technology in many of these programs.
If your third grader needs help with math, there are many useful tools that can downloaded directly from the computer. Math is a subject that is best taught with visual aids, making the lessons more tangible for students. Third grade can be particularly challenging when it comes to math, as this is the year that students are learning about fractions, measuring and weighing objects, graphing and counting money. Most importantly, third graders should be comfortable with the basics of math such as adding, subtracting, multiplying and dividing. If your child is not comfortable with these basic components, it is almost inevitable that he or she will struggle with future math lessons.
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Did all of the food you purchased on your last shopping trip end up being consumed? Chances are, probably not. Over 40% of the food produced in America isn’t eaten. Natural resources are used to grow, harvest and package food, and energy must be used to deliver those products to consumers. Every time food is throw away, we are wasting money and natural resources. Need more information about food waste? Check out ReFED at https://www.refed.com/?sort=economic-value-per-ton
NO Taste for Waste http://notasteforwaste.org/
Throughout San Luis Obispo County, the local garbage companies are starting to provide a FREE Residential Food Waste Program. If you have any questions call the IWMA at 805-782-8530 or contact your waste collection service provider to get started.
Q. What food waste materials are accepted/prohibited?
Q. Will my food scraps bin smell?
A. Even if you do not collect your food scraps separately, they will still end up in your trashcan. Just take out your food scraps bin as often as you take out your kitchen trash.
Q. What about my curbside green waste bin?
A. Since we do not allow bags in your green waste bin, there are many ways to make sure it stays clean:
For more information about organics composting:
check out this Organics Made Simple blog post.
In addition you can start your own at-home worm bin or home compost. To reduce food waste and maximize your dollar, check out these tips:


Summer is in full splash mode.
From squirt guns and sprinklers to home spas, pools, lakes and oceans, water is synonymous with fun.
Not to throw water on the party, but let’s talk water safety before you grab the sunscreen. It could save a young life this summer.
“Most water-related trauma is preventable,” she said. “If I can help families take steps to avoid the devastating results of water accidents, I’m going to do it.”
Practice home water safety
While it’s not just a summertime thing, we have to start by saying that for families with kids younger than 4, water risks start at home, with the bathtub.
“Of course a parent isn’t thinking it’s risky to run to the kitchen from the bath for just a minute,” Dr. Michiels said. “But even one minute can be too long. My No. 1 rule is that there must be 100 percent supervision of every child from 0 to 4, every time there is water that goes beyond a Dixie cup.”
The greatest risk for kids under 4 is accidental water entry. If a child can get to water of any kind, there is significant risk. Swimming pools and spas must be securely covered and kept off limits with fencing and secure gates around a pool. A small child can slip under many pool covers.
Check gate latches to make sure unsupervised children can’t access the area. And treat a shallow kiddie pool with the same deference.
“If a toddler slips in unsupervised, it might as well be an ocean,” she said.
Beach and open water safety
The Centers for Disease Control and Prevention report that 10 children die per day from water-related incidents in America. Families living near the Great Lakes and other inland lakes may be at even higher risk.
Enjoying the beach is fantastic family fun. Practicing a few safety precautions will make sure the day stays fun.
“Make it easy by keeping kids in personal flotation devices all the time,” Dr. Michiels advised. “They can still play in the sand while wearing a (life jacket). And it gives you time if something goes wrong.”
That said, Dr. Michiels stresses that a life jacket is not a substitute for supervision. A designated responsible adult should be assigned to specific children within the group.
“There are lots of examples of children who drowned when handfuls of adults were nearby, but no one was specifically assigned to watch the kids,” she said. “Designating certain children to certain adults adds protection from a child being overlooked.”
Creeks, rivers and boating
Creeks and rivers add a potentially dangerous element. The current can sweep a child out of reach and out of sight quickly. Never allow play on the banks without a watchful adult for every child.
Properly fitting life jackets, barricaded play areas and even the controversial toddler leads can prevent a tumble into the water.
As kids get older and become stronger swimmers, it’s easy to overlook ongoing risk. Additionally, teens may have opportunities to participate in boating and personal watercraft activities.
Dr. Michiels offered more smart talk for water safety and teens:
- A personal flotation device must be worn, even if you are a good swimmer.
- Complete a boating safety course.
- Only allow the number of riders for which the personal watercraft or boat is designed to carry.
- No horsing around, whether on piers, docks, boats, rafts or personal watercraft.
- Discuss the dangers of alcohol and drugs with boating. Many boating fatalities involve drinking or drugs.
In case of emergency
Dr. Michiels said the best practice to assist a child (or any person) who is pulled from the water has changed in recent years.
“If you pull a child from the water and they cough, sputter but are awake, call 911 and stay with them,” she said. “The child may not be able to catch his or her breath, but we no longer advise trying to pump or extract inhaled water. If the child is limp and not breathing, call 911 and start CPR compressions immediately.”
Previously the medical community advised the rescuer to determine if the child was breathing and try to extract water. Today, rescuers are advised to start compressions immediately only if the victim is limp and unresponsive.
Don’t want to risk it? Splash Pad it!
To enjoy water when you don’t have enough supervision to ensure the safety of multiple tykes, check out splash and sprinkler parks near you.
These are often free, and offer crazy fun water play without drowning risk. That said, if the area is concrete, scrapes, stitches and even bone breaks are possible. Many splash parks feature rubberized surfaces.
Just use common sense and take a minute to assess when you arrive.


Banqueting House commemorates Charles I’s execution with new display
This January, Historic Royal Palaces, the independent charity that cares for the Banqueting House on Whitehall, invites visitors to view a new permanent display about the execution of Charles I.
The display, which will be installed in time for the anniversary of Charles’s execution, will lead visitors close to the spot where he stepped out on to the specially constructed scaffold and met his untimely death. Through a series of interpretation, the display will tell the story of the events leading up to the King’s execution, which visitors will be able to read as they climb the stairs to the main hall. These events not only led to Charles’s death, but culminated in Civil War, political unrest and, ultimately, the abolition of the British monarchy and the birth of the Commonwealth of England. Underneath the magnificent full-length portrait of Charles I by Daniel Mytens, a dramatic film will show the final few hours of the man who fought tirelessly for the divine right of Kings as he bids farewell to his children and burns his personal papers in preparation for death.
As visitors follow the new display up the grand stairs, watch the emotive film, and gaze up at this opulent ceiling on the anniversary of his death, they are thrust into the past, an age of decadence, royalty and revolution.
Following nine years of Civil War, Charles I eventually surrendered and was put on trial in January 1649. His enemies put him on trial for tyranny and treason, the verdict was guilty, the sentence – death. ‘By the severing of his head from his body’, Charles’s fate was decided. As he stepped out of a window, on the 30 January 1649, and on to the scaffold outside Banqueting House, he announced “I go from a corruptible, to an incorruptible Crown; where no disturbance can be.” As the axe fell, ‘a groan as I never heard before, and desire I may never hear again’ went up from the crowd watching the unimaginable event – the killing of the Lord’s anointed sovereign. This realisation, and the dignity with which the King conducted himself, created a great wave of emotion for the dead monarch. Charles I was recognised as a martyr and 30 January is remembered as Charles the Martyr day.
The Banqueting House is the only remaining complete building of Whitehall Palace, the sovereign’s principal residence until 1698 when it was destroyed by fire. Designed by Inigo Jones for James I, the Banqueting House was originally built for occasions of state, plays and masques. The magnificent ceiling paintings by Sir Peter Paul Rubens were commissioned by Charles to celebrate his father’s life, wise government and the divine right of Kings. Ironic, therefore, that Charles would have walked underneath this ceiling moments before his execution.
Entrance to this new permanent display is included in the palace’s admission price.
Notes to editors
Historic Royal Palaces is the independent charity that looks after the Tower of London, Hampton Court Palace, the Banqueting House, Kensington Palace and Kew Palace. We help everyone explore the story of how monarchs and people have shaped society, in some of the greatest palaces ever built. We receive no funding from the Government or the Crown, so we depend on the support of our visitors, members, donors, volunteers and sponsors.
These palaces are owned by The Queen on behalf of the nation, and we manage them for the Secretary of State for Culture, Media and Sport. We believe in four principles. Guardianship: giving these palaces a future as long and valuable as their past. Discovery: encouraging people to make links with their own lives and today’s world. Showmanship: doing everything with panache. Independence: having our own point of view and finding new ways to do our work. Registered charity number 1068852.
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How large would a fish tank for a group of 10 or 30 have to be?
Offered by Jan.
If you have fish that are able to multiply every month with success, and you are with 30 people and each eats two - three fish a week then you will consume in total between 60 - 90 fish a week. That is a lot of fish. One fish a week per person would come down to a total of 30 fish per week and 120 every month. If the fish is about the size of a general human foot and about a general hand thick then that would do fine. So the type of fish you should be keeping must be:
- fast breeding
- fast growing
- not picky with food (a lot of fish types are)
- insensitive to fluctuations in temperature
- not needy of a lot of space
- not too small (about 20 cm and up)
- resistant to many diseases, has to be a strong type
- insensitive to fluctuations in water pH and dH. (acidity and hardness)
The above are important factors for providing a consistency in the supply and quality of this food resource. Best thing to do is to look at the type of fish that fish farms breed where freshwater fish is concerned:
- Tilapia (subtropical)
then there are other types of animals that can be grown and bred in captivity as a food source:
- fresh water prawns
- fresh water crabs (they do tend to eat each other though but need but small space each)
- crawfish (type of lobster from fresh water), like the Australian yappie (again, might eat each other sometimes. Solution to that problem is having them in several different tanks or one tank divided in smaller sections).
I do not know how large the fish tanks should minimally be, it is very important that you know the right amount of fish per tank, as crowding will stop the fish from breeding and the water quality will deteriorate rapidly. Water needs to be oxygenated. You can do this by aeration, meaning you have an apparatus that blows bubbles from the bottom of the tank. For this you need an air pump. You can also get the same effect of oxygenating the water without the bubbles, but then you need to have the surface of the water in constant motion. A water pump is needed here where the water is pumped into the tank from above, breaking the surface of the water. The water needs to be in constant motion and needs to be filtered. Filtration can be done mechanically via a water pump pumping the water through a filtration tank, or biologically by letting the water flow from the fish tank into a tank with plants where the organic substances in the water are used by the plants to grow (so you need light here too).
Offered by Michel.


Table of Contents
Bus Topology | What Is Bus Topology? A In a LAN (Local Area Network), a bus topology is used when multiple nodes are connected to a single cable rather than a single backbone. Different devices are connected via a coaxial cable/RJ-45 connection. In a bus topology, if one of the cables fails, the entire network will fail. Alternate cables may be used for network security purposes. In comparison to other topologies, this is a very simple sort of network topology since it can be readily arranged.
Bus Topology In Computer Network:
In comparison to other types of topologies, bus topology in a computer network does not require additional connections throughout the installation. If one of the network’s nodes fails, the remaining nodes will continue to function. As a result, it is highly straightforward to add the most recent nodes to the network without delaying other nodes.
Due to data loss, this topology is not appropriate for long-distance networking. This type of topology will not work if the nodes are spread out in different directions, hence mesh, star, or ring topologies should be used instead.
As a result, this topology is suitable for short-distance networking. In comparison to a star topology, it requires less cables. The data transfer rate will be slowed if more devices are added to this architecture. Terminators are necessary on both sides of the cable. If an error occurs in this network topology, it is extremely difficult to discover and resolve the problem.
Bus topology diagram:
Bus Topology Diagram is as below.
One type of network topology is a bus topology. A single cable with a terminator is used at each end of this configuration. This one wire is quite beneficial for connecting all of the nodes that are currently available. There is no limit to how many nodes can be connected to a network, however these nodes will have an impact on network performance.
One of the nodes in this topology acts as a server, allowing data to be sent from one end to the other in a specific manner. The terminator will remove the data from the line once it reaches the endpoint.
Because this design holds the sent data through the cable, one large cable serves as the backbone for the entire network. When this data arrives at each node, the node will check the destination address to see if it matches their address or not.
The node will stop working if the destination address does not match. However, they process the data if the node’s destination address is the same as the address included within the data. The backbone cable in this topology is primarily determined by the network card installed on each computer. This card can be connected using either a coaxial cable or a network cable.
Examples of bus topology:
The following are some instances of bus topologies.
- To connect two levels with a single line, a bus network typologies is employed.
- An Ethernet network employs a bus network typologies.
- One computer acts as a server, while the other acts as a client in this network arrangement.
- The server’s primary function is to share data between different client PCs.
- In companies or at home, a bus topology network is used to connect printers and I/O devices.
Bus topology advantages and disadvantages:
The following are some of the advantages and disadvantages of bus network topology.
Advantages of bus topology:
The following are some of the benefits of bus topologies.
- The bus topology is a simple design for connecting computers or peripherals in a linear fashion.
- Simple to comprehend
- It’s simple to expand this topology by connecting two cables.
- When the network is small, this topology is effective.
- This is a particularly cost-effective topology when compared to other topologies.
- The needed wire length is smaller as compared to a star topology.
- It is quite simple to connect or disconnect devices from the network without disrupting other devices.
Disadvantages of Bus topology:
The following are some of the drawbacks of bus network technic.
- This type of architecture isn’t suitable for huge networks.
- When compared to other topologies, this one is incredibly sluggish.
- It’s difficult to figure out what’s wrong with the network.
- Pocket loss is significant.
- It’s difficult to troubleshoot each device’s problems.
- If the cable is destroyed, the entire network will divide into two halves or be ruined.
- Terminators are required at both ends of the cable.
- When more devices are linked, the network becomes slower.


Severely overweight adolescents aged between 14 and 18 who want to lose weight and have enough will power to get up and exercise are best off combining strength training and cardio workouts. Canadian researchers at the University of Calgary believe that the combination leads to more fat loss than either strength training or cardio training alone.
In the Canadian study, which was recently published on the prestigious JAMA website, the researchers got fat teenagers to train four times a week for 22 weeks. They also put the adolescents on a diet that provided them with 250 kcal fewer than they burned.
In total the researchers used 304 subjects, making it a large study. This is probably one of the reasons that the researchers were able to publish their findings in JAMA.
The researchers divided their subjects into four groups. One, the control group, ate less but did no exercise. Another group did strength training, yet another did cardio, and the fourth group did both kinds of training. All active groups also ate a reduced-calorie diet.
The combination group lost most fat: 1.7 kg. The cardio and strength training groups lost only 1.2 and 1.3 kg fat respectively. The subjects in the control group actually put on weight during the experiment.
The active group members’ fat loss was mainly in the waist region, as the figure above shows.
“Aerobic training, resistance training, and their combination decreased percentage body fat in obese adolescents”, the Canadians conclude. “Combined aerobic and resistance exercise training tended to be superior to aerobic training alone in decreasing percentage body fat, waist circumference, and BMI.”
“Adolescents who want to maximize the effect of exercise on these variables should ideally perform both aerobic and resistance exercise, but significant benefit can be achieved through either type of exercise alone.”
Hmm… Those adolescents are going to have to be pretty motivated. The Canadians’ results are pretty pathetic: almost six months of exercising daily and only 2 kg fat loss to show for it? These teens must have trained like wimps and not taken the diet seriously at all.
Effects of Aerobic Training, Resistance Training, or Both on Percentage Body Fat and Cardiometabolic Risk Markers in Obese Adolescents: The Healthy Eating Aerobic and Resistance Training in Youth Randomized Clinical Trial.
Little evidence exists on which exercise modality is optimal for obese adolescents.
To determine the effects of aerobic training, resistance training, and combined training on percentage body fat in overweight and obese adolescents.
Design, Setting, and Participants:
Randomized, parallel-group clinical trial at community-based exercise facilities in Ottawa (Ontario) and Gatineau (Quebec), Canada, among previously inactive postpubertal adolescents aged 14 to 18 years (Tanner stage IV or V) with body mass index at or above the 95th percentile for age and sex or at or above the 85th percentile plus an additional diabetes mellitus or cardiovascular risk factor.
After a 4-week run-in period, 304 participants were randomized to the following 4 groups for 22 weeks: aerobic training (n?=?75), resistance training (n?=?78), combined aerobic and resistance training (n?=?75), or nonexercising control (n?=?76). All participants received dietary counseling, with a daily energy deficit of 250 kcal.
Main Outcomes and Measures:
The primary outcome was percentage body fat measured by magnetic resonance imaging at baseline and 6 months. We hypothesized that aerobic training and resistance training would each yield greater decreases than the control and that combined training would cause greater decreases than aerobic or resistance training alone.
Decreases in percentage body fat were -0.3 (95% CI, -0.9 to 0.3) in the control group, -1.1 (95% CI, -1.7 to -0.5) in the aerobic training group (P?=?.06 vs controls), and -1.6 (95% CI, -2.2 to -1.0) in the resistance training group (P?=?.002 vs controls). The -1.4 (95% CI, -2.0 to -0.8) decrease in the combined training group did not differ significantly from that in the aerobic or resistance training group. Waist circumference changes were -0.2 (95% CI, -1.7 to 1.2) cm in the control group, -3.0 (95% CI, -4.4 to -1.6) cm in the aerobic group (P?=?.006 vs controls), -2.2 (95% CI -3.7 to -0.8) cm in the resistance training group (P?=?.048 vs controls), and -4.1 (95% CI, -5.5 to -2.7) cm in the combined training group. In per-protocol analyses (?70% adherence), the combined training group had greater changes in percentage body fat (-2.4, 95% CI, -3.2 to -1.6) vs the aerobic group (-1.2; 95% CI, -2.0 to -0.5; P?=?.04 vs the combined group) but not the resistance group (-1.6; 95% CI, -2.5 to -0.8).
Conclusions and Relevance:
Aerobic, resistance, and combined training reduced total body fat and waist circumference in obese adolescents. In more adherent participants, combined training may cause greater decreases than aerobic or resistance training alone.
clinicaltrials.gov Identifier: NCT00195858.
[PubMed – as supplied by publisher]


Wildfires in the Arctic Circle, drought-stricken farmers and a spike in hospital treatment for sunburn: an unusually long heatwave this summer has northern Europe in its grip.
Farmers across the region have warned that crop yields will be down while poor grass quality is affecting the quality of milk and the availability of animal fodder.
In Sweden, where temperatures are the highest for a century, farmers are even sending their animals to slaughter because there is no hay left to feed them.
Their plight is extreme, but echoes concerns across Europe with weeks of soaring temperatures and little rain.
Poland has asked the EU for financial aid after more than 91,000 farms were affected by an unusual spring drought, according to the agriculture ministry.
Latvia declared a national state of disaster in its farms sector in June and also requested early payment of agricultural subsidies from Brussels.
A massive wildfire forced the evacuation of a village in western Latvia earlier this week, which firefighters were still struggling to contain on Friday.
Volunteers, including local farmers who helped transport water through the forests in their tractors, joined the army and national guard to help fight the blaze.
The high temperatures also brought downpours, including flash flooding in the Tatra mountain area spanning the Polish-Slovak border.
Around 300 people were evacuated on Thursday night from a village on the Slovak side, rescue officials said.
Two people take a walk near the water`s edge, where the water level has dropped significantly during the UK heatwave, of Torside Reservoir in Longdendale, Derbyshire, Britain, on 3 July 2018. Photo: ReutersIn Germany, which suffered a drought in May and June, agricultural producers warned the harvest this year will be down by between 20 and 50 per cent.
A wildfire earlier this month in the eastern state of Saxe-Anhalt had destroyed 80 hectares (198 acres) of forest.
In Britain, a wildfire on Saddleworth moor in northwest England, believed to have been started by arson, raged for three weeks before it was put out on Thursday.
With just 47 millimetres (1.8 inches) of rain recorded in Britain between 1 June and 16 July, fire chiefs have warned that parks and other grasslands are like a "tinderbox".
Paris bus driver Abdelkader poses in a bus wearing a bermuda, the new RATP uniform allowed during heat waves in the French capital, in Paris, France, on 4 July 2018. Photo: ReutersLast weekend saw an area the size of 100 football pitches burn near Epping Forest, east of London.
- 'Praying for rain' –
"I never thought I'd say this, but we are praying for rain," said the British capital's fire chief Dany Cotton.
A ban on hosepipes and sprinklers is being introduced in northwest England on 5 August, prompting advice for people to water their gardens with bath water.
Meanwhile, doctors warned of an increase in hospital attendance and admissions due to dehydration and sunburn, particularly among elderly patients.
Elsewhere, Portugal's interior ministry said it would be sending two amphibious fire-fighting planes to Sweden, battling the heatwave and a drought which have combined to spark a number of wildfires in southern regions.
France, Italy, Poland and Norway have also responded to Swedish appeals for help.
The boot was on the other foot last year when Portugal had to call on its neighbours to help contain a series of deadly forest blazes which left 112 people dead.