HUMAN RIGHTS EDUCATION: THEORY, METHODOLOGIES,
Andrepoulos, George J., and Richard Pierre Claude,
eds. Human Rights Education for the Twenty-First Century. Philadelphia:
University of Pennsylvania Press, 1997.*
A comprehensive overview of human rights education,
including sections on theories and contexts, approaches to teacher
training, college and adult education, specialized training for professionals,
community-based and non-formal human rights education, as well as
resources and funding.
Amnesty International. First Steps: A Manual
for Starting Human Rights Education. London: Amnesty International,
The full text of this comprehensive primer for
human rights education and its African version, Siniko (1998),
are available on line in French and English: erc.hrea.org/Library/First_Steps/index.html.
Amnesty International Educators' Network. Amnesty
International Educators' Network Human Rights Education Resource Notebooks.
New York: Amnesty International Educators' Network, 1997.*
A collection of human rights education curricula
in specific topic areas, including Women's Human Rights; Children's
Rights; Religion, Race, and Ethnicity; Indigenous Peoples; Death Penalty;
Teaching Young Children about Human Rights; Conflict Resolution and
Peace; and Teaching Human Rights through Literature. Three notebooks
are specific to teaching human rights to elementary, middle, and high
school students. Two notebooks compile syllabi of college human rights
courses and agendas of human rights workshops.
Brown, Margot. Our World, Our Rights: Teaching
about Rights & Responsibilities in the Elementary School. London:
Amnesty International UK and Education in Human Rights Network, 1996;
rev. Janet Schmidt et al. New York: Amnesty International USA, 2000.*
A curriculum that offers innovative strategies
and activities for teaching about the UDHR in elementary school. Activities
address human rights in the family, the classroom, the school, and
the wider community.
Claude, Richard Pierre. Methodologies for Human
Rights Education. New York, NY: Peoples Decade for Human Rights
A practical introduction to human rights education
pedagogy, including an essay on the right to know one's right, a guide
to curriculum planning, suggestions for educating for empowerment
and targeting user-groups, and methodologies for evaluation. Text
available on line: http://www.pdhre.org.
Claude, Richard Pierre. The Bells of Freedom.
Addis Ababa: Action Professionals Association, 1995.
A resource curriculum with resource material
for facilitators of non-formal education and twenty- four human rights
"echo sessions." Available in English, French, Japanese, Amharic,
and Creole. Text available on line: http://www.umn.edu/humanrts.
Dupont, Lori, Joanne Foley, and Annette Gagliardi.
Raising Children with Roots, Rights, & Responsibilities: Celebrating
the Convention on the Rights of the Child. Minneapolis, MN: Human
Rights Resource Center, 1999.*
An interactive curriculum to introduce both
parents and their pre-school children to the rights of the child.
Emphasizes problem solving, critical thinking, and citizenship skills
and builds ethical awareness and self-confidence in both children
Flowers, Nancy, ed. Human Rights Here and Now:
Celebrating the Universal Declaration of Human Rights. Minneapolis:
Human Rights Resource Center, University of Minnesota, 1997.*
A primer for human rights education that includes
background information, strategies for teaching human rights, and
activities for a variety of ages and situations. Text is available
on line: http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Default.htm/default.htm
Freire, Paulo, Pedagogy of the Oppressed.
New York, NY: Seabury Press, 1970.
A foundation text for human rights education:
Freire's work examines the intersection of education and social justice.
His pedagogy seeks to enable the oppressed to understand that oppressive
forces are not part of the natural order but the result of historical
and socially constructed forces that can be changed.
Instituto Peruano de Educacin en Derechos
Humanos y la Paz (IPEDEHP). TÈcnicas participativas para educar en
derechos humanos y en democracia. Lima: Instituto Peruano de Educacin
en Derechos Humanos y la Paz, 1998.*
A Spanish-language curriculum for popular education
in democracy, human rights, and peace that combines the affective
with the cognitive. Sections on pedagogy and two board games are available
Martin, J. Paul. Self-Help Human Rights Education
Handbook. New York, NY: Center for the Study of Human Rights, Columbia
University, 1996. Center for the Study of Human Rights, 1108 International
Affairs Building, Columbia University, New York, NY 10027; 212-854-2479;
212-316-4578 (fax); firstname.lastname@example.org.
A practical guide to program planning and curriculum
development for human rights. Available on line: http://www.columbia.edu/cu/humanrights/.
McQuoid-Mason, David. "Methods of Teaching Human
Rights" in Human Rights Theories and Practices. ed. Lalaine A.
Sadiwa. South Africa: HURSA Publications, 1997.
A concise survey of methods for participatory
Mertus, Julie, with Nancy Flowers and Mallika
Dutt. Local Action, Global Change: Learning About the Human Rights
of Women and Girls. New York, NY: United Nations Development Fund
for Women (UNIFEM) and The Center for Women's Global Leadership, 1999.*
An interactive and comprehensive training manual
that introduces human rights in terms of the life experiences of women
O'Brien, Edward, Elena Green, and David McQuoid-Mason.
Human Rights for All. St. Paul, MN: West Educational Publishing,
USA, 1996. West Publishing Company, 610 Opperman Drive, P.O. Box 64526,
St. Paul, MN 55164-0526.
An innovative and comprehensive curriculum for
high school students that lays a foundation in human rights law and
concepts and challenges students with difficult questions.
Office of the High Commissioner for Human Rights.
ABC, Teaching Human Rights: Practical Activities for Primary and
Secondary Schools. New York, NY: United Nations, 2000.
The new edition of this introduction to human
rights education emphasizes the UDHR and the Convention on the Rights
of the Child. This booklet will be available in all official UN languages.
Full English text is available on line: www.unhchr.ch/html/menu6/2/abc.htm#II.
Nuclear Age Peace Foundation. Your Place in
the World: Human Rights and Responsibilities. Santa Barbara, CA:
Nuclear Age Peace Foundation, 1998.*
A curriculum that addresses issues of tolerance
affecting high school students in their communities by guiding students
to define human rights and formulate their own ideas of rights and
People's Decade for Human Rights Education.
Learning, Reflecting and Acting: 149 Activities Used in Learning Human
Rights. New York, NY: People's Decade for Human Rights Education,
forthcoming. People's Decade for Human Rights Education, 5226 West 111th
Street, New York, NY 10025; 212-749-3156; 212-666-6325 (fax); email@example.com.
A compilation of activities from training programs
around the world emphasizing popular education techniques for social
Reardon, Betty A. Educating for Human Dignity:
Learning about Rights and Responsibilities. Philadelphia, PA: University
of Pennsylvania Press, 1995.*
Taking a developmental approach to human rights
education, each chapter discusses the learner's skills and conceptual
level at a particular age and offers examples of age-appropriate lessons.
The introduction provides a theoretical basis for education for human
rights and civic responsibility. Also available in Arabic.
Rethinking Schools. Rethinking Our Classrooms:
Teaching for Equity and Justice. Milwaukee, WI: Rethinking Schools,
Ltd., 1994. Rethinking Schools, 1001 E. Keefe Ave., Milwaukee, WI 53212;
1-800-669-4192; 414-964-722(fax); RSBusiness@aol.com;
A collection of articles describing successful
classroom practices in teaching about social justice issues. Includes
a useful resource section of curricula, books, videos, and journals.
Shiman, David. Teaching Human Rights. Denver,
CO: Center for Teaching International Relations, 1999.*
Now in a new edition, this thought-provoking
activity book makes students aware of issues of justice and rights
in the USA and abroad, encourages cross-cultural comparisons, and
challenges students to define their own values and consider how they
could contribute to a better world.
ECONOMIC AND SOCIAL RIGHTS
Center for Economic Conversion. Sustainable
Economics: A Supplementary Curriculum for High School Economic Courses.
Mountain View, CA: Center for Economic Conversion, 1999.*
An innovative curriculum supplements high school
economics courses by introducing and explicating concepts of sustainability
and sustainable economic development.
Mittal, Anuradha, and Peter Rosset. America
Needs Human Rights. Oakland, CA: Food First/ Institute for Food
and Development Policy, 1999.*
Millions of people are left out of American
prosperity. This book and its companion video makes a powerful case
that both the letter and spirit of universally recognized human rights
are routinely violated by US government policies that safeguard corporate
profits rather than people. Topics include understanding human rights,
the new American crisis, poverty in America, welfare reform and human
rights, and movement building. 23-minute video.
Sanders, Amy and Meredith Sommers. Child Labor
is Not Cheap. Minneapolis, MN: Resource Center for the Americas,
An innovative curriculum that focuses on the
more than 250 million children who spend most of their days on the
job, including hundreds of thousands in maquiladoras across
the Americas where they sew clothing and other goods for the US market.
Comes with the video Zoned for Slavery.
Shiman, David. Economic and Social Justice:
A Human Rights Perspective. Minneapolis, MN: Human Rights Resource
Center, University of Minnesota, 1999*
Topic Book 1 in the Human Rights Education Series
and a companion to Human Rights Here and Now: Celebrating the Universal
Declaration of Human Rights, this resource curriculum treats economic
and social rights as inalienable human rights. The book gives both
a local and global perspective on social and economic rights, illustrating
their interdependence with civil/political rights. Intended for adults
as well as young people, it provides a brief history and explanation
of these rights and nine activities for further learning.
Amnesty International. Evaluation: A Beginner's
Guide. AI Index POL32/03/99. London: Amnesty International, 1999.
A user-friendly primer for evaluating human
rights education projects.
Patton, Michael Quinn. Utilization Focused
Evaluations. Thousand Oaks, CA: Sage Publications, 1997.
Describes a pragmatic approach to evaluation
especially effective for programs addressing on-going social problems.
Tibbitts, Felisa. Evaluation in the Human Rights
Education Field: Getting Started. The Hague: Netherlands Helsinki
A technical assistance guide for evaluation
in the field of human rights education and training. It presents different
methods and data collection techniques for human rights education
program evaluation, classroom-based assessments, teacher trainings
and text field testing, including sample instruments and a bibliography
of sources. Text available on line: http://www.hrea.org/pubs/EvaluationGuide/index.html.
Mattson, Alexandra, Octavio Ruiz, and Meredith
Sommers. Translation by Manuel Fern·ndez. Buen Viaje: Mutually Beneficial
Tourism. Minneapolis, MN: Resource Center of the Americas, 1999.*
A bilingual curriculum for grades 2-12 and adults
about traveling with care in Mexico. Creates curiosity for travel
while examining the impact of tourism on visitors, the host community,
and the environment.
Resource Center of the Americas. Central American
Children Speak: Our Lives and Our Dreams. Minneapolis, MN: Resource
Center of the Americas, 1999.*
Winner of the National Educational Media Network's
Bronze Apple Award, this video opens in a Minneapolis classroom where
fourth-graders ask questions about their peers in Central America.
It then shows the daily lives of children in Guatemala and Nicaragua,
beautifully illustrating that all kids have similar dreams, fears,
and hopes. 40-minute video and 28-page educator's guide. Available
in English or Spanish.
Resource Center of the Americas. Rigoberta
Menchu: The Prize That Broke the Silence. Minneapolis, MN: Resource
Center of the Americas, 1992.
This education packet profiles the Guatemalan
indigenous human-rights leader who won the 1992 Nobel Peace Prize.
It incorporates photographs, journal exercises, maps, a simulation
about family life, and group decision making to help participants
examine relationships between indigenous and non-indigenous peoples.
Ruiz, Octavio, Amy Sanders, and Meredith Sommers.
Many Faces of Mexico, 2nd Edition. Minneapolis, MN: Resource
Center of the Americas, 1998.*
An interdisciplinary guide to teaching about
contemporary Mexico and the rich diversity of the Mexican people,
this curriculum contains background, primary source materials, clearly
designed lesson plans, maps, 250 pages of reproducible handouts, and
dozens of activities for the classroom.
Lee, Enid and Deborah Menkart and Margo Okazawa-Rey,
eds. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist,
Multicultural Education and Staff Development. Washington, DC: Network
of Educators for Central America, 1998*
Offers classroom lesson plans, staff development
activities, reflections on teaching, and an extensive resource guide
for any educator who wants to to include more than the "heroes and
holidays" approach as they address multicultural education in their
REFERENCE AND BACKGROUND RESOURCES
Amnesty International. Amnesty International
Annual Report. New York, NY: Amnesty International USA.*
This report details human rights violations
in over 142 countries and territories during the past year, including
the imprisonment of prisoners of conscience, torture, unfair trials,
and the death penalty. It shows that abuses by governments and armed
political groups are still continuing in all regions of the world.
It also shows what Amnesty International members have done to expose
and prevent those abuses.
CondÈ, H. Victor. A Handbook of International
Human Rights Terminology. Lincoln, NE: University of Nebraska, 1999.*
A useful guide to the specialized language of
international human rights law. Also contains text of the International
Bill of Rights documents.
Lauren, Paul Gordon. The Evolution of International
Human Rights: Visions Seen. Philadelphia, PA: University of Pennsylvania,
A comprehensive survey of the history and development
of the human rights movement that includes not only the contributions
of governments and global institutions, but also of ordinary women
and men toward the building of a global culture of human rights. An
excellent reference resource for educators.
TAKING ACTION FOR HUMAN RIGHTS
Elliott, RoAnne. WE: Lessons on Equal Worth
and Dignity, the United Nations and Human Rightsó Upper Elementary and
Middle School. Minneapolis, MN: United Nations Association of Minnesota,
Provide opportunities for students to develop
awareness concerning issues and events of inter-group relations and
the dynamics of intolerance.
Gonzalez, Susan. WE: Lessons on Equal
Worth and Dignity, the United Nations and Human RightsóPrimary Edition.
Minneapolis, MN: United Nations Association of Minnesota, 1999.*
The lessons in this curriculum focus on the
classroom environment, respect for self and others, looking at one's
own behavior, the United Nations story and the role of human rights
in local and global communities.
Partners in Human Rights Education. Good Things
Happen When Students Take Action. Minneapolis, MN: Minnesota Advocates
for Human Rights, 1997.*
A three-part curriculum to motivate students
to take action on local human rights concerns. Each section contains
lesson plans, classroom activities, bibliographies, and background
information necessary to prepare students for a lifetime of social
involvement and activism.
Simon, Ken. WE: Lessons on Equal Worth and
Dignity, the United Nations and Human RightsóMiddle and Secondary Grades.
Minneapolis, MN: United Nations Association of Minnesota, 1993.*
Challenges student to define tolerance, reflect
on the positive and negative power of words and symbols, and examine
intolerance in their own personal and school environments, as well
as on a global level.
United Nations Association of Minnesota. Understanding
the United Nations. Minneapolis, MN: United Nations Association
of Minnesota, 1999.*
This resource helps students to understand the
major problems facing today's world and encourages them to explore
the role that the United Nations might play in resolving them. The
resource includes lessons about the origin, purpose and principles
of the UN, the UN's membership and system, and a Model UN activity.


Listen to this segment: “Esther: For Such a Time as This” on Anchor for the short audio version.
‘Esther’ means ‘hidden’ – her Jewish identity was hidden from the King. Esther’s Jewish name Hadassah, means ‘myrtle’, a tree whose leaves release their fragrance when crushed.
Queen Esther’s story has three parts:
- Vashti was banished, and Esther became Queen.
Queen Vashti disobeyed the orders of her husband King Ahasuerus, so he divorced her. Lonely, he sought a new queen who was to be the most beautiful woman in the land. A young Jewish orphan, Esther, was chosen. She kept her Jewish identity secret. Her cousin Mordecai, a servant of the king, overheard a plot and warned his master through Esther.
- Esther saved Mordecai from Haman.
Mordecai offended a high court official called Haman, who decided to kill not only Mordecai but all the Jews in the Persian empire (the first recorded slaughter against the Jews). Esther turned the tables on Mordecai. She pleaded with the king at two banquets she gave, and Haman was horribly punished. He was hanged on the very gallows he had built for Mordecai.
- Esther saved the Jewish people.
Letters were sent throughout the kingdom revoking the order and the Jewish people in Persia were saved. There was great rejoicing, and an annual festival was celebrated to remember the courage of Esther and the deliverance of the Jews. This festival was called Purim.
Why did Esther’s story mean so much to Jews?
- Esther was a symbol of Jews who lived successfully in an alien culture.
- As a woman, she was not in a position of power, just as Diaspora Jews were not members of the power elite.
- As an orphan, she was separated from her parents, as Diaspora Jews are separated from their mother-country.
- With both these handicaps, she had to use every skill and advantage she had, as Diaspora Jews did. They, like Esther, had to adapt themselves to the situation.
What are the main themes in Esther’s story?
- Let God be your ruler: Esther’s story was a political ridicule, showing the danger of giving absolute power to someone who might be a fool. Ahasuerus governed by whim rather than by wisdom, becoming the tool of anyone shrewd enough to exploit him. The lesson is clear: do not give too much power to any one person; in the long run, God alone should rule us.
- Right Living: the Book of Esther was written for Diaspora Jews (Jews who lived outside Israel), to show them how to live in exile. If they encountered bigotry and prejudice, they must act with courage, wisdom, and integrity.
- The origin of Purim: the story explained the origin of a major Jewish feast day.
Christianity is sometimes accused of causing the anti-Semitism that has shamed the modern world. This story shows this prejudice existed long before the birth of Jesus.
The book of Esther doesn’t suggest that the goal of proper Jewish living is to return to Judah; rather, it encourages the idea that Jews can live personally fulfilling, and even socially successful, lives in exile from Palestine. It asks who are we; if we not only don’t live in Judah but also don’t even want to?’
- Esther’s courage and wisdom were used by God to save His people from extinction.
- Beauty and creativity are also useful tools for a God-fearing woman.
What are your thoughts on this story? Comment, let’s interact!


Antiestrogens have proven to be highly effective in the treatment of hormone-responsive breast cancer. However, resistance to antiestrogen therapy often develops. In addition, although tamoxifen-like antiestrogens are largely inhibitory and function as estrogen antagonists in breast cancer cells, they also have some estrogen-like activity in other cells of the body. Thus, recent efforts are being directed toward the development of even more tissue-selective antiestrogens, i.e. compounds that are antiestrogenic on breast and uterus while maintaining the beneficial estrogen-like actions on bone and the cardiovascular system. Efforts are also being directed toward understanding ligand structure-estrogen receptor (ER) activity relationships and characterizing the molecular changes that underlie alterations in parallel signal transduction pathways that impact on the ER. Recent findings show that antiestrogens, which are known to exert most of their effects through the ER of breast cancer cells, contact a different set of amino acids in the hormone binding domain of the ER than those contacted by estrogen, and evoke a different receptor conformation that results in reduced or no transcriptional activity on most genes. Resistance to antiestrogen therapy may develop due to changes at the level of the ER itself, and at pre- and post-receptor points in the estrogen receptor-response pathway. Resistance could arise in at least four ways: (1) ER loss or mutation; (2) Post-receptor alterations including changes in cAMP and phosphorylation pathways, or changes in coregulator and transcription factor interactions that affect the transcriptional activity of the ER; (3) Changes in growth factor production/sensitivity or paracrine cell-cell interactions; or (4) Pharmacological changes in the antiestrogen itself, including altered uptake and retention or metabolism of the antiestrogen. Model cell systems have been developed to study changes that accompany and define the antiestrogen resistant versus sensitive breast cancer phenotype. This information should lead to the development of antiestrogens with optimized tissue selectivity and agents to which resistance may develop more slowly. In addition, antiestrogens which work through somewhat different mechanisms of interaction with the ER should prove useful in treatment of some breast cancers that become resistant to a different category of antiestrogens.


The first collection of songs for solo voice
with basso continuo in Germany was published in 1627: the ‘Teutsche
Villanellen’ by Johann Nauwach. For some songs in this collection
he used poetry by Martin Oppitz, whose ‘Buch von der Deutschen
Poeterey’ led to a reform of German poetry, and as a result played
an important part in the increasing popularity of the (secular)
solo song. During the 17th century composers like Heinrich Albert,
Adam Krieger and Andreas Hammerschmidt composed that kind of song,
which was in particular sung in student’s circles.
At the end of the century, though, the form of
the solo song declined. On the one hand the Italian solo cantata
became increasingly popular and overshadowed the song. On the
other hand composers started to publish opera arias as solo songs,
which were too difficult for non-professional singers to sing.
In the first decades of the 18th century composers
even looked down on the solo song, according to the music critic
Johann Adolf Scheibe, a close friend of Telemann. But in the 1730s
things started to change. The ideal of music being ‘simple’ and
‘natural’ constituted the breeding ground for the solo song -
generally called the ‘Ode’ - which made a comeback with several
publications of songs by Sperontes (1736) and Gräfe (1737).
But they were criticised for their lack of quality, in particular
by Scheibe and also by Johann Mattheson.
With his ’Vier und zwanzig, theils ernsthaften,
theils scherzenden, Oden’, published in 1741, Telemann wanted
to show how ‘Odes’ should be composed. He formulated some standards
‘Odes’ had to meet: they should have "easy melodies comfortable
for almost every throat", operatic embellishments should
be avoided and ‘distinguishing marks’ like commas, question and
exclamation marks should be strictly observed.
The fact that Odes were strophic meant that the
music had to fit all stanzas. As a consequence the possibilities
to express single words were limited. This circumstance didn’t
make composing Odes very easy, as Telemann himself admitted.
As texts Telemann used poems by some contemporary
poets, like Friedrich von Hagedorn and Johann Matthias Dreyer.
They are about the usual subjects like wine and love or contain
Most of them reflect the ‘anacreontic’ ideals.
‘Pleasure’ was the goal of life, which meant first and foremost
‘a quiet life’, free from pain, fear and obsessions. Ode No. 7
lists the ‘True Virtues’: he who "elevates himself without
pride", "ridicules the power of prejudice", "separates
himself from the mob", "desires only what he has",
"whom cares don’t sadden", "He who’s all to himself,
who easily forgets evil, who persists through madness and doubt,
whom no dumb prosperity represses, who maintains his peace in
the midst of storms certainly has the highest good".
"The Epicurean motto ‘live a secluded life’
points to the individualistic, contemplative element in this philosophical
current, which found its expression in convivial retirement with
a small circle of friends" (Ralph-Jürgen Reipsch in
the liner notes). But some poems also contain moralistic elements.
Ode No. 18 (The Merry Shepherd’s Life) ends like this: "My
mind content with God need not strive for any treasures because
I in my poor life am richer than an emperor". Or in Ode No.
14 (The Meagre Meal): "And if God grants me to my end, my
plain fore, my daily bread, then I’ll kiss his hands for it, then
I’ll never complain about need." The moralistic tendency
and the epicurean ideal come together in Ode No. 20, which is
called ‘Sufficiency’: one should be satisfied with what God gives;
that way one can be free of obsessions, like money and property.
Telemann’s songs may be ‘plain’ and ‘natural’,
they are certainly not ‘simple’ in the negative sense of the word.
Broad intervals and irregular rhythms are present in several of
the Odes. The range of the vocal part is indeed in the ‘middle
of the road’ which Telemann formulated as a standard. But with
all the limitations the Odes were subjected to, the 24 Odes are
anything but predictable and simplistic. The melodic invention
Telemann displays in these Odes is astonishing.
The composition of these Odes may not have been
very easy, as Telemann admitted, neither is the interpretation,
one should add. For professional musicians, used to ornamentation,
to express the text and realise a maximum of variation it isn’t
always easy to find the right way of performing this kind of ‘simple’
music. They have to find the ‘middle road’ between doing too little
and doing too much. Some insist that there should be no ornamentation
at all in the performance. Klaus Mertens thinks otherwise: to
the ornaments Telemann has written down he has added some of his
own, but always tasteful and modest. He also stresses single words,
which I feel in some cases is a little over the top considering
the character of these songs. Ludger Rémy nicely differentiates
between the stanzas in his realisation of the basso continuo.
This is an important recording, since it breaks
relatively new ground. It is also a very satisfying recording.
Perhaps these songs are not suitable to be listened to in succession,
but both artists have done everything possible to keep the listener’s
attention. Telemann, according to his own testimony, has composed
about 700 airs and songs, so there is still work to be done...
Johan van Veen


What are the origins of PBS programming? More importantly, why did Sesame Street change Oscar the Grouch's Season 1 color from orange to green?
Historically, the impulse to advocate for a non-commercial component of the American ether emerged as an outgrowth of progressive-era concepts of public space. Clear precedents, such as allocations for national parks, public schools, settlement houses, and land-grant universities had shown that a concept of national identity successfully germinated through pro-public policies and strategies.
When the broadcasting model of radio emerged in 1921, distance-learning administrators seized upon the new public cognitive space of radio that so easily transgressed vast geographies with immediacy to reach targeted agrarian, gendered, and immigrant groups. Through classroom lecture as well as 'uplift' and 'citizenship' programs, educators paternalistically attempted to assimilate populations through free education.
However, early educational radio was plagued by low funding and interest, poor aesthetics, and a lack of standard practices--problems that continued through WWII. In the 1950s, through educational technology research, network precedent, grants, and an efficient but decentralized infrastructure of program exchange, university and state-based stations began to produce television programming that was both effective and stimulating.
By the mid-1960s educators had learned to consolidate critical curricular content and experiential learning into the formal commercial conventions of children's programming and Classic Network Television. The result was a series of seminal programs that appeared on the Eastern Educational Network (EEN) such as The French Chef and Mr. Rogers' Neighborhood. But it was the Children's Television Workshop that most successfully incorporated production aesthetics such as editing, blocking, sets, and camera movement to advance television instruction for early childhood education.
As an example, in season one of the CTW's Sesame Street, Oscar the Grouch appeared as orange when singing "I Love Trash". In what was for the 1960s a fairly progressive production, race and class roles are reversed as an African-American adult educates a white child to the plight of a homeless man named Oscar in a diverse urban setting. For season two they decided to change Oscar's 'skin' to green, as green was an easier color to film. This seemingly minor aesthetic decision exemplified a striking evolution from the poorly executed educational radio lectures of the 1920s to the trial-and-error production methods of PBS. Hence a core integrant of the history of public broadcasting includes the development of educational technology from classroom extension services to formal approaches to 'educational entertainment' on national public media.


Treemaps: A Powerful Data Visualization Tool for Impactful Presentations
May 5, 2023
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In a world driven by data, presentations have evolved into more than just bullet points and stock images. As a presenter, you need to communicate complex data and insights in a clear and compelling manner. Enter the data treemap. This is a powerful tool for data visualization that can transform your presentations into a captivating experience. In this article, we'll explore the types and benefits, and drawbacks of using treemaps in presentations, as well as tips for creating effective treemaps that leave a lasting impression.
A Glimpse into the World of Treemaps
What is a Treemap?
A treemap is a type of data visualization that uses nested rectangles to represent hierarchical data. Each rectangle varies in size, corresponding to a specific data value, while the color represents another variable or category. This unique visual representation allows you to quickly grasp the relative importance of different data points. It also makes it easier for your audience to understand complex relationships and patterns.
How are Treemaps used in Presentations?
Data Treemaps have become increasingly popular in presentations. This is due to their ability to communicate large amounts of data in a visually appealing and easily digestible format. Whether you're presenting financial results, analyzing website traffic, or showcasing product performance, treemaps can help you convey your message more effectively. By providing an intuitive snapshot of your data using treemaps, your audience can focus on the insights and trends that matter most.
Types of Data Treemaps
There are several types of treemaps that you can make use of to present data. Each one has a unique layout algorithm and visualization style. Some of the most common types include:
This type of treemap creates a layout by dividing it into horizontal and vertical sections, switching between the two as it shows the different levels of data. This design looks good and helps to clearly present information that has a hierarchy.
Squarified treemaps focus on making the rectangles more evenly shaped, leading to a better-looking arrangement. This approach cuts down on empty space and forms rectangles that are almost like squares, making it simpler for people to compare various parts of the visual.
Strip treemaps arrange rectangles in just one line or one column. They are commonly used in two cases. One is when the order of levels is not that important and two is when the focus is on showing the size of each individual part.
Cluster treemaps group alike data points using a special organizing method. This kind of treemap helps people spot trends and connections in the data. This is helpful when trying to understand and explore the information.
Circular treemaps show different data levels using circles within circles rather than rectangles. Each level forms a ring, and the size and color of the sections in the ring represent the data values.To be honest, this is a rather impressive type of treemap but it is more difficult to interpret in comparison to those that use rectangles to present information.
Voronoi treemaps use a special method to make a layout where each section matches a piece of data. The size of these sections shows the data values, while their shape depends on how close the data points are to each other. Although this treemap can look nice, it might be harder for people to grasp its meaning.
Depending on factors like your data and presentation’s specific goals, you have to choose your treemap type carefully. Each type of treemap has its advantages and drawbacks making it essential to choose the right one that best suits your data and objectives.
Treemaps commonly used in PowerPoint
Most designers make use of slice-and-dice treemaps and squarified treemaps in PowerPoint presentations. These types of treemaps are popular choices because they show data with levels in a clear and attractive way. Both types also present information in a concise, easy-to-understand format, which helps to display data effectively.
Both treemap styles are great for presentations because they show complicated data with levels in an interesting way. When making a treemap in PowerPoint, think about your presentation's needs, how complex the data is, and whether your audience knows about treemaps. Make sure to include clear labels, notes, and explanations so your audience can understand the treemap and the data behind it.
What are the Advantages?
Enhanced Visual Appeal
Treemaps are an aesthetically appealing data visualization tool. They are unique and colorful which helps to capture your audience's attention and keep them engaged throughout your presentation. This visual impact enhances the overall effectiveness of your message and leaves a lasting impression on your audience.
Efficient Use of Space
Treemaps are especially useful when you need to present a large amount of data in a limited space. While a lot of people are used to seeing traditional charts and graphs, these can become cluttered and overwhelming. In comparison, the layout of a treemap allows you to display numerous data points clearly. This efficient use of space allows you to present more information without compromising your slides’ visual clarity.
Flexibility in Presenting Hierarchical Data
Treemaps are made for showing data with different levels. This makes them perfect for displaying information in various categories. They help you easily see connections and trends, so your audience can easily grasp the structure of the data.
Rapid Data Comprehension
This data visualization tool facilitates rapid comprehension by enabling viewers to quickly grasp the relative importance of different data points. Therefore it’s important to display the data in a visually intuitive manner. Not only does it help your audience understand the key insights and trends at a glance but it also allows them to focus on the broader implications of your presentation.
What are the Disadvantages?
Limited Data Accuracy
One of the main reasons for using this data visualization tool is to visualize relative values. However, they may not be the best choice when precise data points are required. The size and arrangement of the rectangles can make it difficult for viewers to accurately determine the exact values represented. In such cases, a different type of chart or graph may be more appropriate.
Potential for Misinterpretation
People that haven't ever seen a treemap might find it confusing at first. Especially since they have unique designs and aren’t as simple as traditional charts. When presenting, it's important to explain things clearly and give some background to help your audience understand the treemap and prevent any misunderstandings.
Complexity with Large Amounts of Data
Companies generally have a lot of data to share. However, if this data is complex and unclear, the audience will have a problem understanding it. If there are many categories or levels, the treemap might get messy and make it difficult for people to see trends. In these situations, you could use different ways to show the data or divide it into smaller parts.
Tips for Creating Effective Treemaps
Choose the Right Colors
The colors you pick for your treemap can really affect how easy it is to read and how well it works. Use colors that stand out from each other for different categories, and pick a color range that shows the difference between big and small values. This helps your audience understand the data and see important trends faster.
Keep It Simple
Simplicity is key when designing treemaps for presentations. Avoid overloading your treemap with too much data or excessive detail. Especially because this can make it difficult for your audience to process the information. Instead, focus on presenting the most critical insights and ensure that the treemap remains visually clean and easy to understand.
Provide Easy-to-Read Labels and Notes
You want your audience to understand your treemap. Therefore make sure your audience can understand everything by adding easy-to-read labels for each group and notes for important parts of the data. This helps people quickly see the treemap's structure and meaning, letting them concentrate on the main points you want to share.
Data treemaps offer numerous advantages for presenting complex data in a visually appealing and easily digestible format. By understanding the different types as well as the benefits and drawbacks of using treemaps in presentations and following the tips provided, you can create effective and impactful data visualizations that leave a lasting impression on your audience.
If you're looking to elevate your presentations with stunning data treemaps and other visualizations, consider partnering with Deck Sherpa, a presentation design services firm. Our team of expert designers will work with you to create captivating and informative visuals that perfectly complement your message. Ready to make your presentations truly unforgettable? Contact Deck Sherpa today and let us bring your data to life!


Aches and pains? Blame the ancestors
It’s the middle of February, and the world is learning that Oscar Pistorius, a sprinter who ran in the Olympics, has been charged with murdering his girlfriend. In the summer of 2012, Pistorius, the first double amputee Olympic athlete, a hero for his personal grit.
His ultra-efficient carbon feet, inevitably, led to the nickname “blade runner.”
At the annual meeting of the American Association for the Advancement of Science, the news about blade runner served as an ideal but sad lead-in for Jeremy DeSilva, an anthropologist at Boston University who studies body structure. Comparing photos of the blades to an X-ray of the foot, DeSilva observed drily that “The [human] foot is not what you would design from scratch.”
Instead of this single bladelike structure, he said, “our foot has 26 bones. Our ape relatives have 26, and that’s the story in the primate line. Many problems we have today are the result of that.”
Our tree-climbing primate ancestors needed a foot able, like their hands, to grab and hold. Now that we are walking on our feet, those moving parts lead to sprained ankles, heel spurs, collapsed arches, Achilles tendinitis, osteoarthritis and plantar fasciitis, says DeSilva. “It all goes back to upright walking.”
Evolution ≠ perfection
Evolution is the organizing principle of biology: a fact of life. Plants and animals that look alike usually share common ancestors. Organisms that have similar genes got them from the same ancestor. And ditto for creatures with similar proteins.
Evolution is driven by selection: The genes of organisms that can survive and produce offspring are represented in the next generation. Genes that fail these twin tests disappear.
But just because evolution has crafted millions of working answers to survival and reproduction does not make the results ideal. “It’s been known for a long time, since Darwin, that evolution does not produce perfection,” says DeSilva. “Evolution works from raw material that was previously created, and it modifies and tinkers with it, producing the biological equivalent of duct tape and paperclips. If the organism survives, passes along its genes, then off we go.”
The genes and structures — like the spine, digestive tract or brain — most conducive to survival and reproduction are repeated, often with modification due to chance mutation.
Instead of inventing from whole cloth, evolution works through a “good-enough” process called descent with modification.
And that brings us to the “scars of evolution,” a theory proposed in 1951 by Wilton Krogman that proposes to explain a number of human shortcomings. DeSilva was one of several scientists at the February meeting who blamed our woes on the ones who came before — the predecessor primates and other mammals whose genes still largely control our fate.
Got the walking blues
Human foot problems are sometimes blamed on shoes, sidewalks, or the life of a couch potato, but DeSilva says nay. “It’s amazing how the fossil record indicates that foot problems go back into the past.”
Some feet have much better design. The ostrich for example, is a biological version of the sprinter’s carbon blades. “Ostriches have a fused bone at the ankle,” DeSilva says, “and big tendons that give it that elastic energy, that kick.”
Blame the ancestors. Birds, DeSilva says, “had a 230-million year head start on us, because they evolved from bipedal dinosaurs,” while people have only been walking on two feet for 4 or 5 million years. “Our ancestors were quadrapedal, spending a good deal of time in the trees, and they evolved this very mobile, grasping foot, made for living in the trees.”
When great-grandma started walking upright, evolution began to remodel her foot, stabilizing it with oodles of ligaments, “But these were Band-Aids,” DeSilva says. “Natural selection did wonders to modify the ape foot so we could walk on two legs, but that led to problems.”
The in-and-out rotation of the ankle helped our ancestors grab limbs, but it also facilitates sprains. And if you stand on one leg, DeSilva says, “You wobble; the ankle is very unstable, and you do this every single time you take a step.”
Through the process of convergent evolution (similar structures arising from different predecessors) foot bones have fused in some mammals that have been walking for millions of years. “In the horse and the antelope, the ankle is reduced in size, the metatarsal bones have fused, and the pedal digits have reduced to one,” says DeSilva. “That’s biomechanically better.”
No sense searching for a collapsed arch in an ostrich or a horse (both sprinters that could outrun blade runner). “You can’t get a collapsed arch if you don’t have an arch,” DeSilva says.
Understanding the evolution of the structure that helps us stand, walk and run shows that evolution is not just “a dusty old science, behind glass in a museum,” says DeSilva. “Our evolutionary history explains why we are the way we are today. Evolution impacts us today.”
Backed into a corner
Worldwide, back problems are humanity’s number-six ailment, says Bruce Latimer, professor of anthropology at Case Western Reserve University. Among musculoskeletal issues, backs rank first. “If you want a place that is really a problem, it’s the back,” he says cheerfully.
Back trouble is rooted in our descent from animals who walked on all fours, with the back in a horizontal position. The transition to the vertical entailed an extra curve to balance the weight over the hips, and while these curves alleviate the shock of walking, they are “a recipe for trouble,” Latimer says.
The spine is built of vertebrae and disks, and “If I gave you 24 cups and saucers, each representing a vertebra or a disk, if you were really careful, you could stack them,” Latimer says. “Now I want you to add in those curves, and if I gave you all the duct tape in the world, you could not possibly do it.”
The pronounced lumbar curve is found in no other mammal, Latimer says. Add in that reverse curve in the thorax, and a third in the neck, “and you wonder why there is a problem?”
On the plus side, our spine is highly flexible, and we are the only mammal that can do a back bend. Twisting and bending have other benefits, Latimer says. “Apes get disk infections because they don’t have a flexible spine, so they have trouble pumping nutrients into their disks.”
Those disks, however, can get crunched by gravity and stresses due to our upright gait, Latimer says. “As we walk, we throw our upper body 180° out of synch with the lower body, as the right arm goes forward, so does the opposite leg. We are constantly twisting, torqueing the spine, and ultimately after millions of repetitions, we wear through the fibrous exterior of the disk.”
Twisting and compression can translate into a disk that is “slipped” or “herniated,” as the soft center bulges and compresses the nerves, creating excruciating back and leg pain known to millions. “If you live long enough, you will have a herniated disk,” says Latimer.
Evolution tried to compensate with larger vertebrae, which reduce bulging and popping in the disks, but these big vertebra are built of porous — and therefore weaker — bone. “When we have the endocrine shift at menopause, women lose bone, and get osteoporosis,” says Latimer.
The great apes do not lose bone mass as they age, but neither do they get the spine-bending disability scoliosis.
After Charles Darwin first published his theory of evolution in 1859, scientists looked to it for explanations of the structures visible in plants and animals. Now, they realize that evolution has present-day significance. “Evolution tinkers with what it has, can’t create perfection; it can’t invent a brand new spine,” says Latimer. “If you think [the spine] is an intelligently designed structure, I suggest you get a new engineer.”
Teeth: Scars being solved!
Describing what he called the “final drop in the bucket of how you are going to fall apart,” Alan Mann, professor of anthropology at Princeton University, focused on the “wisdom tooth,” or third molar, which often jams instead of emerging in young adulthood.
This is supposedly the time when teenagers get “wisdom,” but instead a pain gnaws their jaw!
Teeth are the opening gambit of the digestive system. The front teeth are shaped to tear away food and the back teeth shaped for grinding and shearing food before swallowing and digestion.
The emergence of human teeth is tightly choreographed: The baby teeth start appearing at roughly age one, and later are replaced by the adult teeth as the mouth enlarges. The tough diets of our ancestors quickly wore the teeth, so it made sense for a brand-new molar — the third — to emerge after puberty.
But once the human brain expanded, the brain moved from behind the face to above it, leaving less room for the teeth, and the result, often, was an impacted wisdom tooth.
And the big brain (it’s three times as big as our ancestors’) Mann says, is the ultimate reason why wisdom teeth get stuck.
That’s the evolutionary bad news. The good news is that a random mutation thousands of years ago that prevents the third molar from hardening is spreading as evolution selects against wisdom teeth. Among some populations, 40 percent of people lack at least one third molar.
Impacted wisdom teeth are seldom fatal, so why would they shape our evolution? To answer, Mann offers this scenario: “One evening, a person who had chronic pain from an impacted tooth is asked, ‘How about a bout of reproduction, dear?” and responds, ‘Not tonight, my jaw is killing me.'” The result, he says, could be fewer offspring for the unlucky adults with impacted third molars.
So evolution is not just a source of scars, but also of solace, Mann says. “In the course of human evolution, as the amount of space [in the jaw] became smaller, a random mutation had selective value, and its frequency increased over time. But the third molar remains a scar of human evolution when dental technology [surgery] is not available.”
Birth: the most perilous escape
“If you want an example of something that is not intelligently designed, think about the crazy, tricky, complicated, uncomfortable way we have babies,” says Karen Rosenberg, chair of anthropology at the University of Delaware. “Childbirth is a time in the life cycle where women and babies are under increased risk of injury or death.”
These difficulties “go way back in evolutionary history, possibly back to the beginning of bipedalism,” she says. Our ancestors, after all, lived in trees and were much better at climbing than walking, which they did on all fours.
Efficient upright walking requires narrow hips, which shrinks the birth canal in the pelvis. But the birth canal must still accommodate that pesky-big human head.
Several evolutionary adaptations permit this awkward birth, Rosenberg says:
While apes are born with a fused skull, ours remain flexible until after birth. (The ability to change shape during birth explains the “cone-head” seen after a difficult vaginal birth)
Human infants are born earlier in development than other primates, so our brain is further from full size
Our head rotates during birth to fit the birth canal
Our mothers and infants get support during birth (and for years afterward)
Culture is critical during birth, Rosenberg says. After the head rotates, “the baby usually turns and emerges facing back. And so there is a benefit to having someone there to catch the baby.”
Attended birth is essentially unknown among our relatives, Rosenberg says. “Other primates give birth without assistance, in isolation. Humans give birth socially, and midwives around the world know all kinds of different things that ameliorate the risk. We are able to mitigate the risks because we are cultural animals; we have someone there to help when in labor.”
The result is a positive feedback among brain size, intelligence and culture, Rosenberg says. “The fact that we give birth in such a risky way speaks to the benefit accrued by having such a large brain. We are able to have culture because we have a large brain, and are able to have a large brain because we ameliorate the risks of childbirth culturally.” Even though childbirth remains hazardous, “This tells us how beneficial it is to have large brain, and the complex behavior we have as humans.”
The benefits of culture continue past birth, Rosenberg says. “It’s because we are cultural animals that we can take care of a baby that is born earlier, wrap it in a blanket, use a cradle board to prevent injury to the neck.”
All story long, we have been hearing complaints about the jury-rigged equipment we inherited from our ancestors — feet with too many bones, unstable spines, and teeth that get stuck instead of emerging on schedule. But “childbirth is not a scar of evolution,” Rosenberg insists. “The evolution of a rotating head during birth allowed this continual increase in brain size; we came to a point where the brain could not get bigger” unless we had culture to support the mother and infant. “Childbirth is an ancient and fundamental part of what makes us human.”
— David J. Tenenbaum


The plant, which is scheduled to begin operation in the summer of 2022, aims to offset carbon dioxide production by 13,500 tons per year. With an electrical capacity of 8.75MW, the facility will be one of Germany’s largest hydrogen power plants, and will provide power to parts of Germany and Czechia.
“Converting our energy supply to new, climate-neutral energy sources is one of the main objectives of the energy transition,” said Siemens CFO Professor Dr Ralf P Thomas. “Hydrogen plays a key role in this. In this respect, Wunsiedel, with its existing distributed energy system and the use of digital technology, is a lighthouse project for a sustainable energy future.”
The construction of a facility of this size, and one that uses green hydrogen, as opposed to brown or blue hydrogen, is noteworthy as the world looks towards alternative sources of power. The news follows the announcement of development of a vast $5.4bn green hydrogen facility in Brazil, and projects such as the Ceará facility and the Wunsiedel plant could help set a precedent for industrial-scale green hydrogen power in the world.
The Wunsiedel facility is joint-owned by Siemens and German gas company Rießner Gase, each boasting a 45% share, with the remaining 10% owned by Stadtwerke Wunsiedel, a local public works body. Bringing together public and private backers could prove an important step in demonstrating the logistical viability of a project that Siemens has considerable optimism for.
“WUN H2 is a pilot project for Germany that will demonstrate innovative technology in practice and ultimately prove the feasibility of industrial production of green hydrogen,” said Dr Philipp Matthes, managing director of the Wunsiedel plant. “Our concept is scalable and can easily be transferred to other locations. If every city had its own H2 plant, the energy transition would already be much further along.”
However, questions remain as to the global impacts of the project, with Germany not among the world’s largest carbon dioxide emitters, and the Wunsidel plant set to offset just a fraction of that total. In 2016, Germany was responsible for just 2.17% of global emissions, yet even this figure reached over 775 million tons, significantly more than the emissions offset by the Wunsidel plant.


the transfer of electrical power through transmission and distribution lines from one utility’s service area to another’s. Wheeling can occur between two adjacent utilities, or between utilities in different states. Under existing law, qualifying facilities may only transmit their output to their local utility.
“Wheeling” allows utility areas with too much supply to transmit excess power to other utilities with too much demand.
It can be problematic to determine the value of transmitted power. Also it is argued that access to too many parties can reduce reliability.
Learning the lingo is important. Your community will likely need to “wheel” energy in.


What is Whiplash?
Whiplash is a fairly common neck injury, most commonly caused by rear-end motor vehicle accidents. The injury usually involves a strain, sprain, or tear in the soft tissues of the neck which happens when there is a sudden and severe movement in the neck.
Nearly twenty percent of people involved in rear-end car accidents experience neck issues following the event, and some people may find that they continue to have problems such as headaches resulting from the injury for years to come.
Headaches from Whiplash
Pain from whiplash is often worse in the days following the injury, but some symptoms such as headaches may last chronically after the injury is seemingly healed. Common issues resulting from whiplash include neck stiffness, reduced range of motion, neck pain, and headaches.
Headaches resulting from whiplash are usually centered at the back of the head, and are what is known as “cervicogenic” headaches – meaning they are secondary pains caused by a disorder in the cervical spine.
Whiplash sprains usually heal gradually with time and appropriate treatments. A number of treatments are commonly used for whiplash, and subsequent headaches, including: a collar worn around the neck for comfort, medications such as anti-inflammatories, cold and hot packs, physiotherapy, and sometimes surgery which may be deemed necessary with persistent severe headaches.
Headaches are a fairly common and persistent symptom following a whiplash injury. Depending on the severity of the injury, headache symptoms may fade over time – or may require surgery to correct.


The Red Cross
The Suffering Soldier’s Hope
By Willie O’Donnell
The probable explanation of why it was called the Red Cross is that a Red Cross painter on a suitable background can easily be seen. The name is an appropriate one, as red is the colour of blood and hence signifies the wounded. However, the simple name has attained worldwide significance, and in the tumult and chaos of present international events the importance of the organisation has greatly increased.
In peace times the name betokens less importance, but the work carried out by the Society does not diminish. The need for its existence in peace times is well demonstrated by the number of public calamities which occur. The Society is never dormant, but is always ready to stretch a helping hand to sick or infirm. Yet when the harsh and sudden bugle of war sounds the work of the Red Cross is appreciated by all who have reason to shelter beneath its wings from the tempests and blinding blasts of death. The Society could then be likened to a mother ever ready to comfort and succour her sons who are engaged in wars of destruction for all even though foes in battle receive when necessary, treatment from the Society.
Many have reason to be thankful to the Red Cross for having their wounds attended to, and their sufferings alleviated.
The Red Cross was found in 1863; yet long before that time, the wounded and helpers in battle were granted concessions, and were hardly ever brutally slaughtered. In most cases the victors took compassion on them and saved them from death. Pity and mercy for the wounded is as old as history itself, and has not been denied even when enmity and hate were masters of the belligerents. The human strain in nature is undoubtedly responsible for this, and when a conqueror looks down on his opponent writhing with pain, his heart fills with the milk of human kindness.
We learn that Henry Dunant of Geneva was the father and founder of the Red Cross and it was he who first conceived the idea of establishing it on a permanent basis. The glorious and sublime life of Florence Nightingale, the Lady with the Lamp who devoted her life to caring for the wounded and helpless, and – who, with a gallant band of voluntary nurses saved thousands of men during the Crimean War.
Mrs. Beecher Stowe’s famous book “Uncle Tom’s Cabin” – filled with pent up compassion for the poor negro slaves, also achieved another victory by impressing on the reading public their sufferings, labouring beneath tyrants yoke. Henry Dunant no doubt infused with pity for the misfortunes of the suffering took a hand in man’s inhumanity to man and resolutely determined to store an organisation which would embrace all classes and creeds, and which would be extended throughout the world, to combat pain and disease, to help the distressed and wounded.
At Solferino in 1859 he first brought his idea into operation and in this great battle he started the great humanitarian work which was afterwards to develop into the Red Cross as we know it to-day. Dunant who was travelling in that area where the battle of Solferino was being fought saw approaching him thousands of wounded, many of them dying of hunger and neglect. They were losers in that dreadful day and they had nowhere to go, except to seek sanctuary in churches and monasteries. Many of them bore the scabs of disease and prayed that death would end their sufferings. A cosmopolitan lot, they staggered on to find some spot to rest their weary bones – and die. Mud-covered and blood covered they continued their way seeking refuge to die in peace.
Dunant stood and gazed upon the groups approaching him. The latent strain of pity in his composition was revealed and straightaway he began to attend to them. He supplied all who could eat with beef and all who could drink with the essence of it. People who stood by, became interested in his work, and before long gave a helping hand. Given the impetus, Dunant started in earnest, and proceeded house to house begging from all to feed the hungry. He passed from man to man and binded his wounds comforting all who were in pain. A wave of pity for the wounded swept over all who heard his story, as he explained to all the objects of his mission. With wonderful energy he xxx on supported by some women of one place until finally he had restored life into the wounded.
After the battle of Solferino, Dunant carried on his praiseworthy work and everywhere it met with success. By his influence Napoleon III ordered the release of the Austrian doctors to go and administer to the enemy wounded in battle.
The wave of pity that Dunant had started was gathering strength as it rolled along, and not long afterwards it was to make the foundation stone of the Red Cross.
The memory of Henry Dunant should never be forgotten by the Red Cross. He was the initiator of the movement and were it not for his idea, and organizing ability the Red Cross would never have been organised on the basis that it is established to-day. He spoke of its advantages of its Christian work, and of its opportunities to help humanity. Finally he impressed a small audience, and they listened to his appeal. The start of the organisation was small. It consisted of five citizens of Geneva, moved out of sympathy for the work of Dunant, forming themselves into a committee, which increased and became an international Committee of the Red Cross.
The indomitable spirit of the five helped to increase membership. They travelled individually throughout different countries and by their continual efforts they pressed governments to listen to their appeals, and give support to the organisation which Dunant founded and fostered.
From the time of its foundation, 1863, the organisation has never looked back but has continued its efforts with surprising pluck and determination. Step by step it fought for universal recognition until gradually the world began to assess its value, and see its importance to society. Its membership increased greatly, so broadminded were its views, and so Christ like were its objects.
The world beheld how useful was the society, when the great world conflict of 1914 burst forth. When the volcano scattered, when the World War was announced, the Red Cross gave a real justification of its existence. By its impartiality, and homogenous composition it nearly always succeeded in its interventions on behalf of prisoners etc. Members of the society visited internment camps, attending to the needs of the prisoners; treating the wounded, and often gaining for them an amelioration of their treatment. Doctors and nurses were always to be seen travelling to the temporary hospitals administering to the wounded, and many of the soldiers of the Great War who owes his life to the Red Cross. In wartime when the fight is raging fiercely and where to step is dangerous, its members are always to be found at xx post, never shrinking their grim and difficult duty.
Homeless ones, children and aged persons are all protected in war-time and when a city or town has been devastated the Society is always near at hand to give assistance to all.
During the epidemics of Russia in 1918 it performed an immense task, combating disease and saving the stricken population. Were it not for its pains-taking efforts a large number of human lives would be lost. Its value was also well demonstrated in Spain during the civil war, where again the work begun by Dunant was heroically carried on.
After the World War it was decided to carry on the activities of the Society in peace time also, thus giving a further boon to humanity. Victims of epidemics, accidents, etc., are all cared for, and the magnificent work is never slackened by good active branches.
With the outbreak of hostilities in September 1939, the forces of the Red Cross are again mustered and the work it has and will perform during the present War will someday be made known to the world. Already the Society is being extended, and since the start of the war numerous branches have been organised and the main committee is being strengthened.
The work started by Dunant 76 years is still continued and the Red Cross never declined or became inert. Its impartiality and neutrality, its non xx nature, and the zeal of its members has insured against failure, and today it is established on a rock foundation when war is suddenly announced, in far out lands one flower springs into xxxx –
In war’s great curse
It is the Red Cross Nurse
The rose of no man’s land


BGM-109G Ground Launched Cruise Missile
The Ground Launched Cruise Missile, or GLCM, (officially designated BGM-109G Gryphon) was a ground-launched cruise missile developed by the United States Air Force in the last decade of the Cold War and destroyed under the INF Treaty.
|BGM-109G Gryphon (GLCM)|
BGM-109G Gryphon Transporter Erector Launcher (TEL) showing 4 missile launch tubes
|Type||long-range, all-weather, subsonic tactical/strategic cruise missile|
|Unit cost||$1.3 mil|
|Mass||1,200 kilograms (2,600 lb)|
|Length||Without booster: 5.56 metres (18.2 ft)|
|Diameter||0.52 metres (1.7 ft)|
|Warhead||W84 thermonuclear warhead|
|Engine||Williams International F107-WR-400 turbofan|
using TH-dimer fuel
and a solid-fuel booster
|Wingspan||2.67 metres (8.8 ft)|
|2,500 kilometres (1,600 mi)|
|Speed||Subsonic—880 kilometres per hour (550 mph)|
|Transporter erector launcher|
The BGM-109G was developed as a counter to the mobile MRBM and IRBM nuclear missiles (SS-20 Saber) deployed by the Soviet Union in Eastern Bloc European countries. The GLCM and the U.S. Army's Pershing II may have been the incentives that fostered Soviet willingness to sign the Intermediate-Range Nuclear Forces Treaty (INF treaty), and thus possibly reduced the threat of nuclear wars in Europe. GLCM is also a generic term for any ground-launched cruise missile. Since the U.S. deployed only one modern cruise missile in the tactical role, the GLCM name stuck. The GLCM was built by General Dynamics.
Design and employmentEdit
A conventionally configured cruise missile, the BGM-109 was essentially a small, pilotless flying machine, powered by a turbofan engine. Unlike ballistic missiles, whose aimpoint is usually determined by gravitic trajectories, a cruise missile is capable of complicated aerial manoeuvres, and can fly a range of predetermined flight plans. Also, it flies at much lower altitudes than a ballistic missile, typically with a terrain-hugging flight plan. The trade-off for this low-observability flight is strike time; cruise missiles travel far more slowly than a ballistic weapon, and the GLCM was typical in this regard.
GLCM was developed as a ground-launched variant of the Tomahawk missile in use by the U.S. Navy (along with an undeveloped air-launched version, the Medium Range Air to Surface Missile (MRASM)) Unlike other variants of the Tomahawk, the GLCM carried only a W84 thermonuclear warhead; no conventional capability was provided. The W84 warhead was a 0.2–150kt variable-yield weapon. This yield contrasts with the yield of the W80 warhead found on other versions of the Tomahawk and on the ALCM from which the W84 was derived, which had a selectable yield of 5 or 150 kt. The Pentagon credited the GLCM with a range of 2000–2500 kilometers. Like other U.S. cruise missiles of this period, accuracy after more than 2000 km of flight was approximately 30 meters. The missile was entirely subsonic, powered by a turbofan engine with a rocket booster assisting at launch.
Militarily, the GLCM was targeted against fixed targets—at the outer edge of its range, the missile's flight time with its subsonic turbofan was more than 2½ hours. The missiles were launched from an elevated launcher, with the missile ejected from its canister for about 13 seconds of solid rocket booster flight. The fins extended at 4 seconds, the air inlet and wings deployed at 10 seconds and the jet engine started at the end of the boost phase. Flying at low level, the missile was guided by TERCOM (terrain contour matching) to the target.
This contrasted strongly with Pershing II, which had a flight time of 10–15 minutes. However, the range of the GLCM gave it the ability to strike deep within then-Soviet territory, and the missile guidance and low radar cross-section would have made it far more difficult to intercept a GLCM even if the launch were detected in time.[a]
BGM-109G personnel were trained at Davis-Monthan Air Force Base, Arizona, by the 868th Tactical Missile Training Squadron from 1 July 1981. On 1 October 1985, the squadron became part of the 868th Tactical Missile Training Group. The group and squadron were inactivated on 31 May 1990. An area near Fort Huachuca, Arizona was used for field training for GLCM flights. GLCM testing was conducted at the Dugway Proving Ground in Utah, with many of the people involved in the testing going to operational wings as they were activated.
NATO deployment and protestsEdit
BGM-109G missiles would be based at six locations throughout Europe; in the United Kingdom (at RAF Greenham Common and RAF Molesworth), Belgium, Netherlands, Germany, and Comiso Air Station in Italy. Each location had its own unique problems, but all required extensive construction by the USAF. Initial operating capability (IOC) occurred in 1983.
Normal basing was in blast shelters at military installations. Each BGM-109G station was controlled by a Wing that consisted of a Tactical Missile Squadron (TMS), which was responsible for operation and deployment of the missiles; and a Tactical Missile Maintenance Squadron (TMMS), which was responsible for the support of the system. Each TMS consisted of several flights, made up of 69 people and 22 vehicles. The missile was designed to operate in a flight with sixteen missiles. The flight would be normally on base, with the missiles and vehicles secured in the hardened storage area called the GAMA (GLCM Alert and Maintenance Area).
Four transporter erector launchers (TEL) each carried four BGM-109G missiles in their containers and ready for launch. Two launch control centers (LCC), each with two launch officers, were connected to the TELs and interconnected for launch. Each TEL and LCC was towed by a large MAN KAT1 8x8 tractor and was capable of traversing rough terrain. There were 16 support vehicles for the flight commander, normally a captain, 19 maintenance technicians, a medical technician and 44 security personnel.
During periods of increased tension, the flights would be deployed to pre-surveyed, classified locations in the countryside away from the base. The members of the flight would dig in, erect camouflage netting to hide the vehicles, and prepare for launch. Flight commanders were tasked to survey and select multiple possible deployment sites, with all details closely held, and the commander selected the location preferred when the flight deployed from the base. When deployed, the flight was self-sustaining, and secured with special intrusion detection radar. The launchers (sans warheads) were sent out on a number of simulated scrambles.
Although deployed in the face of a range of Soviet IRBMs, including the brand-new and extremely capable SS-20 Saber, the GLCM (sometimes referred to by its phonetic nickname, Glick-em) faced widespread public protest in Europe. Anti-nuclear groups such as the Campaign for Nuclear Disarmament felt that the United States was deploying weapons meant to win a tactical nuclear war, without adequate consideration of the effects that even a 'victory' would bring. Critics also argued that the Reagan Administration was unduly escalating tensions in Central Europe. Between them, GLCM and Pershing II made a lethal combination. GLCM missiles could be launched, undetected, followed 2 hours later by a Pershing strike, which would fly so quickly that it was possible no response could be made before the Pershings struck. Aside from presenting a course of action to NATO commanders in the event of war, it put the Kremlin leaders (in range of the GLCM and possibly the Pershing, even in Moscow) in a position of fearing a decapitating NATO first strike, which could have moved them toward a launch on warning policy as the only way to maintain mutually assured destruction. However, the USSR did have submarine-launched missiles (i.e. Golf and Hotel class SSBNs armed with R-27 Zyb and SS-N-5s) available during this time, so any fears of a decapitating first strike were not necessarily justified.
Intermediate-Range Nuclear Forces TreatyEdit
Despite initial fears of greater instability, the deployment of GLCM ultimately caused Soviet leaders to enter into negotiations for, and finally signature of, the INF treaty. The recognition by Soviet leaders of the threat posed by the GLCM and Pershing II missiles made them far more inclined to agree to negotiate their own intermediate-range weapons, especially the SS-20, out of service, in exchange for the elimination of the threat posed by the GLCM and the Pershing II.
Unlike SALT II or START I, which set limits to maximum nuclear arsenals, the INF Treaty banned whole categories of intermediate-range tactical nuclear weapons outright. All ground-launched cruise missiles and ballistic missiles with ranges greater than 500 but less than 5500 kilometers were barred to the U.S. and USSR under this treaty. This meant the withdrawal of GLCM and Pershing II on the American side. The Soviets withdrew the GLCM's most direct counterpart, the SSC-4 or RK-55, and its supersonic follow-on, the SSC-X-5. In addition, various Soviet MRBMs, IRBMs, and LRBMs were withdrawn: the SS-4 Sandal, SS-5 Skean, SS-12 Scaleboard, SS-20 Saber, SS-22 Scaleboard B, and SS-23 Spider. All of these equivalent weapons had been developed and deployed against NATO forces before the introduction of the GLCM, despite the categorization of the GLCM deployment by communists as 'aggressive'.
GLCM was removed from Europe beginning in 1988, and over the next three and a half years all units were transported to Davis Monthan AFB and destroyed or converted into displays by 1991. Eight missiles survive for inert static display only.
In February 2018, U.S. military officials confirmed they were developing a new ground-launched, intermediate-range cruise missile to counter Russian development of a similar weapon system that violates the INF Treaty. President Donald Trump announced on 20 October 2018 that he was withdrawing the U.S. from the INF treaty, citing Russian non-compliance. The U.S. formally suspended the treaty on 1 February 2019, and Russia did so the following day.
USAF BGM-109G GLCM unitsEdit
- 89th TMS (80 missiles)
- 87th TMS (64 missiles)
- 71st TMS (48 missiles)
- No Tactical Missile Squadron assigned (48 missiles assigned/0 Deployed)
- 302d TMS (112 missiles)
- 11th TMS (96 missiles)
- 868th Tactical Missile Training Squadron, Activated 1 July 1981
- Assigned to 868th Tactical Missile Training Group, 1 October 1985
- Consisted of: 868th TM Training Squadron, 868th TM Maintenance Squadron, 868th Student Squadron
- Davis-Monthan AFB, Arizona, inactivated on 31 May 1990
- An area near Fort Huachuca was used for field training for GLCM operations
Note: Each GLCM squadron was further subdivided into several flights. Each flight included 2 Launch Control Vehicles (LCC) and 4 Transporter Erector Launchers (TEL), totalling 16 missiles per flight. Each TEL could carry 4 missiles.
- Cochran, Arkin & Hoenig 1984, pp. 179–184.
- "Raytheon AGM/BGM/RGM/UGM-109 Tomahawk". Designation systems.
- "The W80 Warhead", USA, Nuclear weapon archive.
- General Dynamics/McDonnell Douglas BGM-109G "Gryphon" Ground-launched Cruise Missile Archived 17 February 2006 at the Wayback Machine
- Grier, Peter. "The Short, Happy Life of the Glick-Em". Air Force Magazine. 85 (July 2002): 70–74.
- "ICBMs". Archived from the original on 7 October 2009.
- Werrell, Kenneth P. (1989). "The Weapon the Military Did Not Want: The Modern Strategic Cruise Missile". The Journal of Military History. 53 (October 1989): 419–438. doi:10.2307/1986108.
- "INF Theater / Operational Missiles". Russian / Soviet Nuclear Forces. FAS.
- Pentagon Confirms It’s Developing Nuclear Cruise Missile to Counter a Similar Russian One. Defense One. 2 February 2018.
- Pengelly, Martin (20 October 2018). "Trump says US will withdraw from nuclear arms treaty with Russia". The Guardian. Retrieved 20 October 2018.
- "Pompeo announces suspension of nuclear arms treaty". CNN. Retrieved 1 February 2019.
- "Russia suspends INF treaty in 'mirror response' to US – Putin". Russia Today. 2 February 2019. Retrieved 2 February 2019.
- "Air Force Magazine" (PDF).
- AAFM Newsletter, Volume 12, Number 4, dated December 2004, article "GLCM Part I" by Col (Ret) Charlie Simpson. Archived 30 September 2011 at the Wayback Machine
- "The Missile Forums • View topic - GLCM Unit Order of Battle".


What are the levels? posted on 9:49 AM, June 7, 2016
The highest observed concentration of SO2 in Kamloops in a one-hour period in 2015 was 10 ppb (source: BC Lung Association). Guidelines for SO2 from provincial air quality objectives are 75 ppb, observed as the annual 99th percentile of daily one-hour maximum observed.
Social well-being supported by a vibrant economy and sustained by a healthy environment.
About the Fraser Basin Council
The Fraser Basin Council (FBC) is a charitable non-profit organization that brings people together to advance sustainability in the Fraser River Basin and throughout BC. Established in 1997, FBC is a collaboration of four orders of government (federal, provincial, local and First Nations) along with those from the private sector and civil society. We work with people in multiple sectors, helping them find collaborative solutions to today’s issues through a commitment to the social, economic and environmental dimensions of sustainability. Our focus is on healthy water and watersheds, action on climate change and air quality and strong, resilient communities and regions.


Ressources for Hands-On Activities for Youth
• Earth Force - environmental problem-solving program through which middle-school aged youth identify local environmental issues and create lasting solutions to these problems.
• Student Conservation Association - engaging high school and college students in hands-on service to the land in national parks, national forests, and other public lands.
• Nature Journal - Make your own nature journal template
• EarthEasy - Ideas for simple sustainable living
• Global Teenager Online Forum - opportunity to exchange news about what you are doing to solve global problems in your schools and communities (Endorsed by United Nations Environment Programme)
• National Envirothon - High school competition offering both in-class curriculum and hands-on field experiences focused around ecology, natural resource management, and current environmental issues.
• Journey for the Planet - A five week adventure to create an Earth-friendly life.
• EPA Kids Club - A great site with hands on activities for kids PreK-4th
• EPA Student Center - Another EPA site geared to middle school students.
• EPA High School Environmental Center - Resources on environmental issues for high school students.
• EcoKids - A place for Kids to find out about EE. IT also has a Kids Blog page but it is about what is happening in difference places rather than each kid write something. It also has a section for teachers/adults. Many different areas to use.
Support and Curriculum for Classroom or Outdoor Studies
• Kids Gardening - This site includes classroom projects, thematic explorations, parents' primer, classroom stories activities, kid gardening, FAQs, school greenhouse, guide, exploring hydroponics, pollinator curriculum, harvest of history and mountain adventures.
• Classroom Earth - sponsored by the National Environmental Education and Training Foundation (NEETF) , lists top programs in categories of most popular, rising stars, home school, and for Earth Day.
• Acorn Naturalists - books, curricula, equipment and supplies for teachers and naturalists of all ages
• Bullfrog Films - a leading US publisher of independently-produced, environmental videos.
• Aldo Leopold Education Project - Lessons in the Land Ethic
• Center for Ecosystem Survival (teacher's guides)


Technology is changing everything. Smartphones and the internet have changed the way we do business, interact socially, and spend our free time. As tech continues to advance, our lives and societies will change even more, in what many have dubbed the Fourth Industrial Revolution. And economists, entrepreneurs, and historians are predicting that our lives and societies will change even more this time around than during any prior revolution.
Whether this is true remains to be seen. But according to MIT research scientist and writer Andrew McAfee, this time around will be different regardless, and in the best of ways, because we’ve finally reached a point where our prosperity doesn’t have to depend on taking resources from the planet.
In his new book More from Less: The Surprising Story of How We Learned to Prosper Using Fewer Resources―and What Happens Next, McAfee offers a thoroughly analytical, brightly optimistic take on technology’s impact on humanity — and a hopeful vision for what lies ahead.
When the Planet Gave and We Took (and Took)
McAfee’s book starts with a look back at human progress over the last two centuries. That progress was, in a word, slow — both in terms of population growth and productivity. It wasn’t until 1928 that we became a species of one billion, and it took us 200,000 years to get there. The pace of population growth has only accelerated since then; it took just 31 years to reach a global population of 2 billion, then 15 years to reach 3 billion. Most recently, we went from 6.7 billion to 7.7 billion in the 12 years from 2007 to 2019.
For the bulk of human history, it was inconceivable that this many people would be able to live on Earth, and do so prosperously (though how one defines “prosperous” and what percentage of humanity falls into this category is up for debate). Prior to the Industrial Revolution, there was essentially an inverse relationship between population and prosperity; too many people meant resources were spread too thin, and those resources were finite. Not only were resources limited, we didn’t yet have an efficient or scalable way of extracting and utilizing them.
Enter the first Industrial Revolution, and the inventions that put humanity — and the Earth — on a totally different course. “For all of human history to that point, the only power sources we could draw on were muscles (ours and those of the animals we domesticated), wind, and falling water,” McAfee writes. “The Watt steam engine and its descendants added to that list a set of machines that drew on fossil fuels such as coal and profoundly changed our relationship with our planet.”
Thanks to the steam engine, internal combustion engine, and subsequently electrification, global population, GDP per capita, and income growth all increased together for the first time in history, and at unprecedented rates.
Steam power and electricity get all the glory, but McAfee points out a few less-sexy advancements that equally impacted human longevity and prosperity. Nitrogen-based fertilizers gave agricultural yields a huge boost. Indoor plumbing meant people had clean water and no human waste in their homes, eliminating all kinds of disease risk. Key elements of the capitalist system — like patents, limited liability corporations, and joint stock companies — also came into being, enabling capitalism and technological progress to start spurring each other on in a cycle that’s still going strong today.
This all sounds perfectly grand: more people, living longer, with more things, and with machines doing all the hard work. What’s not to love?
It all came with a cost, of course—a big one. As McAfee put it, the Industrial Revolution enabled and caused us to tread more heavily on the planet. We dug more mines, chopped down more forests, extracted more fossil fuels, killed more animals, and released more harmful chemicals into the air and water. For people to do better, the planet had to do worse.
This tradeoff continued throughout subsequent decades, and it hasn’t stopped yet. But herein lies McAfee’s motivation to write this book: we’re reaching a turning point — unprecedented in human history — where our relationship with the environment no longer needs to be tit-for-tat. We can grow our economy, population, and prosperity, but take less from the Earth in the process.
What’s behind this surprising turn of events? McAfee believes it’s the “four horsemen of the optimist”: technological progress, capitalism, responsive government, and public awareness. “When all four are present, we tread more lightly on our planet,” he writes. “We progressively dematerialize our consumption, reduce pollution, and take better care of our fellow creatures.”
Dematerialization — using fewer resources — is key here. And it’s not due to things like recycling or government-imposed limits on production or consumption.
Here’s a classic example. If you’re over 20, you remember all the things we used to require in order to entertain ourselves and communicate: a Walkman or CD player, tapes and CDs, a camera, film, a DVD or VHS player, DVDs or video tapes, a land line phone, an answering machine… If you put all these things into a bag, the bag would weigh somewhere between 20-40 pounds (more for those of us who had big CD or video collections!); it would be filled with stuff that required resources and factories and energy to manufacture.
Everything in that heavy bag is now in a smartphone that weighs less than a pound. And a greater percentage of the global population owns smartphones than ever owned TVs, cameras, or CD players; it’s undeniable that we’re getting more from less.
This is dematerialization at its best, and McAfee points out its close link to capitalism. Resources cost money, and using fewer resources means spending less money, which means making more money.
Taming the Beasts
For all their merits, though, technology and capitalism left to their own devices don’t yield great outcomes across the board. While tech progress and capitalism go hand in hand, McAfee says, the critical duo that keeps them in check is public awareness (citizens being aware of societal issues and demanding action be taken to address them) coupled with responsive government (responsive to the will of the people in a way that’s effective). His analysis focuses primarily on environmental questions, including pollution and treatment of animals, and he cites the anti-pollution laws passed after the first Earth Day as an example.
In an age when big tech companies arguably have more power and influence over the average person’s decisions than the government does, how might the public awareness/responsive government dynamic shift? We can demand that companies take on more of a stewardship role, but at the end of the fiscal year they’ll still be companies out for a profit. Governments can impose regulations to protect both markets and individuals, but thus far many governments have had trouble keeping up with tech’s pace of advancement.
Work Left to Do
McAfee’s book doesn’t explore this potential hole in his model, but it does acknowledge some of tech’s negative impacts, mainly in the form of what he calls a decrease in “social capital,” or human relationships and connections that lead to trust and reciprocity.
At a time when politics are more polarized than they’ve been in decades and most of us spend the bulk of our days immersed in phones, computers, or TVs, McAfee encourages readers to “work to reverse the increasing disconnection we’re experiencing in many societies and communities” by joining organizations, volunteering with communities in need, and teaching our skills to others. He writes, “It’s important to do these things with members of other tribes — people who we know feel differently from us about important things. And it’s particularly important not to try to win arguments with them […] a lot of debate and discussion increases disconnection. Start by finding common ground.”
People in the most extreme socioeconomic groups — that is, the poor and the wealthy — have gained a lot from globalization, digitization, and the decoupling of resources from economic growth. But there’s a big group of people being left behind, and for humanity as a whole to prosper, we need to do more to catch them up. The middle and lower middle classes in the rich world have seen the smallest gain from the past three decades of economic growth. They’re not happy about it, and their unhappiness has contributed to the election of populist and authoritarian leaders around the world. Unless we want to see our political systems further crumble at the hands of unfit leaders — and deal with the consequences that will come along with that — McAfee believes we must expand our toolkit for turning have-nots into haves.
And, finally, it’s only the rich world that’s on the cusp of decoupling economic growth from resource consumption. How will we make sure that developing countries don’t repeat our resource-hungry, Earth-befouling mistakes?
For starters, they have no need to do so. Now that mobile phones have already proliferated throughout India and Nigeria, for example, neither country is going to continue laying copper wire for telecommunications. Now that renewable energy is becoming more abundant, cheap, and accessible, countries will look to it for their energy needs rather than coal. Indeed, from energy to agriculture to education, developing nations are leapfrogging right over the West’s long learning curve. McAfee believes capitalism will be sufficient to continue this trend and bring new, clean technologies to low-income countries — but to avoid the same pitfalls the West experienced, we must put pollution inside markets and let companies figure out solutions.
McAfee’s optimism is refreshing, and even contagious; as more of our lives, experiences, and possessions become digitized, it’s hard to argue that we haven’t already surpassed Peak Stuff. But if it’s all going to play out in a way we can be proud of, there’s much work still to be done.
Originally published on Singularity Hub. (Creative Commons, license CC BY-ND 4.0)
Image by @erics11 via Twenty20


All these [are] the ones worthless. From within it marches itself out and it shares/"makes common" a person.
Mark 7:23 All these evil things come from within, and defile the man.
What is Lost in Translation:
This verses starts with a series of plural adjectives ("all,"these," "evil,") in the form of the subject of the sentence, but the verb here is singular not plural. This means an "are" is assumed to equate these initial adjectives. The verbs that follow, however , "come out" and "defile" are both singular. This makes it likely that the verb is a response to a question rather than a grammatical mistake on Jesus's part.
This verse is the switch from the term used for "evil" in Marthew 7:21, which was a Greek word that means "evil" and to a different word here that "worthless" or "base." This difference is discussed extensively in this page.
Possible Symbolic Meaning:
This brings us to the contrast in this series of verses between what is inside (esothen) and what is inside (exothen). Spirit and thoughts are inside, while relationships and actions are on the outside. Spirit and thought are the motivation. Relationships and actions are the end result. Of these four, only spirit is eternal and transcendent. Our thoughts, relationships, and actions are temporary.
πάντα (adj pl neut nom) "All" is pas, which means "all", "the whole", "every", "anyone", "all kinds," and "anything." In the adverbial form, it means "every way", "on every side", "in every way," and "altogether."
ταῦτα ( adj pl neut nom ) "These things" is tauta, which is a referring pronoun meaning "these", "this", "that," and "here." It can mean the nearer or the further depending on usage. As an adverb it can mean "therefore" and "that is why."
καὶ (conj/adv) "And" is kai, which is the conjunction joining phrases and clauses, "and," or "but." After words implying sameness, "as" (the same opinion as you). Used in series, joins positive with negative "Not only...but also." Also used to give emphasis, "even", "also," and "just."
κοινοῖ ( verb 3rd sg pres ind act ) "Defile" is koinoo, which means "to communicate", "to impart", "to share," and "to make common." Only in Matthew and Mark is it translated as "defile" from the idea that to make something "common" is to defile it. In the original Latin translation of the NT, this word is translated as communicare, which is the source of our word "communicate."
All -- The word translated as "all" is the Greek adjective meaning "all", "the whole", "every," and similar ideas. When it is used as a noun, we would say "everything." As an adverb, it means "in every way", "on every side," and "altogether." This word is plural and in the form of a subject or object, which is the same for a neutral adjective or noun.
these -- The "these" is a pronoun that can mean "this" or "that," the nearer or the further depending on usage. As an adverb it can mean "therefore" and "that is why." It is not typically used as an adjective. This word is plural and in the form of a subject or object, which is the same for a neutral adjective or noun.
untranslated -- The word untranslated is "the," the Greek definite article, which usually precedes a noun and, without a noun, takes the meaning of "the one" or. in the plural as it is here, "the ones." The Greek article is much closer to our demonstrative pronouns ("this", "that", "these", "those"). See this article for more. This word is plural and in the form of a subject or object, which is the same for a neutral article.
evil -- The word translated as "evil" means "second-rate" or "worthless." This article explores it meaning in more detail. It is an adjective, but when used as a noun, therefore, "what is worthless." This word is plural and in the form of a subject or object, which is the same for a neutral adjective or noun.
things -- There is no Greek word for "things." It comes from the neutral, plural form of the previous adjectives.
Since the following verb does not match these "subjects," the verb "to be" ("are") is assumed to connect them. This word better as a verb statement than a written sentence.
come -- "Come" is a verb that means literally, "to make to go or carry out of" and is translated regularly as "to make to go out of", "to fetch out," and "to march out," but in modern English, we would probably say "exit" here. The verb is singular and either passive or a middle form where somthing acts on itself.
from within, -- "From within" is the adverb meaning "inwardly."
and -- The Greek word translated as "and" is used as the conjunction "and", but it also is used to add emphasis ("also"). In a series, it is best translated as "not only...but also." After words implying sameness "as".
defile -- "Defile" is a verb that means "to communicate", "to impart", "to share." Only in Matthew and Mark is it translated as "defile." However, the Judaic idea of "holiness" is connected with having something "set apart" for the Divine, while what is shared among people is consider "common" instead of holy. So sharing something, "making it common," does "defile" something that should be dedicated to the Divine. The Latin word translated this verse in the Latin Vulgate also means "communicate. Only in the English translation, does it become "defiled"
the -- The word translated as "the" is the Greek definite article, which usually precedes a noun and, without a noun, takes the meaning of "the one." The Greek article is much closer to our demonstrative pronouns ("this", "that", "these", "those"). See this article for more.
man. -- The Greek word for "man" means "man", "person" and "humanity" in the singular. In the plural, it means "men", "people", and "peoples".


Trends and Developments in Hog Manure Management: 1998-2009
by Nigel Key
, William D McBride
, Marc Ribaudo
, and Stacy Sneeringer
Economic Information Bulletin No. (EIB-81) 39 pp, September 2011
In the past decade, hog production has increasingly become consolidated, with larger operations producing a greater volume of hog manure on smaller areas. With less cropland for spreading the manure, hog farmers may be compensating through more effective manure management. The authors use data from 1998 to 2009 collected in three national surveys of hog farmers. Over this period, structural changes in the hog sector altered how manure is stored and handled. Changes to the Clean Water Act, State regulations, and local conflicts over air quality also affected manure management decisions. The findings further suggest that environmental policy has influenced conservation-compatible manure management practices. The authors examine how the use of nutrient management plans and of practices such as controlled manure application rates vary with scale of production and how these practices changed over the study period. This report is an update of an earlier report, Changes in Manure Management in the Hog Sector: 1998-2004.
Keywords: Hog production, manure management, structural change, environmental regulation
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