Oxygen for premature babies – important for survival, but with consequences for the lung function of children
It is a kind of vicious circle in neonatology, neonatal medicine:
Because the lungs of premature babies are not yet mature enough, the so-called respiratory distress syndrome develops and the babies cannot breathe on their own. The “preemies”, as parents and doctors affectionately call the youngest patients, must therefore be artificially ventilated. The use of oxygen therapy, however, leads to a chronic lung disease, bronchopulmonary dysplasia (BPD). BPD makes children susceptible to other respiratory diseases and limits their lung function. Using the AIRR study data, the team led by Dr. Anne Hilgendorff wants to find out whether and how this "vicious circle" can be broken:
"We want to better understand and make an earlier diagnosis of the lung condition of babies born prematurely, called BPD, so that in the future we can already say in the delivery room: We are now better able to help your child and avoid long-term complications."
PD Dr. Anne Hilgendorff
Bronchopulmonary dysplasia: Detect earlier, treat better
The problem with preterm babies and BPD: So far, it is only possible to diagnose very late which baby develops the lung disease and which baby does not. There is also a lack of understanding of the molecular mechanisms underlying BPD:
What impedes alveolar and capillary development in the lungs of premature infants? And how can we detect these damages as early as possible?
BPD is currently diagnosed shortly before release from the hospital, before the calculated date of birth is reached. A point in time at which many therapeutic opportunities are missed. One of the aims of the AIRR study: identify biomarkers in order to diagnose this chronic lung disease better and earlier.
BPD on the track - innovative approaches in the search for biomarkers
Lung and lung tissue examinations as performed in various adult diseases are not possible in premature babies. The AIRR study team therefore uses three other modern approaches in its examination methods:
- Imaging Techniques (Magnetic Resonance Imaging, MRI)
- Pulmonary function tests
- Analysis of biosamples (pulmonary secretions, urine, blood)
By analyzing blood plasma, the AIRR team has already shown: There are three specific proteins as marker proteins that point to bronchopulmonary dysplasia. New strategies in magnetic resonance imaging led to further findings:
Evidence of BPD in MRI images
Dr. Kai Förster from Anne Hilgendorff's working group and experts of the Radiology Department at Munich University Hospital examined around 60 neonates with MRI. They looked at the proton density in the tissue, more precisely: how the atoms reorient themselves after irradiation. The subsequent statistical evaluation of the imaging data was done in collaboration with the Institute for Computational Biology (ICB) at the Helmholtz Zentrum.
The evaluation revealed: how long this reorientation of the atoms in the tissue lasts indicates the presence of Bronchopulmonary Dysplasia.
“Our results mark an important step towards improving image-based phenotyping of infants who are at risk or have developed the disease,” comments Dr. Hilgendorff. It is important, she stresses, that large perinatal centers now use this method and evaluate it jointly aiming at identifying potential subtypes of Bronchopulmonary Dysplasia.


This week in physics: Having completed the data collection phase of our first lab, we will journey to the computer lab to begin writing our lab reports “physics style” (which, by the way, is very stylish. :)) For a preview, you can check out our Lab Report Writing Guide and the Analysis of Uniform Motion Lab Rubric. In addition, we will learn to use Google docs to write our lab reports. If you do not already have a Google account, you will create one in class through our school’s Google accounts. Following our work on the lab reports, we will dive deeply into analyzing graphs of motion. (For a preview, you can check out The Moving Man if you’d like. It’s fun! :)) Finally, by the end of the week we will begin our first real set of “homework” problems, which, in keeping with the flipped classroom model, we will do in class. Look for your first quiz mid-week the following week. Note: If I assigned extra math practice problems to you, please be sure to do those asap. You can find them here: Extra Math Help Information and Practice Page
This week in Astronomy: We will wrap up the star mapping phase of our first unit as we complete the constellation project on Monday and Tuesday. Then we’ll explore the Celestial Equator in more detail followed by the Celestial North Pole and the Celestial South Pole. Look for a quiz mid-week on star mapping.
Cool Science of the Week: There was WAY too much cool science this week just to pick one thing! Here are some terrific things that happened this week:
How delicious does that sound? Chilean astronomers have identified sugar crystals surrounding a star. What’s the significance? Sugar is one of the building blocks of life. Interesting!
MUSIC FROM MARS?
Find out how this guy played the first song broadcast from another planet!
Photos of Mars…Taken on Mars!
So, seriously, these are amazing. The Curiosity rover on Mars has a Mast Camera (“MastCam”) that’s taking beautiful pictures. It’s almost like you’re there!
Finally, this past Saturday America lost one of its great scientific pioneers, Ohio native Neil Armstrong, who was the first human to set foot on the moon back in July of 1969. To read more, you can check out this tribute from NASA.
August 5, 1930 – August 25, 2012
Moon walk: July 20, 1969


To honour this nation’s Independence Day, we bring you the fascinating stories of #ForgottenHeroes of #IndianIndependence that were lost among the pages of history.
Khan Abdul Ghaffar Khan, famously known as Bādshāh Khān, and Bāchā Khān, was a legendary Pashtun freedom fighter and pacifist whose greatness transcended all tribal and communal divisions. Though born and bred in a region infamous for its warring tribes and history of blood feuds—Pakistan’s North West Frontier Province (NWFP or modern-day Khyber Pakhtunkhwa), that borders with Afghanistan—Khan was a staunch follower of Mahatma Gandhi and his principle of non-violence. This love for ahimsa (non-violence) and Satyagraha (truth force) earned him another nickname, the Frontier Gandhi.
Born on February 6, 1890, in a prosperous Pashtun family of Utmanzai in the present-day Valley of Peshawar in Pakistan, the young Badshah Khan, after school, had sought to enlist in the Corps of Guides, comprising of British officers and soldiers serving in the NWFP.
However, upon learning about the second-class status these ‘Guides’ were afforded, he refused to join and instead went onto study at the Aligarh Muslim University. Holding hands with fellow Pashtun political activists, Khan joined the Independence Movement in 1911.
The region Khan came from suffered the worst forms of socio-economic oppression under the British, besides enduring a long and violent history of internecine bloodshed between different tribes – even as they continued to battle the British Indian Army.
Wanting to bring a change in the brutal way of life his brethren lived, Khan took up the task of uplifting the consciousness of his fellow Pashtun men and women through education. From 1915 to 1918, he travelled across some 500 villages in the Khyber-Pakhtunkhwa region, spreading the gospel of education, social reform and speaking out against a culture of violence in these communities.
His reformation drive marched against all the odds with the British continuing its crusade against him—banning his school and often arresting him.
However, his most notable contribution to the Independence Movement came after he first met Mahatma Gandhi in 1928 and his involvement with the Indian National Congress. Both men had a very close bond marked by shared principles and an astounding level of mutual respect.
Resonating with Gandhi’s ideas of non violence and Satyagraha, Khan founded the Khudai Khidmatgar (Servants of God) Movement after returning from his Hajj in Mecca. The Khudai Khidmatgars were also commonly known as the ‘Red Shirts’ (Surkh Pōsh).
What attracted the masses to Khan was his uncompromising integrity and total commitment to the path of non-violence and an unwavering belief in a united India.
A great success, the movement attracted hundreds of thousands of adherents at the time – proving that the traditional martial Pashtun community could choose non-violent protest as their methods.
The Khidmatgars actively participated in Gandhi’s Salt Satyagraha in 1930. On April 23 of the same year, the British India police arrested Khan along with many leading Khudai Khidmatgar protestors, after he gave a speech at Utmanzai urging resistance to British rule.
His arrest and the subsequent reaction of his supporters would garner the same response from the British as the peaceful congregation had in Jallianwallah Bagh in April 1919.
Unknowing of what was to befall them, a large group of supporters gathered at the Qissa Khwani Bazaar in Peshawar to protest the arrests. The British forces opened fire at the unarmed Khidmatgars, who, as a mark of their non-violent protest, stood willingly in front of the barrage of bullets.
While official figures cited 20 dead, unofficially the casualty count was into several hundred. Two platoons of the prestigious Royal Garhwal Rifles regiment refused to open fire at this non-violent crowd for which they were court-martialed and sentenced to prison.
Through the 1930s, the dauntless ‘Khudai Khidmatgar’ worked in close coordination with the Indian National Congress, and was once offered the party presidency, which he refused by saying,
“I am a simple soldier and a Khudai Khidmatgar, and I only want to serve.”
Khan resigned from the party in 1939 over differences with the party on whether they should support the British World War II effort or not but subsequently rejoined in 1942 with the onset of the Quit India Movement.
However, what followed, particularly in 1946 and the subsequent Partition of India, left him devastated. Leading the Khudai Khidmatgars, he firmly believed in the idea of an unpartitioned united India, where Hindus and Muslims would live together in harmony away from the tyranny of British colonial rule.
When the Congress acquiesced to the Muslim League demands for a referendum in the NWFP, thousands of Khudai Khidmatgars boycotted the referendum, which in hindsight may have been a strategic error since the results went in favour of the region joining Pakistan.
When his homeland eventually became a part of Pakistan, a decision accepted by both the Muslim League and Congress, he reportedly told the senior leaders of the latter, “You have thrown us to wolves.”
Following Independence, he asked the Pakistan government for the creation of “Pakhtunistan”, a semi-autonomous region for the Pathans within this new Muslim-majority nation.
This request was rejected.
Subsequent Pakistani governments branded the Khudai Khidmatgars as traitors and Indian sympathisers, considering their allegiance to Gandhian methods of non-violence and Khan’s relations with many Indian leaders.
They were often arrested, their lands confiscated and Khan himself was subjected to years in prison for protesting against the treatment meted out to the Pashtuns by the Pakistani government.
All the arrests – from late 1948 to 1954, in 1958 and 1964, and finally in 1973, had a detrimental effect on his health. From 1964, he would become an exile in Afghanistan.
He returned to Pakistan in December 1972 following the formation of provincial governments in NWFP and Balochistan led by the progressive National Awami Party. However, he was once again arrested by the Pakistani government in 1973 by the Bhutto government.
Despite being a citizen of Pakistan, Khan was held with a great deal of respect and reverence by the people and leaders of India. As he withdrew from active politics, he visited India on a few occasions. He was awarded the Bharat Ratna in 1987 by the Government of India for his contributions to the Indian freedom struggle and subsequently for better relations between the two countries.
“He and his brother saved Hindu and Sikh lives in the Frontier; he brought succour and relief to Muslim victims in Bihar; he confronted Jinnah in Pakistan and, twenty years later, India’s Parliament with uncomfortable facts of attacks on minorities. His fight for the rights of the threatened, the weak and the poor, his sympathy for peoples across the subcontinent’s borders, his scepticism about the effectiveness of guns and bombs, and his frankness towards both rulers and citizens make him an inspiring model,” writes Rajmohan Gandhi, in his book ‘Ghaffar Khan: Nonviolent Badshah of the Pakhtuns.’
Undeniable proof of this was witnessed upon his death on January 22, 1988, in Peshawar. When his remains were taken to Jalalabad, Afghanistan, more than 200,000 mourners attended his funeral, including Afghanistan President Mohammed Najibullah and Indian Prime Minister Rajiv Gandhi. The government of Afghanistan had waived off the visa requirements, and for that day alone thousands crossed freely to attend the funeral procession.
“The burial in Jalalabad caused other unprecedented events. A one-day ceasefire was declared in the Soviet-Afghan war so that mourners could safely traverse the distance between Peshawar and Jalalabad, the two cities at either end of the Khyber Pass which marks the official boundary between Afghanistan and Pakistan,” writes Mukulika Banerjee, author of ‘The Pathan Unarmed’.
Khan’s true legacy is his memory, a part of the collective conscious of many who remember him as the ‘Frontier Gandhi’, the apostle of non-violence who wanted both Hindus and Muslims to live in harmony under a United India—a dream that remains unfulfilled.
(Edited by Saiqua Sultan)
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cassie vernier, Yehuda Ben-shahar
Nestmate recognition is an important mechanism of nest defense in social insects, and relies upon colony-specific cues that are shared by members of the same colony. Although previous work has focused on what serves as nestmate recognition cues in these highly successful insect groups, not much is known about how these cues develop and what causes differences in cues between colonies. Cassie's work in the Ben-Shahar lab studies mechanisms of nestmate recognition cue development in the honey bee, Apis mellifera. Specificially, she is studying how nestmate recognition cues develop in aging honey bees, whether this development depends upon behavioral task rather than age itself, and the role social environmental factors play in defining colony-specific cues. Her work at Tyson includes keeping and maintaining experimental hives, performing hive demography manipulations, and conducting behavioral assays at the hive entrance.


Jules Bastian Lepage was born in 1848 in Damvillers, France. He was a well-known painter, sculptor and printmaker working mostly in the style of Naturalism.
Naturalism, in the world of fine art, refers to a style which aims to evoke the pure and beautiful aesthetics of life. To depict nature and this includes people, with the minimal amount of interpretation or distortion. It emerged as a style in the early 19th century in Great Britain and became popular across the continent within a short space of time. It sought to steer away from previous classical traditions of painting which altered both figures and landscapes to create a more idealized and stylized picture.
Like almost all movements in art, it reflects the mood of society during that time. The impact of the industrial revolutions in Europe were an important factor creating this new true-to-life style. Not too dissimilar from our technological revolution people became aware of their sudden disconnection with nature as cities and mass production consumed their lives. Thus, ‘naturalism’ a term coined by famous French writer Emile Zola was a way for artists and writers to help society feel as though they were reconnecting with the natural world.
Bastian Lepage was first taught to paint by his father. In 1867 he went to Paris to study at Ecole des Beaux-arts and was one of the top students in his class. In 1870, he was called to fight in the Franco-Prussian war, and returned home after getting wounded. About a decade or so after, Lepage reached critical acclaim for a painting of his grandfather, which won him a medal at the renowned Paris Salon. It was his painting Les Foins (Haymaking) which secured him a place as one of the leading artists of the new Natural school. His work can now be seen in the Metropolitan Museum of Art, the Musée d’Orsay, and the National Gallery of Victoria, amongst several others.
Lot 556 is a beautiful watercolor painting by Lepage, which really does allow us to understand the artists attempt to capture the beauty of the natural landscape before which he stood. It looks as though it might be a depiction of an early autumnal evening. The slender trees hold on to their last leaves as a breeze tackles them from the south west. The clouds are darkening as the sun sets but the image remains a peaceful one and we really do feel the tranquillity Lepage must have felt as he painted this scene in front of him. It is signed and inscribed to his friend Donald and remains in a highly complementary antique gilded frame with label verso ‘Encadrements, Artistiques A Guay, Paris’. This painting was part of a collection belonging to the well-known and widely loved Speech and Drama teacher Betty Ann Norton.


USAID Rural Water Supply
In Tajikistan, rural communities lack access to essential goods and services, which contributes to a high prevalence of childhood undernutrition, stunting, and other poor health issues. Increasing access to clean water and sanitation can improve these outcomes.
The USAID Rural Water Supply (RWS) Activity partners with local governments, communities, and businesses to develop and improve safe drinking water infrastructure and services. RWS works in underserved rural communities to establish better business models for drinking water service providers through professional coaching and improving standard operating procedures. Lack of access to clean water disproportionately affects women and youth, so RWS meets with community members through every step of the construction process and empowers them to oversee service providers. This ensures that women and youth play an active role in the implementation process and improves access for future generations.
By improving safe drinking water infrastructure and services in rural communities and empowering women and youth to become managers of safe drinking water, the project promotes the health and resilience of rural communities in Tajikistan.


Changes in land cover and land use significantly affect earth system processes including the carbon cycle, the water cycle, species diversity, and socioeconomic development. Vegetation continuous fields (VCF) represent land surface as a fractional combination of vegetation functional types that can be remotely sensed from satellites. Using daily satellite observations acquired by the Advanced Very High Resolution Radiometer (AVHRR), we developed an annual VCF product consisting of tree canopy (TC) cover, short vegetation (SV) cover and bare ground (BG) cover and characterized land change over the past 35 years (1982-2016).
Here we present three global map layers representing net changes in TC, SV and BG, respectively. All layers are in Geographical Latitude / Longitude projection (WGS84) and each pixel is 0.05° × 0.05° in size. Pixel values (-100 to 100) represent net percent change over the 35-year period. Negative values represent loss; positive values represent gain; 0 represents no change.
We ask you to credit the downloadable data with the following citation:
Song, X.P., Hansen, M.C., Stehman, S.V., Potapov, P.V., Tyukavina, A., Vermote, E.F., & Townshend, J.R. (2018). Global land change 1982-2016. Nature 560, 639–643.


What is intellectual humility? In this essay, we aim to answer this question by assessing several contemporary accounts of intellectual humility, developing our own account, offering two reasons for our account, and meeting two objections and solving one puzzle.
After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This volume is devoted to (...) exploring the intersection between virtue epistemology and education. It assembles leading virtue epistemologists and philosophers of education to address such questions as: Which virtues are most essential to education? How exactly should these virtues be understood? How is the goal of intellectual character growth related to other educational goals, for example, to critical thinking and knowledge-acquisition? What are the "best practices" for achieving this goal? Can growth in intellectual virtues be measured? The chapters are a prime example of "applied epistemology" and promise to be a seminal contribution to an area of research that is rapidly gaining attention within epistemology and beyond. (shrink)
Open-mindedness enjoys widespread recognition as an intellectual virtue. This is evident, among other ways, in its appearance on nearly every list of intellectual virtues in the virtue epistemology literature.1 Despite its popularity, however, it is far from clear what exactly open-mindedness amounts to: that is, what sort of intellectual orientation or activity is essential to it. In fact, there are ways of thinking about open-mindedness that cast serious doubt on its status as an intellectual virtue. Consider the following description, from (...) Robert Roberts and Jay Wood (2007), of a ‘bright college freshman, taking an introductory course in philosophy.’ Given this student’s ‘taste for ideas,’ she .. (shrink)
Standard characterizations of virtue epistemology divide the field into two camps: virtue reliabilism and virtue responsibilism. Virtue reliabilists think of intellectual virtues as reliable cognitive faculties or abilities, while virtue responsibilists conceive of them as good intellectual character traits. I argue that responsibilist character virtues sometimes satisfy the conditions of a reliabilist conception of intellectual virtue, and that consequently virtue reliabilists, and reliabilists in general, must pay closer attention to matters of intellectual character. This leads to several new questions and (...) (...) challenges for any reliabilist epistemology. (shrink)
The value problem in epistemology is rooted in a commonsense intuition to the effect that knowledge is more valuable than true belief. Call this the “guiding intuition.” The guiding intuition generates a problem in light of two additional considerations. The first is that knowledge is (roughly) justified or warranted true belief. The second is that on certain popular accounts of justification or warrant (e.g. reliabilism), its value is apparently instrumental to and hence derivative from the value of true belief. But (...) if knowledge is justified true belief and the value of justification is derivative from that of true belief, how is it that knowledge is more valuable than true belief? (shrink)
This paper examines the claim made by certain virtue epistemologists that intellectual character virtues like fair-mindedness, open-mindedness and intellectual courage merit an important and fundamental role in epistemology. I begin by considering whether these traits merit an important role in the analysis of knowledge. I argue that they do not and that in fact they are unlikely to be of much relevance to any of the traditional problems in epistemology. This presents a serious challenge for virtue epistemology. I go on (...) to examine the work of two other virtue epistemologists in light of this challenge and then sketch an alternative approach that reveals how the intellectual virtues might merit a substantial role in epistemology even if not a role in connection with more traditional epistemological projects. (shrink)
Open-mindedness enjoys widespread recognition as an intellectual virtue. This is evident, among other ways, in its appearance on nearly every list of intellectual virtues in the virtue epistemology literature. Despite its popularity, however, it is far from clear what exactly openmindedness amounts to: that is, what sort of intellectual orientation or activity is essential to it. In fact, there are ways of thinking about open-mindedness that cast serious doubt on its status as an intellectual virtue.Consider the following description, from Robert (...) Roberts and Jay Wood, of a ‘bright college freshman, taking an introductory course in philosophy.’. (shrink)
Recent scholarship in intellectual humility (IH) has attempted to provide deeper understanding of the virtue as personality trait and its impact on an individual's thoughts, beliefs, and actions. A limitations-owning perspective of IH focuses on a proper recognition of the impact of intellectual limitations and a motivation to overcome them, placing it as the mean between intellectual arrogance and intellectual servility. We developed the Limitations-Owning Intellectual Humility Scale to assess this conception of IH with related personality constructs. In Studies 1 (...) (n= 386) and 2 (n = 296), principal factor and conﬁrmatory factor analyses revealed a three-factor model – owning one's intellectual limitations, appropriate discomfort with intellectual limitations, and love of learning. Study 3 (n = 322) demonstrated strong test-retest reliability of the measure over 5 months, while Study 4 (n = 612) revealed limitations-owning IH correlated negatively with dogmatism, closed-mindedness, and hubristic pride and positively with openness, assertiveness, authentic pride. It also predicted openness and closed-mindedness over and above education, social desirability, and other measures of IH. The limitations-owning understanding of IH and scale allow for a more nuanced, spectrum interpretation and measurement of the virtue, which directs future study inside and outside of psychology. (shrink)
Abstract: Against the background of a great deal of structural symmetry between intellectual and moral virtue and vice, it is a surprising fact that what is arguably the central or paradigm moral vice—that is, moral malevolence or malevolence proper—has no obvious or well-known counterpart among the intellectual vices. The notion of "epistemic malevolence" makes no appearance on any standard list of intellectual vices; nor is it central to our ordinary ways of thinking about intellectual vice. In this essay, I argue (...) that there is such a thing as epistemic malevolence and offer an account of its basic character and structure. Doing so requires a good deal of attention to malevolence simpliciter . In the final section of the essay, I offer an explanation of our relative unfamiliarity with this trait. (shrink)
The terrain of character-based or “responsibilist” virtue epistemology has evolved dramatically over the last decade -- so much so that it is far from clear what, if anything, unifies the various views put forth in this area. In an attempt to bring some clarity to the overall thrust and structure of this movement, I develop a fourfold classification of character-based virtue epistemologies. I also offer a qualified assessmentof each approach, defending a certain account of the probable future of this burgeoning (...) subfield. (shrink)
Evidentialists maintain that epistemic justification is strictly a function of the evidence one has at the moment of belief. I argue here, on the basis of two kinds of cases, that the possession of good evidence is an insuflicient basis for justification. I go on to propose a modification of evidentialism according to which justification sometimes requires intellectually virtuous agency. The discussion thereby underscores an important point of contact between evidentialism and the more recent enterprise of virtue epistemology.
Suppose that you are engaging with someone who is your oppressor, or someone who espouses a heinous view like Nazism or a ridiculous view like flat-earthism. In contexts like these, there is a disparity between you and your interlocutor, a dramatic normative difference across which you are in the right and they are in the wrong. As theorists of humility, we find these contexts puzzling. Humility seems like the *last* thing oppressed people need and the *last* thing we need in (...) dealing with those whose views are heinous or ridiculous. Responding to such people via humility seems uncalled for, even inappropriate. But how could this be, given that humility is a *virtue*? The purpose of the paper is to explore this puzzle. We explain what the puzzle is and then attempt to draw some lessons from it: first, the lesson that the importance of humility is limited in several ways, and second, the lesson that humility nonetheless has several important roles to play, even for people who are in the right in contexts of disparity. (shrink)
The concept of wisdom is largely ignored by contemporary philosophers. But given recent movements in the fields of ethics and epistemology, the time is ripe for a return to this concept. This article lays some groundwork for further philosophical work in ethics and epistemology on wisdom. Its focus is the distinction between practical wisdom and theoretical wisdom or between phronesis and sophia . Several accounts of this distinction are considered and rejected. A more plausible, but also considerably more complex, account (...) is offered. The discussion sheds light on the relation between practical wisdom and theoretical wisdom, and on the positive character of each. (shrink)
One alleged advantage of credit theories of knowledge is that they are capable of explaining why knowledge is essentially more valuable than mere true belief. I argue that credit theories in fact provide grounds for denying this claim and therefore are incapable of overcoming the ‘value problem’ in epistemology. Much of the discussion revolves around the question of whether true belief is always epistemically valuable. I also consider to what extent, if any, my main argument should worry credit theorists.
I examine here whether reliability is a defining feature of (moral or intellectual) virtues. I argue (1) that reliability is not a defining feature of a virtue where virtues are conceived (as they often are) as “personal excellences,” but (2) that there is another (also intuitive and familiar) conception of a virtue according to which reliability is a defining feature. I also argue (3) that even on the former conception, a certain rational belief pertaining to reliability is essential and (4) (...) that reliability itself, while not a defining feature of a virtue thus conceived, nevertheless is a concomitant of it. (shrink)
__Deep in Thought_ provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom._ With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich (...) teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as curiosity, open-mindedness, and intellectual courage. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. _Deep in Thought_ is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners. (shrink)
Virtue Epistemology Virtue epistemology is a collection of recent approaches to epistemology that give epistemic or intellectual virtue concepts an important and fundamental role. Virtue epistemologists can be divided into two groups, each accepting a different conception of what an intellectual virtue is. Virtue reliabilists conceive of intellectual virtues as stable, reliable and truth-conducive cognitive … Continue reading Virtue Epistemology →.
According to one prominent account of intellectual humility, it consists primarily of a disposition to “own” one’s intellectual limitations. This account has been criticized for neglecting the _interpersonal _dimensions of intellectual humility. We expect intellectually humble persons to be respectful and generous with their interlocutors and to avoid being haughty or domineering. I defend the limitations-owning account against this objection. I do so in two ways: first, by arguing that some of the interpersonal qualities associated with intellectual humility are qualities (...) expressive of virtues _other_ than intellectual humility; and second, by arguing that, when properly described, the kind of limitations-owning characteristic of intellectual humility in fact is robustly interpersonal. The result is a considerably broader and richer notion of the limitations the owning of which is characteristic of intellectual humility. (shrink)
After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open‐mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
The terms "a priori" and "a posteriori" refer primarily to how or on what basis a proposition might be known. A proposition is knowable a priori if it is knowable independently of experience. A proposition is knowable a posteriori if it is knowable on the basis of experience. The a priori/a posteriori distinction is epistemological and should not be confused with the metaphysical distinction between the necessary and the contingent or the semantical or logical distinction between the analytic and the (...) synthetic. Two aspects of the a priori/a posteriori distinction require clarification: the conception of experience on which the distinction turns; and the sense in which a priori knowledge is independent of such experience. The latter gives rise to important questions regarding the positive basis of a priori knowledge. (shrink)
In this chapter, we analyze intellectual patience as a character trait. We look at the contexts that call for patience and at what patience demands in those contexts. Together these constitute our account of patience, though the focus is on patience in the life of the mind. We also consider how patience and perseverance differ, which offers a better understanding of the former and sheds light on how character traits can cooperate. We then consider how to become virtuously patient. We (...) conclude reflecting on some remarks made by the poet Rilke. (shrink)
This paper explores the relationship between intellectual virtues and critical thinking, both as such and as educational ends worth pursuing. The first half of the paper examines the intersection of intellectual virtue and critical thinking. The second half addresses a recent argument to the effect that educating for intellectual virtues (in contrast to educating for critical thinking) is insufficiently action-guiding and therefore lacks a suitable pedagogy.
In Judgment and Agency, Ernest Sosa takes “reliabilist” virtue epistemology deep into “responsibilist” territory, arguing that “a true epistemology” will assign “responsibilist-cum-reliabilist intellectual virtue the main role in addressing concerns at the center of the tradition.” However, Sosa stops short of granting this status to familiar responsibilist virtues like open-mindedness, intellectual courage, and intellectual humility. He cites three reasons for doing so: responsibilist virtues involve excessive motivational demands; they are quasi-ethical; and they are best understood, not as constituting knowledge, but (...) rather as putting one “in a position” to know. I elaborate on and respond to each of these concerns. I argue that none of them provides Sosa with a good reason for excluding responsibilist virtues from occupying a central role in his reliabilist virtue epistemology. I conclude that Sosa owes virtue responsibilism an even wider embrace. (shrink)
My concern is with the epistemological role of traits like inquisitiveness, attentiveness, fair-mindedness, open-mindedness, intellectual carefulness, thoroughness, tenacity, and caution. I argue for two main claims, one negative and the other positive. ;Negatively, I argue that considerations of intellectual virtue do not have an important role to play in connection with any of the more traditional epistemological problems. I show that if considerations of intellectual virtue were to play such a role, it would have to be in connection with the (...) analysis of knowledge, but that any view which makes an exercise of intellectual virtue a necessary condition for knowledge is bound to fail. ;Positively, I argue that there nevertheless remain a number of interesting and important philosophical questions and issues concerning the nature and value of virtuous intellectual character which are of considerable importance to epistemology. I defend this claim in two steps. First, I argue that virtuous intellectual character is both a constituent of and a highly important means to intellectual flourishing. It follows from this that since epistemology is concerned broadly with the more important or valuable philosophical dimensions of the intellectual life, insofar as there are philosophical questions and issues to be pursued in connection with the intellectual virtues, these have an important role to play in epistemology. Second, I go on to elucidate and discuss a number of these questions and issues, most of which are concerned with the nature and value of virtuous intellectual character as such. ;I conclude, then, that considerations of intellectual virtue do have an important role to play in epistemology, even if not in connection with any of the more traditional epistemological projects. (shrink)


Jeanne Nye of Lake Mills Middle School, with support from NSEC, has developed two webquests to engage middle school students through a variety of learning experiences, each with a nanoscience theme. These interactive webquests allow students to learn about nanoscience and its impact on all our lives as well as to help teachers integrate cutting edge technology.
Included in each webquest is a teacher's guide for implementing the webquests in the classroom and student assessment materials. Each webquest meets Wisconsin state standards and National Science Education Standards.
Nanoscience in Nature: A Webquest explores nanoscience found in nature and how nano-structures and nano-processes help to shape the nanoscience research being conducted in labs around the world. Students are asked to design a superhero that uses a nano-process or nano-structure found in nature.
From Small Science Comes Big Decisions places students in the shoes of a member of Congress by asking them to weigh the positives and negatives of funding nanoscience initiatives in areas ranging from military to health care to energy. Students will form an opinion and then debate the merits of funding different efforts. When the class comes to a consensus, their funding decision is posted online and compared with decisions of other students who have completed the same debate.
Nanoparticles in the Surf: An Oil Spill Solution places students in the role of an environmental engineer. Through a series of hands-on experiments students learn about different properties of nanoscale materials and how they can be used to clean environmental disasters.
The Prince and the Particles: Nanoparticles in the Environment explores how changing the size of different materials to the nanoscale can have significant impact on the properties of materials.
Support for the Nanoscience Webquests is provided by the UW-Madison NSEC


MIAMI, Florida -- Tropical Storm Arthur, the first named storm of the 2008 Atlantic season, formed Saturday near the coast of Belize, the U.S. National Hurricane Center said.
Tropical Storm Arthur could make its way across the Yucatan and re-emerge in the Gulf of Mexico.
The storm made its way over land and was expected to weaken, but the center said the storm could re-emerge in the Gulf of Mexico and regain intensity Sunday.
At 11 p.m., the center of Arthur was over the southern Yucatan Peninsula, about 80 miles (125 km) west of Chetumal, Mexico, and about 120 miles (195 km) south-southeast of Campeche, Mexico.
It was moving west at about 7 miles (11 km) per hour.
The storm's maximum sustained winds were near 40 mph (65 km/hr), with higher gusts, mainly over water east of its center. Tropical storm-force winds extend outward up to 260 miles (415 km) from the center of the storm, forecasters said.
The government of Belize issued a tropical storm warning for the nation's coast, and the government of Mexico issued a tropical storm warning from Cabo Catoche south to the border with Belize.
A tropical storm warning means tropical storm conditions are expected within the warning area -- in this case, within the next six to 12 hours.
The storm was forecast to dump up to 10 inches of rain over Belize, up to 15 inches in isolated areas, the hurricane center said.
The 2008 Atlantic hurricane season begins Sunday.
On Thursday, Tropical Storm Alma, the first one of the year in the eastern Pacific, formed near the west coast of Central America, according to the National Weather Service. The storm was downgraded to a tropical depression and dissipated over the high terrain of Central America.
The federal government's National Oceanic and Atmospheric Administration predicted this month that the Atlantic season would be more active than normal, with up to 16 named storms and up to five major hurricanes of Category 3 or above.
The noted Colorado State University hurricane forecasting team predicted this year that there would be 15 named storms, eight hurricanes and four major hurricanes.
The team calculated a 69 percent chance that at least one major hurricane will make landfall on the U.S. coast.
A survey released this week found that 50 percent of 1,100 adults surveyed in Atlantic and U.S. Gulf Coast states did not have disaster plans or survival kits.
"Nearly one in three said they would not prepare their home until a storm is within 24 hours of landfall," Bill Read, director of the National Hurricane Center, said Thursday.
"Now is the time to buy all that stuff," he said upon the release of the survey by polling firm Mason-Dixon.
(Copyright 2008 CNN. All rights reserved.)


- Nature of the Work
- Working Conditions
- Training, Other Qualifications, and Advancement
- Job Outlook
- Related Occupations
- Sources of Additional Information
- Minimal training requirements and flexible schedules make this occupation appealing to students, retirees, and others interested in part-time work.
- Most libraries use electronic cataloging systems so computers skills are essential.
Get the training you need: Find schools for Library Assistants near you!
|Nature of the Work||[About this section]||[To Top]|
Library assistants, clericalsometimes referred to as library media assistants, library aides, or circulation assistantsassist librarians and library technicians in organizing library resources and making them available to users. (Librarians and library technicians are discussed elsewhere.) Library assistants register patrons so that they can borrow materials from the library and then issue a library card.
At the circulation desk, library assistants lend and collect books, periodicals, videotapes, and other materials. When an item is borrowed, assistants scan the patron's library card and the material to record the transaction in the library database; they then print a receipt with the due date or stamp the due date on the item. When an item is returned, assistants inspect returned materials for damage and enter the materials into the circulation database. Electronic circulation systems are able to automatically generate overdue notices reminding patrons that their materials are overdue, but library assistants review the record for accuracy before sending out the notice. They also answer patrons' questions and refer those they cannot answer to a librarian.
Throughout the library, assistants sort returned books, periodicals, and other items and put them on their designated shelves, in the appropriate files, or in storage areas. They locate materials to be lent, to either a patron or another library. Because nearly all card catalogues are computerized, library assistants must be familiar with computers. Before reshelving returned materials, if they notice any damage, these workers try to repair it. For example, they may use tape or paste to repair torn pages or book covers and use other specialized processes to repair more valuable materials.
Some library assistants specialize in helping patrons who have vision problems. Sometimes referred to as library, talking-books, or braille-and-talking-books clerks, they review the borrower's list of desired reading materials. They locate those materials or closely related substitutes from the library collection of large-type or braille volumes, tape cassettes, and open-reel talking books; complete the requisite paperwork; and give or mail the materials to the borrower.
|Working Conditions||[About this section]||[To Top]|
Library assistants who prepare library materials may sit at desks or computer terminals for long periods and can develop headaches or eyestrain from working with the terminals. Some duties can be repetitive and boring, such as shelving new or returned materials. Others can be rewarding, such as assisting patrons who are performing computer searches with the use of local and regional library networks and cooperatives. Library assistants may lift and carry books, climb ladders to reach high stacks, and bend low to shelve books on bottom shelves.
Library assistants in school libraries work regular school hours. Those in public libraries and college and university (academic) libraries also work weekends, evenings and some holidays. About half of all library assistants work part time, making the job appealing to retirees, students, and others interested in flexible schedules.
|Training, Other Qualifications,
|[About this section]||[To Top]|
Training requirements for library assistants are generally minimal; most libraries prefer to hire workers with a high school diploma or GED, but little to no formal postsecondary training is expected. Some employers hire individuals with experience in other clerical jobs, while others train inexperienced workers on the job. Given the rapid spread of automation in libraries, computer skills are needed for most jobs; knowledge of databases and other library automation systems is especially useful.
Library assistants usually advance by assuming added responsibilities. Many begin by performing simple jobs such as shelving books or cataloging new books and periodicals when they arrive. After gaining experience, they may move into positions that allow them to interact with patrons, such as manning the circulation desk. Experienced aids may be able to advance into library technician positions, which involve more responsibility in providing library services to patrons.
|Employment||[About this section]||[To Top]|
Library assistants held about 109,000 jobs in 2004. More than half of these workers were employed by local governments in public libraries; most of the remaining employees worked in school, college, and university libraries. Opportunities for flexible schedules are abundant; nearly half of these workers were on part-time schedules.
|Job Outlook||[About this section]||[To Top]|
Employment of library assistants is expected to grow as fast as the average for all occupations through 2014. Efforts to contain costs in local governments and academic institutions of all types may result in more hiring of library support staff than librarians. Also, due to changing roles within libraries, library assistants are taking on more responsibility.
Many library assistants leave this relatively low-paying occupation for other jobs that offer higher pay or full-time work, so job opportunities should be good for persons interested in jobs as library assistants. The work is often attractive to retirees, students, and others who want a part-time schedule, and there is a lot of movement into and out of the occupation. Some positions become available as library assistants move within the organization. Library assistants can be promoted to library technicians and, eventually, supervisory positions in public-service or technical-service areas. Advancement opportunities are greater in large libraries.
Because most are employed by public institutions, library assistants are not directly affected by the ups and downs of the business cycle. However, some of these workers may lose their jobs if there are cuts in government budgets.
|Earnings||[About this section]||[More salary/earnings info]||[To Top]|
Median hourly earnings of library assistants, clerical were $9.96 in May 2004. The middle 50 percent earned between $7.77 and $12.89. The lowest 10 percent earned less than $6.41, and the highest 10 percent earned more than $16.08.
[Please note that the earnings and salary data listed here is usually from government sources and may be dated, so please make adjustments accordingly. If you would like to access current salary data for literally thousands of occupations, access our Salary Wizard.]
|Sources of Additional Information||[About this section]||[To Top]|
Information about a career as a library assistant can be obtained from either of the following organizations:
- Council on Library/Media Technology, P.O. Box 42048, Mesa, AZ 85274-2048. Internet: http://colt.ucr.edu
- American Library Association, 50 East Huron St., Chicago, IL 60611. Internet: http://www.ala.org/hrdr
Public libraries and libraries in academic institutions also can provide information about job openings for library assistants.
*Source: Bureau of Labor Statistics, U.S. Department of Labor. Used by permission.


The History of Wicker
The word wicker is believed to be of Scandinavian origin: wika which means to bend in Swedish, and vikker meaning willow. Wicker is not a material in itself, but rather an overall classification of furniture woven from any one of a variety of materials such as cane (rattan), willow, bamboo, reed etc.
The oldest surviving pieces of wicker furniture date from the Egyptian Empire. These pieces include chests made of reed and rush, wig boxes of reed and papyrus, and wicker hassocks and chairs.
Natural Wicker Furniture
Wicker is a weaving process, not a material. The primary material used for indoor furniture is cane or rattan, cane or rattan being the same material by two different names depending which area of the world you are in. Cane is one of the oldest natural materials used to make natural wicker furniture.
Cane is a solid climbing vine that grows predominately in the tropical rain forests of Indonesia and South-East Asia. It commonly grows to lengths of over 150 metres and is predominately processed into sizes ranging from 2.5 mm to 50 mm, and can be harvested annually. Within the cane family, there are several hundred different varieties. Cane, unlike bamboo, is a solid core vine which makes it ideal for use in making furniture and is a naturally renewable resource.
Unlike bamboo which is hollow, Cane is solid. Round Cane poles(18 – 50 mm dia.) are used to make the frame of the furniture. They are steamed, shaped into a form of the desired shape. The large poles are processed down to smaller sizes (2.5 mm – 4mm dia.). To make "wicker" furniture we take the smaller sizes of cane and weave it to the frame – wicker is a weaving process.
The weaving of natural materials is an ancient tradition, one which modern machines cannot duplicate. The weaving of wicker cane furniture is still to this day done by hand.
The natural wicker furniture that has spent many summers on an open front verandah were never intended to withstand the elements. Sun bakes the fibres leaving them dry and brittle, moisture can loosen joints and warp frames. In other words, natural wicker furniture was made for indoor use.
All Weather Wicker
All Weather Wicker is a NEW generation of wicker furniture now available, well suited to our outdoor Australian lifestyle. At the same time, it possesses all of wicker’s visual virtues with a timeless, welcoming charm.
Our All Weather Wicker is made with aluminum frames which are treated to withstand the elements, not steel which will rust. The "wicker" for weaving is actually synthetic resins that are then hand woven onto the aluminum frames, using the same process as natural wicker furniture.
All Weather Wicker furniture is easy to maintain, and will give you many years of enjoyment and can be used indoors and outdoors.
Care and Maintenance
Natural Wicker Furniture is easy to clean. The best method being to dust regularly with a soft cloth, a soft brush, or vacuuming the piece with the brush attachment of a vacuum cleaner. A soft bristled tooth brush is ideal for those hard to get places. Periodically wipe it down with a soft damp cloth followed by a light application of a good furniture polish for sheen and protection. If your wicker has become badly soiled, use water and a mild soap solution, rinse and let dry followed by a coat of natural lacquer. Your natural wicker furniture will look new again.
All Weather Wicker is easy to clean. Use only a mild soap and water solution and rinse thoroughly. Do not store furniture upside down as water may accumulate. To extend the life of your furniture, store indoors during months of non use.
Natural Wicker Furniture has a two year warranty from date of purchase against all defects in materials and workmanship of the frames only, NOT weaving.
All Weather Wicker Furniture has a two year warranty from date of purchase against all defects in materials and workmanship.
If an item fails under the terms of this warranty, the item will be repaired or replaced. If discontinued, it will be replaced with a similar style and finish. All warranties apply to original owner only and require dated receipt. Normal wear and tear is excluded. Abuse, acts of nature, accidents or commercial use voids this warranty.


Responsible Wool Standard (RWS)
The Responsible Wool Standard (RWS) is a label designed to market wool as ethical in the face of mounting criticism about animal welfare and environmental issues uncovered in the industry.
Although farmers pay levies to Textile Exchange to be included, RWS certification is voluntary and supposedly independent. But just how rigorous is it, and what exactly does it protect sheep from?
Problems With RWS Auditing and Monitoring
Within the RWS framework, monitoring is done primarily through announced farm visits, but giving wool operations prior notice eliminates the opportunity to conduct a meaningful inspection. Evidence of cruelty can be hidden for the duration of the visit, meaning that inspectors – and, ultimately, wool buyers at both the corporate and consumer levels – aren’t privy to the abuse and suffering sheep really endure when no one is watching.
By contrast, undercover investigations capture footage of business as usual on farms. Farmworkers have been filmed kicking, throwing, punching, and standing on sheep.
The RWS claims to undertake unannounced visits – however, the auditor still gives farms up to 48 hours’ notice of an inspection.
Furthermore, farms are subject to only one audit per year, meaning there’s simply no way for auditors to get an accurate account of the treatment of sheep the other 364 days of the year.
In short, whether or not inspections are classified as “announced”, inspectors always provide farms with advance notice, giving them a chance to clean up and conceal any evidence of cruel practices.
What About off the Farm?
The RWS doesn’t address off-farm slaughter or transportation, and off-farm slaughter sites aren’t required to be certified.
This means that Textile Exchange has no supervision or control over slaughterhouses and can’t ensure that animals are being humanely transported and killed.
Cruel Practices Allowed Within Animal Welfare Standards
Sheep are sensitive prey animals who experience great distress and pain when subjected to the standard on-farm procedures allowed under the RWS guidelines.
These procedures include the following:
- Tail docking, the removal of a lamb’s tail via either a rubber ring or a hot knife when the animal is between 24 hours and 8 weeks old
- Ear notching, a marking procedure in which up to 10% of the animal’s ear is removed
- Castration, the removal or disruption of the function of the testes by excision, constriction, and/or crushing of the testicular blood supply
- Tattooing, an identification method done by forcing ink into the animal’s skin with a needle
- Electroejaculation, the insertion of a probe into the rectum and the application of short, low-voltage pulses of electrical current to the pelvic nerves that stimulate the smooth muscles of the ampullae and vas deferens to induce ejaculation
The RWS allows electroejaculation as long as it is performed by a veterinarian and is not “routine”. However, the RWS doesn’t lay out any requirements for pain relief during this procedure, even though major veterinary associations such as the Australian Veterinary Association and the Canadian Veterinary Medical Association have acknowledged that it causes discomfort to rams. Furthermore, the use of the word “routine” is vague and open to interpretation by farmers.
Of even greater concern is the stipulation that pain relief for castration and tail docking procedures and serious shearing injuries is required only “when suitable pain relief is available”. This vague language allows farmers to choose not to administer pain relief if doing so is inconvenient or expensive.
The RWS also allows farmworkers to cut sheep’s throats without prior stunning in the case of emergency euthanasia if the farm doesn’t yet have the appropriate equipment for stunning.
Although the RWS suggests sheep should be handled in a way that minimises stress during shearing, it does not require the use of specific methods – such as CCTV monitoring or cameras in sheds – to ensure that abuse isn’t occurring.
Nor does the RWS address how sheep are restrained during shearing. Failure to specify the standards for all aspects of shearing invites the type of abuse that’s been documented repeatedly within shearing sheds.
Additionally, shearers are only required to stop shearing when a cut or an injury is considered “severe”. But like so many other requirements within the RWS, this is open to interpretation, meaning shearers can (and often do) continue to shear a cut or otherwise injured sheep if they perceive the animal’s wounds to be less serious.
Labels on Garments Mislead Consumers
Shoppers are becoming more concerned about the ways their purchases affect animals, and they’re leaving products that harm animals and the planet on the shelf.
Knowing this, industries that exploit animals have increasingly turned to labels that reassure consumers that their products are harmless – but labels can be misleading.
For example, companies are allowed to make general, non–product specific marketing claims related to the RWS even if their full supply chain is not certified.
Somewhere along the RWS supply chain, sheep could have been subjected to egregious cruelty – including beatings, painful procedures, and an agonising death – and consumers would never know.
A label that allows uncertified operations to exist within its supply chain really provides no assurance at all.
Similar to greenwashing in numerous sustainability claims that don’t hold up under scrutiny, the RWS is an attempt at humane-washing wool.
The animal welfare elements of the RWS are supposedly in place to protect sheep from cruelty. But as with similar certifications, all it does is lull consumers, designers, and brands into a false sense of security.
Any industry that commercialises animals will always prioritise profit over welfare. For consumers and retailers, the easiest way to do no harm is to refuse to buy into animal exploitation at all.


Latest posts by littlemisspatricia (see all)
Color has such a huge impact on anything and everything. It’s everywhere, so we sometimes take it for granted. Some colors are unpleasant to look at, causing us shield our eyes and turn away, but others are aesthetically pleasing. They just work. They evoke positive emotions. They make us buy products we don’t even really want or need. They make us like photos we don’t find that interesting, but just because the colors are nice, we do it anyway. Color controls so many things and yet not many of us know how to really use it.
Here are a few simple color tricks that you can incorporate into your photography:
Advancing and Receding Colors
In general, warm, saturated colors visually advance while cool, dark value hues recede. Some colors remain visually neutral. So if you were to fill a room with red furniture, it will feel more intimate and enclosed. Cool-toned furniture would make it feel more open and spread out.
In photography, positioning a warm-colored subject at the foreground against a cool-colored background can emphasize a shallow depth of field or make it pop out more. This technique can really make your warm, saturated subject stand out.
Red on blue will appear more as a red ball in front of a blue wall, rather than a red hole in a blue wall. Blue on warm can appear as if it is receding into the background, like a red wall with a blue hole.
Monochromatic Color Harmony
Colors can be very distracting, so by eliminating contrasts and keeping within the same color family, you can place more focus on your subject. It also helps to set the overall mood of the photo.
Split-Complimentary Color Harmony
This results from one color paired with two other colors on either side of the original color’s direct complement. For example, yellow with violet and blue.
Analogous Color Harmony
This is based on three or more colors sitting side-by-side on the color wheel. For example, yellow, yellow-green and green.
Choosing colors that sit directly opposite each other on the color wheel is one way of showing contrast and emphasis in your photos. Complementary colors together can increase their intensity, creating simultaneous contrast. For example, blue and orange.
Unlike painters, many photographers have little to no training in color theory and color relationships. These are complex topics that involve both psychological and physiological factors that can be hard to understand. Sometimes even if a photo has a lot of technical errors, it just works. It feels right. Your gut can tell you a lot about color too. If you’re not formally trained in color theory, there’s always that.
Go with Your Gut
Even if you weren’t born with an artistic eye, you must have your own color preferences: do you prefer cool colors or warmer tones? Are you drawn to a particular shade of blue? Do you react negatively to neon colors? Your photos are a reflection of you; if you like a certain color family, it’s bound to come across in your work because you can. Take note that your favorite color in photography might be different from your favorite color in general. I love navy blue, white and red, but you wouldn’t be able to tell based solely on my work because I favor warmer colors – oranges, yellows and greens. I know this because I’m a sucker for golden hour light.
One of Each
You might be one of those people with one photo of each color. When I say color, I mean the dominant color in the photo. For example, on my page on Flickr, I need to have variations in the dominant colors on the first page of my photostream. At the moment, I have violet, B&W, yellow and green. Some people react to a wide range of color to maintain a sort of ‘balance’ within your body of work, while others will prefer a common color/color family to tie everything together. Consistency helps in showing your personal style; without it, your portfolio can come across as a random assortment of images by different people. The common element doesn’t have to be color. It can also be lighting, processing style, subject, location or technique.
Sometimes all you need to do in post is to tweak the saturation and you’re good to go. Personally, I’m not a fan of overly saturated photos because it hurts my eyes, but in come cases high saturation can add a surreal effect to your photos, almost as if it were a painting. You can lose quite a bit of detail in the process, which is why I’m more likely to decrease saturation than increase it.
It’s been said a 54890385408 times already, but it’s true. Explore your options. Combine colors that you wouldn’t normally combine because you’ll never really know until you put them side by side and really look. Try every possible color relationship that you can and decide on the one you like best.
Color is such a broad concept, and the best part about it is that you can achieve so many different effects without even trying. Don’t make the mistake of limiting yourself because your subject only comes in one color. “Oh I’ve already taken a picture of this yellow car.” Well, stay in one spot the whole day and tell me you don’t see subtle variations in color there. Before you complain, make sure you’ve exhausted your resources because you’re not always going to get a picture-perfect scene. On the off chance that you just can’t get anything good out of a photo in color, there’s always black and white.


STRV Satellites Ready for Launch
Two U.K.-built satellites are about to make history with a long list of world firsts.
The second pair of Space Technology Research Vehicles (STRV-1c & 1d) to be built by the Defence Evaluation and Research Agency (DERA) are scheduled for launch from Kourou, French Guiana, on the evening of 14 November (early morning on 15 November in the UK).
The mission is designed to speed up the introduction of the latest space technology into orbit. Between them, the box-shaped microsatellites will carry 25 different hardware experiments and four software experiments into the harsh space environment of geosynchronous transfer orbit (GTO) 600 x 39,000 km above the Earth.
This highly elliptical orbit exposes the STRV satellites to severe environmental hazards, since the satellites receive very high doses of natural radiation as they pass through the van Allen radiation belts four times a day. Over their one-year lifetime, the STRV satellites will receive radiation doses normally experienced over 8-10 years by spacecraft in low Earth and geosynchronous orbits.
The satellites will also pass through harmful atomic oxygen in the Earths upper atmosphere. By intense exposure to all of these elements, the satellites will allow the testing of new technologies and components to be accelerated.
The satellites carry a suite of environmental monitors, which will give comprehensive radiation measurement, assess atomic oxygen and electrostatic charging effects and detect cosmic dust and ionospheric anomalies. These are sponsored by a wide variety of space organisations in the UK, continental Europe, the USA and Canada.
A number of experiments on STRV-1c will measure high energy particles - protons in the lower van Allen belts and cosmic rays from beyond our Galaxy - that can cause serious damage to spacecraft electronics and solar power generation. Other experiments will study electrostatic charging by electrons in the van Allen belts, which can destroy a satellites electronics.
The radiation experiments include:
- The Cosmic Rays and Dosimetry experiment, provided by the Ministry of Defence and DERA.
- The Surface Charge Experiment (DERA)
- The Standard Radiation Environment Monitor (European Space Agency)
- The Compact Environmental Anomaly Sensor (U.S. Air Force)
- The Proton Monitor (Defence Research Establishment, Canada)
- The Depth Dose Monitor (Defence Research Establishment, Canada)
Other scientific experiments will study different aspects of the hostile space environment:
- Atomic oxygen erodes and corrodes spacecraft components. Southampton University has provided an atomic oxygen experiment on STRV-1c to measure the changing effects of exposure with time and orbital position.
- A micrometeoroid and dust detector provided by the Open University and the European Space Agency will count impacts from natural and man-made particles and distinguish between them.
- A U.S. Air Force / Naval Research Laboratory sponsored experiment on STRV-1d will measure changes in the ionosphere when the satellite is near perigee (its lowest orbital point).
Numerous new technologies covering space communications, remote sensing and navigation will also be evaluated on the STRV-1c and 1d mission.
The spacecraft firsts include:
- Power from an operational, rechargeable lithium ion battery.
- Use of a 'radiation-hard' version of the powerful Sun Sparc microprocessor.
- Use of a novel DERA-patented carbon-composite joint in the spacecraft structure.
- Demonstration of secure communications through data encryption.
- Demonstration of new Internet-based space communications standards that may be suitable for future missions such as a Mars orbiter/lander.
- Comprehensive mapping of the Global Positioning System signal environment at altitudes out to geosynchronous orbit (35,900 km).
- Evaluation of new infra-red detector technology.
'This mission keeps Britain at the forefront of space technology research,' said DERA's Graham Davison, Business Area Manager of Space Department.
DERA designed, built and tested the STRV-1c and 1d satellites in its Space Test Facility at Farnborough, and will operate them from its ground station at West Freugh in Scotland.
The satellites follow the highly successful STRV-1a & 1b mission, which was launched on an Ariane-4 in 1994 and continued to operate for over 4 years.
The launch of STRV-1c and 1d is the first 'piggy-back' launch on an Ariane-5 launcher, in which the microsatellites are placed within the nose-cone, beneath the main satellite. At over 100 kg each, STRV-1c and 1d are twice the mass of the earlier STRV-1a and 1b satellites.
DERAs Space Department has been involved in satellite development since the late 1950s. The Department is currently building subsystems for the European Space Agencys Mars Express and Beagle 2 missions, and leads a consortium to build the TOPSAT tactical optical imaging satellite. DERA also designed and built a medium-wave infra-red camera for the U.S. Department of Defence TSX-5 satellite.
Further information on the STRV-1c and 1d programme is available on the Web at: http://www.dera.gov.uk/


TINJAUAN LITERATUR FINANCIAL LITERACY DAN PENGARUHNYA PADA BIAS KEUANGAN
Financial Literacy has been known as a factor influencing decision making. Financial literacy is knowledge, skill, and attitude of a person regarding finance. Researchers use subjective and objective financial literacy to measure how literate a person is. One of behavior finance observation is to study how mind can be affected by bias. There are many biases that people should be aware of. Such bias can make people suffer from financial loss. Studies have shown there is a relation between financial literacy and bias. The more literate, the better he can avoid bias. This study explains the theory of financial literacy and financial bias. Previous works have been thoroughly selected to provide evidence.
Copyright (c) 2022 Bayu Laksma Pradana, andreas kiky
This work is licensed under a Creative Commons Attribution 4.0 International License.


“J” is quite a gentle lad who finds it tricky to mix with others. He often seems overwhelmed by people and noise. The Duplo seems to have brought him out of himself a bit though and he is happy for others to come and join him.
Today he set up a little train station/yard thing….. I’m not totally sure to be honest!
The girls had decided to build a house with some of the Duplo and sat right next to him as he worked. They walked over to the box to get the pieces they needed and he chatted to them about what he was building.
He even started to include his industrial area in to their farm/house area. It was all very amicable and he offered to give them cars and helicopters to transport their animals.
I noticed that he tested the weight limit of each crane as well. Picking up different vehicles with a crane and seeing if it held or pulled the crane off the roof. He spent quite some time working on this.
- Use Duplo play as a way to bring “J” together with his peers.
- Expand on the crane investigation by suggesting we build a stronger tower and seeing if the crane can then hold more weight.
Today’s play, meets the following EYFS Prime and specific areas:
- Communication and Language
- Personal, Social and Emotional
- Physical Development
- Understanding the World
- Expressive Art and Design


It is known that a virus like Ebola finds an ideal breeding ground of infection in weak healthcare systems. However, the fear of a large-scale European contagion is spreading. Although it is true that Ebola is really frightening, it is equally true that a comparison between a country such as Italy and countries like Liberia, Sierra Leone and Guinea is at least difficult to maintain. Tuberculosis, Malaria, HIV, low rates of vaccinations: the African ecosystem in which Ebola has developed is crippled, and the majority of its inhabitants are highly exposed to infections. How much crippled? The WHO data describe the incidence of major infectious diseases in the area and of the systems of vaccination.
As we have already pointed out, three out of the four affected nations – Guinea, Liberia and Sierra Leone – are among the poorest in the world, with much of the population without a salary. Three countries in which the health expenditure in 2012 has been less than 200 dollars per capita, while a country like Italy has spent 3,040 dollars per capita in the same year.
Moreover, as pointed out on August 5th by James Ball of The Guardian,“Since the beginning of the Ebola outbreak in February, around 300.000 people have died from malaria, while tuberculosis has likely claimed over 600.000 lives. Ebola might have our attention, but it’s not even close to being the biggest problem in Africa right now.”
Tuberculosis is the first infectious disease in the world. It is estimated that TB killed over half a million people in the Region in 2013. But the biggest danger is given when it combined with other infectious diseases, as HIV, and in this sense in Africa this kind of contagious is very diffused. Another danger arises when TB develops resistance to the antimicrobial drugs used to cure the disease. In fact, the bacteria that cause tuberculosis could develop resistance to the antimicrobial drugs used to cure the disease. In these cases, TB does not respond to at least isoniazid and rifampicin, the two most powerful anti-TB drugs.
Actually, tuberculosis is also present in Italy: 3,142 reported cases in 2012. The difference with African countries is that in Africa the percentage of the population affected is about an order of magnitude greater. In Liberia, 0.19 percent of the population suffers from tuberculosis, 0.22 percent in Sierra Leone and about 0.1 percent in Guinea, while in Italy the percentage is 0.05 percent.
One of the greatest dangers of daily life in Africa is called malaria.
Malaria is the most important parasitic disease, and the second in the world for infectious disease morbidity and mortality after tuberculosis, with 500 million new clinical cases per year and one million deaths per year. Malaria is an infectious disease caused by protozoa of the genus Plasmodium and is transmitted to humans by female mosquitoes of the genus Anopheles.
Malaria is present in over 100 countries around the world, but more than 90 percent of the cases and the great majority of deaths occur in tropical and equatorial countries. Within the three countries most affected by Ebola, according to the latest WHO estimates, the highest incidence was recorded in Guinea, with 38,333 cases per 100 thousand inhabitants. Liberia follows with 27.793 cases, and Sierra Leone with 19.027 cases.
HIV and AIDS
The numbers provided by the World Health Organization are clear: at the end of 2013, 11.7 million people had access to antiretroviral therapy in low and middle-income countries and 35 million people were living with HIV in 2013.
According to recent estimates, 60 percent of AIDS patients in the world live in Africa, and a considerable amount of them are children. Most of the children living in sub-Saharan Africa were infected by their HIV-positive mothers during pregnancy, childbirth or breastfeeding. Over 240,000 children became newly infected with HIV in 2013.
Moreover, as we have said above, HIV is the strongest risk factor for developing active disease as TB. In 2012, approximately 320 thousand deaths from tuberculosis occurred among people living with HIV: one fifth of the estimated 1.6 million deaths from HIV in that year. In this sense, the majority of people living with both HIV and TB reside in sub-Saharan Africa, about 75 percent of cases worldwide.
Even if in our country the debate on this topic is still fervent, in Italy 95 percent of children are now vaccinated against the major infectious diseases. On the contrary, in Africa, especially in countries affected by the Ebola virus, vaccination rates are much lower. In Guinea, for example, the percentage of children vaccinated under one year of age in the last years does not exceed 60 percent. Four out of 10 children are not vaccinated against the most common infections like measles or whooping cough.
The Ebola outbreak is scary. But even more frightening is the mingling of diseases that live in sub-Saharan Africa and the weakness of the populations and health systems involved, which makes Ebola even more dangerous.


29 Oct Honors & Kindergarten Program
Honors & Kindergarten Program
Honors & Kindergarten Program
(Age 5 by 12/31 of that academic year)
In our Honors & Kindergarten program, each child further develops focus, motivation, persistence, and discipline through their work. In this framework of order, the child grows at their own pace and rhythm. At the same time, they find the joys of learning and developing social and intellectual discipline. Our Honors & Kindergarten program sets children up for success in the elementary grades and beyond. This is done by drawing on their concrete base to developing conceptual thinking.
- Practical Life: Complex activities with a higher degree of independence and working outside of the classroom.
- Sensorial: Activities that engage a mix of senses, understanding of three dimensional geometric forms.
- Geography/Culture: Hands-on study of science (including experimentation), recording observations, and the study of maps. Also includes cultural studies. For instance, appreciation of art, flags, music, and other cultural traditions.
- Language: Learning phonograms, putting words together to create sentences, learning to read independently, introduction to grammar.
- Mathematics: Numeric symbols, mathematical operations, understanding quantities, units of measurement, geometry, fractions and decimals.
Honors & Kindergarten Program Available At:
Lessons develop vocabulary and word phrases. Also develops an appreciation for the culture of the countries where the language is spoken.
Lessons combine singing and movement with music fundamentals
Lessons provide fine and gross motor development combined with traditional and modified yoga poses
Reinforces classroom learning through literature enrichment, exposure to multiple authors and writing styles
The Honors & Kindergarten partakes in 2-3 fields trips and 3-5 outreach programs each year.
The purpose of these programs are to enrich and teach our students about culture, hygiene, science, our physical environment, etc.
Outreach programs that we have welcomed in the past include The Maryland Zoo, Maryland Science Center, Young Audiences, Howard County Recycling, Pickering Creek Wildlife Reserve, various dental offices, and Mr. Science.
Past trips have included Pump It Up, Toby’s Dinner Theatre, Baltimore Symphony Orchestra, Clarks Farm, The Maryland Zoo, and Port Discovery in Baltimore.
9:00 – 9:30 am – Circle Time
- Opening greeting, pledge and songs
- Calendar, weather, and/or current events discussion
- Circle time activities involve group/individual participation, teacher demonstration/presentation of Montessori learning activities that the student may later choose during individual work time
- Various activities requiring child/group participation, reinforce/review
- Phonetic sounds and math concepts
- Stories, songs, poems, creative movement, finger plays, and group games
9:30 am – 12:00 pm – Individual Work
- Floor work choices involve the use of a mat to define the student’s work area
- There are “hands on” manipulation of the Montessori learning equipment and other supplemental activities, of which, most are self-correcting by design
- Table work choices involve the use of trays to define the student’s work areas and work focuses on practicing small muscle skills by cutting, pasting, sorting, pouring, punching outlines, grating and water activities
- Both floor work and table work activities encompass the five basic areas of learning:
Students learn to care for the environment, learn self development skills such as buttoning, zipping, pouring liquids, etc. Students also begin to use social development through grace and courtesy
Heightens the child’s sense of sight, touch, sound, taste and smell; hands-on manipulative materials allow the child to distinguish, categorize and compare the concrete elements of height and order
Phonics-based curriculum provides every child with“sounds” necessary to link letters to make words, the words to make sentences. Using simple alphabet cut-outs and sandpaper letters students are able to effortlessly link sounds, symbols, their shapes, and their written formation
Understanding of the basic mathematical operation of addition, subtraction, multiplication and division through the use of manipulative materials such as rods, beads, sandpaper numerals, cubes, cards, and counters allows the students to visualize the abstraction of numbers
(Geography, History, Science, Art, Foreign Language and Music): Children learn about people, their countries and the world through holiday celebrations, cultural observations, maps, flags, food, music, and pictures. Science activities and topics include differentiation between living and non-living things as well as between animals and plants (botany, zoology, ecology, etc.)
- Integrated half-hour of recess
12:00 – 1:00 pm – Lunch
1:00 – 2:45 pm – Quiet Time/Individual Work/Silent Reading
*Integrated half-hour of recess
2:45 – 5:45 pm – Enrichment in half-hour blocks
- Music & Movement
- Gross Motor Games
- Arts & Crafts


Running is a great way to stay fit but as national guidelines state, your body needs a lot more than aerobic activity. Here are five health benefits of making weightlifting a part of your workout routine.
1. Injury prevention
Weight training is one of the most effective ways to build muscles mass and increase bone density. These effects become very important as one gets older since we are prone to a natural decline by the time we reach the age of 40.
Given the trends in osteoporosis statistics, it is important to build stronger bones in order to reduce the risk of fractures. Strengthening your muscles, on the other hand, can help by supporting the joints. This is why runners who skip on strength training activities can end up injuring their knees and other body parts.
2. Healthier heart
A recent study from Iowa State University made a strong case for spending less than an hour on weightlifting each week. Though it does not seem like much, the routine could reduce the risk of suffering a heart attack or stroke by 40 to 70 percent, researchers stated.
Such activities might actually boost your cardiovascular health better than running, according to scientists. But for optimal physical fitness, national guidelines recommended you perform both types of exercise i.e. strength training and aerobic activity.
3. Burn calories
Technically, a cardio session does burn more calories than a weightlifting session. But the latter helps build muscle which means you get to burn calories even while at rest. Following a high-intensity lifting session, this is known as the afterburn effect.
“Muscle is metabolically active, meaning that the more of it you have on your body the more calories you’ll burn throughout the day even when you’re not exercising,” said Nick Clayton, personal training program manager at the National Strength and Conditioning Association.
4. Diabetes management
People who are diagnosed with type 2 diabetes should particularly include weight training or some form of strength exercises in their routine. Experts note toning your muscles can make quite the difference in controlling blood glucose levels.
“A lot of the resistance training actually improves insulin sensitivity,” said Dawn Sherr, a certified diabetes educator with the American Association of Diabetes Educators. “Your blood sugar may not be as elevated if you develop more muscles.”
5. Mental wellbeing
While the mental health benefits of aerobic exercise are well-known, the literature shows lifting weights can also lift your spirits. According to a meta-analysis published in 2017, weightlifting is linked to a significant reduction in anxiety.
People who have depression may also experience some relief by taking up this form of training. One factor to note is the instant change you can feel in your body after lifting compared to activities like running. For some people, this can be a powerful boost in terms of motivation and self-confidence.


- What does clan mean in Africa?
- What is a group of clans called?
- What is the difference between a tribe and a clan?
- What is Clan with example?
- What is the purpose of clan?
- Is a clan a family?
- What is meaning of clan in English?
- What clan is jiraiya from?
- What is the difference between a family and a clan?
- Is a clan a family Naruto?
- What is the four clan rule?
- What is the leader of a clan called?
- What is a clan in fortnite?
- Where do clan names come from?
- Is Clan a bad word?
- What are the characteristics of clan?
- What is another word for clan?
- How many make a clan?
- What is a good sentence for a clan?
- What is the best clan name?
- What is a clan answer?
What does clan mean in Africa?
Based on African Great Lakes region definition, a clan is a social organization unit that has the oldest structure, grouping people who shared a common origin and surname.
Most of the clans in this region are confined to individual countries, for example, the Hutu and Tutsi are found in Rwanda and Burundi..
What is a group of clans called?
tribeA tribe is a human social group comprising numerous families, clans, or generations together with slaves, dependents, or adopted strangers. A tribe, though classically based on a remote common ancestor and thus shared kinship, is typically a political or ethnic unit that shares a common culture, language, and religion.
What is the difference between a tribe and a clan?
Definitions of Clan and Tribe: Clan is a group of people who have actual or perceived ancestry. They are also called sub-groups of tribes. Tribe is a group of people who share almost the same ancestry and mostly self-sufficient.
What is Clan with example?
a group of families or households, as among the Scottish Highlanders, the heads of which claim descent from a common ancestor: the Mackenzie clan. a group of people of common descent; family: Our whole clan got together for Thanksgiving.
What is the purpose of clan?
From a functional perspective, clans help to unify groups by cross-cutting other forms of social organization, such as the settlement, postmarital residence patterns, or age sets.
Is a clan a family?
A clan is an extended family. Your clan might include your parents and siblings, but also your cousins and second cousins, aunts and uncles, and grandparents.
What is meaning of clan in English?
A clan is a group of people united by actual or perceived kinship and descent. Even if lineage details are unknown, clan members may be organized around a founding member or apical ancestor. Clans, in indigenous societies, tend to be endogamous, meaning that their members can marry one another.
What clan is jiraiya from?
Ogata clanJiraiya is a ninja who uses shapeshifting magic to morph into a gigantic toad. Heir of the Ogata clan, Jiraiya fell in love with Tsunade, a beautiful young maiden who has mastered slug magic. His arch-enemy was his one-time follower Yashagorō, also known as Orochimaru, a master of serpent magic.
What is the difference between a family and a clan?
is that clan is (anthropology) a group of people all descended from a common ancestor, in fact or belief while family is (lb) a group of people who are closely related to one another (by blood or marriage); for example, a set of parents and their children; an immediate family.
Is a clan a family Naruto?
Uzumaki ClanNaruto Uzumaki/Clan
What is the four clan rule?
ii) The Four Clan Rule : In Irawati Karve’s (1953: 118) words, according to this rule, a man must not marry a woman from (i) his father’s gotra, (ii) his mother’s gotra, (iii) his father’s mother’s gotra, and (iv) his mother’s mother’s gotra. … The marriages are always arranged from lower to higher house.
What is the leader of a clan called?
chiefA chief is a leader, often of a tribe or clan.
What is a clan in fortnite?
Clans are social groups primarily formed to help gamers find new teammates and friends. …
Where do clan names come from?
Where do clan names come from? It was often thought that people with a clan surname were direct descendants of the clan chief. But sometimes it was common to adopt a surname when land was taken over to show solidarity and ensure protection with the clan.
Is Clan a bad word?
There is no alternative spelling for “clan.” In short, Klan is NOT the correct spelling for clan, and has very strong negative implications because it is an abbreviation of the term Ku Klux Klan, whose racist and sectarian actions are well-documented.
What are the characteristics of clan?
The following characteristics of the clan are evident from its foregone definitions:Exogamous group:Common ancestor:Unilateral:Matrilineal clan:Patrilineal clan:Mutual assistance and protection:Control over members.Legal function.More items…
What is another word for clan?
Clan Synonyms – WordHippo Thesaurus….What is another word for clan?familyhouselinetribebloodfolksgenskinkindredkinfolk13 more rows
How many make a clan?
WHAT IS A CLAN? Clans are a way for groups of players to band together. Up to 100 players can join together under a banner — you also get a banner — that unites them.
What is a good sentence for a clan?
Examples of clan in a Sentence The whole clan gets together for the holidays.
What is the best clan name?
Here are some cool, catchy, unique and attractive clan names:Frenzy Shooters.Covert Destroyer.Tilted Stabbers.Vampiric Ghosts.Spanking Legends.Grim Leaders.Blind Assassins.Ninja Dharmaputras.More items…
What is a clan answer?
A clan is a sub-group of a Tribe. A clan have a stronger bonds within the tribe. They are united by actual or perceived kinship and descent.


Existing drinking water systems for communities in Eastern Kentucky’s Fleming, Lewis and Mason Counties were aging, and due to growth in the area, these systems had difficulty keeping up with usage demands. This meant water shortages during drought and dry periods, particularly troublesome to farmers in this rural area. It was vital to increase the amount of drinking water to meet the needs of the present while providing for the demands of future growth. The Greater Fleming County Regional Water Commission (GFCRWC) was established to solve the problem. Their task was to collaboratively address the drinking water needs of three individual communities and find a common, cost efficient solution. They turned to HMB Professional Engineers, Inc. (HMB).
Initially, several alternatives were studied including expansion of existing water treatment plants, increasing the purchase of wholesale water from the City of Maysville and connecting to the City of Vanceburg’s system. However, these options were eliminated due to concerns including higher capital cost, inability to provide adequate capacity during dry periods, and large distances between service areas. Due to continued growth and development in the project area, HMB and the Greater Flemming County Regional Water Commission felt this cross-county project was best accomplished by streamlining water supply and distribution with design of a single system to either completely serve or supplement water supply to the various communities within the GFCRWC.
Once the option to build a single system was selected, HMB provided design and construction management for:
- three deep water wells
- a 2.88 million gallon per day water treatment plant including three high service pumps rated at 3,000 gallons per minute each
- a one-million gallon ground water storage tank or “clearwell”
- a 500,000 gallon elevated water storage tank
- 18.7 miles of 24” and 1.4 miles of 16” ductile iron water transmission main
- wetlands delineation