For years, STEM education advocates have wanted to introduce fundamental principles of engineering as early as the elementary grades. Many have embraced the Next Generation Science Standards (NGSS) for aiming to do just that. Are the NGSS living up to their billing so far? In elementary schools, the answer is…yes and no.
As we noted last month, states adopting NGSS are already devoting more attention to engineering and technology in eighth-grade classrooms. In fourth grade, by contrast, the picture is mixed, with most NGSS states surging ahead in those areas but others staying stagnant. Why? Odds are, the answer has to do with time. States where elementary schools spend little time on science will probably not fulfill the promise of NGSS.
We analyzed survey data from the 2015 National Assessment of Educational Progress in science to see how teachers are spending their instructional time, focusing on states that adopted the standards before 2014.
We found mostly good news, but with a glaring exception:
California started low and ended low, falling well short of the national average for growth.
When we explored how often fourth graders discussed engineering challenges in school, we saw similar patterns:
California and Washington State both saw little change since 2009, and both remained significantly behind the national average for students who frequently discuss the kinds of problems engineers solve.
What do these two states have in common? Elementary schools in both spend little time teaching science in fourth grade:
In 2015, fourth-graders in Washington State and California were much less likely to devote time to science than peers in any other state on the list of NGSS early adopters. Science is almost the only vehicle for engineering in most elementary schools, so if schools don’t attend to science, they won’t attend to engineering.
The relationship between time for science and time for engineering seems to hold for all the states we examined:
Things may still look up for California and Washington State. All NGSS states were just starting to implement the new standards in 2015, when NAEP collected these data. In fact, California remains in the early stages of implementation.
As states build their new science tests and adopt new accountability plans, they may yet create more incentives for elementary teachers to teach science. After all, most elementary teachers don’t decide on their own to give science short shift. They take their cues from states or districts that do not include science in their accountability plans, offer meager professional development in the subject, or skimp on teaching materials.
NGSS can achieve only so much if science—and thus engineering--remains the forgotten stepchild of elementary education.
 Our findings represent correlations (though strong ones) in a relatively small number of states. Three states that adopted NGSS before 2014 were not part of our analysis, because we did not have data on them: Kansas and Vermont (which did not participate in 2009 NAEP science), and Washington, DC (which did not participate in 2015 NAEP science). We examined results for the following survey questions: “In this class, about how much time do you spend on engineering and technology? (teacher-reported)” (None, a little, some, a lot); “In a typical week, how much time do you spend teaching science to the students in the class? (teacher reported)” (<1 hour, 1-1.9 hours, 2-2.9 hours, 3-3.9 hours, 4-4.9 hours, 5-5.9 hours, 6-6.9 hours, 7 hours or more); “About how often do your science students discuss the kinds of problems that engineers can solve? (teacher reported)” (Never or hardly ever, Once or twice a month, Once or twice a week, Every day or almost every day).
 From the evidence at hand, Washington State seemed to do somewhat better in technology than in engineering. The data don’t tell us why, but fourth-grade teachers may have found time for technology content in subjects other than science.
The 2015 Program for International Student Assessment (PISA) results don’t likely include much you haven’t heard before regarding U.S. students. We are falling behind many developed nations in math—23 points lower than the average of all the nations—and just staying afloat with average scores in science and reading.
In contrast, we rank amongst the biggest spenders on education. So, many nations outsmarting us are doing so while spending less. The state of Massachusetts rises above the fray, however, performing very highly in science (only Singapore outperformed the Bay state), highly in reading, and slightly above average in math. Though relevant, our PISA scorecard is not particularly compelling. The most intriguing thing to come out of the 2015 results is our improvement in socio-economic equity--the largest improvement among all of the countries participating in PISA both in 2006 and 2015. Some have criticized PISA in previous years for failing to take into account the large number of students living in poverty in the U.S. and their consistent low performance on standardized testing. But this year's results tell a different story.
"In 2006, socioeconomic status had explained 17 percent of the variance in Americans’ science scores; in 2015, it explained only 11 percent, which is slightly better than average for the developed world," states the New York Times.
Further PISA analysis shows an increase in performance by our most disadvantaged students. In fact, the 2015 PISA identifies 32 percent of U.S. students as resilient--students that perform among the top quarter of performers in all of the participating countries despite their disadvantaged socio-economic status. This is up 12 percentage points from 2006. At the same time, the data suggests stagnant performance for our most advantaged kids with the boost from the disadvantaged students not significant enough of a bump to raise the overall scores. Parents and educators quick to dismiss PISA results because their individual high-performing students aren't reflected in this data should reconsider. If nothing else is clear, we still have a national problem that will take a unified national effort of educators, parents, advocates, students, and employers targeting student performance at every level.
Photo courtesy of the PISA 2015 Report.
This morning, The Nation's Report Card released good news. Since 2009, the nation's science scores rose in both fourth and eighth grades. Even more encouraging, black and Latino students gained on their peers, narrowing some of the gaps in student performance that have bedeviled education reformers for decades. Yet poor and minority students continue to lag far behind.
CTEq took a closer look at the new data, and what we found was unfortunately all too familiar. In 2015, the schools and teachers that serve the nation's poor and minority students still have have the least access to the materials and equipment students need to succeed in science.
They are more likely to attend classes with teachers who say they lack resources to succeed:
Poor and minority students are also most likely to attend schools that lack supplies and equipment for science labs:
These data are new, but the story they tell is not. Poor and minority students have long been last in line for opportunities to learn, and the new data show that we have yet to solve this problem. We can certainly take heart from the fact that test scores have risen somewhat over the past six years, but it is hard to imagine closing achievement gaps entirely without addressing these gaps in opportunity.
Fortunately, there are at least glimmers of hope. Top-flight science education programs CTEq has vetted through its STEMworks honor roll are already giving teachers the professional development and hands-on materials they need to succeed. (For two examples of STEMworks programs that have expanded to new communities in recent years, see ASSET STEM Education and the Science for Public Education Project). In addition, some schools are testing innovative approaches like virtual reality science labs that give students hands-on exposure to cutting-edge science, all without expensive equipment.
Programs and initiatives like these might contain the seeds of a new breakthrough for the nation's most disadvantaged children. it's time for the country to rally around them.
If you’re looking for ways to celebrate World Space Week in the classroom and beyond, why not have a bit of fun with Google Earth? In case you’ve been living under a rock, Google Earth is a digital globe simulation program that you can download for free. Take virtual tours of almost anywhere on Earth and even a few places that are out of this world. Google Earth includes maps of the sky, the moon, and Mars. And since there’s so much to see, we’ve taken the liberty of including the top 5 places your Google Earth adventures should take you during World Space Week.
(1) Take a Mars Tour with Bill Nye The Science Guy
Ever stepped foot on Mars? We’re willing to betting you haven’t. But with Google Earth, touching down on Mars is just a mouse click away. Bill Nye guides you through every important hill and crater with a brief history lesson on Mars landings and attempts from the 1970s to the present. Learn about the Bonneville Crater and how Columbia Hills got its name. Get up close and personal with the red planet like never before.
(2) Visit the Rocket Launch Pad at Cape Canaveral in Florida
There’s no better way to honor World Space Week then tuning into where all the rocket magic happens. Check out one of NASA’s rocket launch pads in Cape Canaveral, Florida. Change the Equation member United Launch Alliance (ULA) makes it possible for you to have 360 degree footage of the launch pad from Google Earth all year-round—even during actual launches! Make sure to watch on November 6 for even more rocket power as ULA launches a weather satellite on Atlas V.
(3) Explore The Kennedy Space Center at Cape Canaveral
Right next to NASA’s launch pad is the Kennedy Space Center where visitors can meet an astronaut and have their own space flight experience. If you don’t live in Florida, use Google Earth to tour the magnificent Rocket Garden from the comfort of your chair. View pictures from actual tourist that bring the simulation to life. Discover space shuttle Atlantis inside and out through the Atlantis Shuttle Experience.
(4) Chase Storms
Many rocket launches house weather satellites since the ability to view cloud formations from space have really changed the field of meteorology. Use Google Earth’s weather modes to see temperatures, analyze cloud patterns, and chase large storms all across the globe. Also, NOAA buoys provide accessible information on ocean conditions. And all data is close to real time.
(5) Hunt Constellations
Google Earth features a fun map of the constellations that’s sure to get you star struck. Locate your backyard favorites like ursa minor and major or find the constellation inspiring your zodiac sign. Spend hours stargazing while simultaneously learning about the life span of a star on Google Earth’s Sky mode.
Photographs courtesy of Google Earth and Google Earth users.
What could be more fitting for World Space Week (10/4-10/10) than to celebrate the successful touchdown on September 30th of the Rosetta spacecraft on Comet 67P/Churyumov-Gerasimenko! This accomplishment represented an enormous worldwide collaboration of 2,000 people, and it will continue over several decades through groundbreaking analyses on information collected during the mission.
During a 12-year space odyssey spearheaded by the European Space Agency (ESA), and supported by NASA, Rosetta did a close flyby of Mars and took a good look at asteroids Steins and Lutetia, deepening scientific knowledge about all three. But Rosetta’s real goal was to catch up with Comet 67P and collect detailed data about the comet as it traveled into the interior solar system.
Launched on March 2, 2004, Rosetta finally reached Comet 67P on August 6, 2014 and adroitly maneuvered into orbit—a space first!—while sending back a treasure trove of information like this selfie taken about 30 miles from the comet. This information is leading to eye-popping findings, such as the discovery that water vapor on the comet is substantially different than that found on Earth. See Rosetta’s extensive scrapbook of findings here. The final entry in the scrapbook—an amazing photo taken just about 22 yards from the surface of the comet—adds to the storehouse of data.
Is this the end of Rosetta? Not likely. Even though she has finished her mission, she has sparked ample scientific work that is already underway, and will surely inspire new insights work for years to come. Still, the ESA control room fell nearly silent with Rosetta’s final transmission. The loss of a ‘friend,’ as the anthropomorphized Rosetta came to represent, must have been poignant after so many years. But future generations will likely circle back to Comet 67P and Rosetta, who signed off from her remarkable adventure with a rousing Mission Complete!


Continued lack of unity of the human race under one citizenship perpetuates chaos and is the breeding ground of war. When we are not mindful and respectful of nature's infrastructure, nature will wreak havoc on our human infrastructure.
Don't be armchair activists, saying that you are for world peace and global justice in some utopian future, and hoping that others will act on your dreams. To achieve greater awareness and respect for human rights everywhere, we need to deal with how globalization of human rights has excluded many underprivileged communities from participating in the development of legal standards and legal processes.
Why do refugees, stateless persons and immigrants risk their lives trying to find a safe haven, a new home? The uranium and plutonium used by nuclear power plants has already led to environmental degradation in Three Mile Island, Chernobyl, and Fukushima.
Although time itself has no frontiers, we humans create borders of time to add order to our lives together. The Montevideo Convention on the Rights and Duties of States affirms that an independent sovereign state is one that can enter into "foreign relations" as well as has a permanent population, a defined territory and a functioning government.
The Spaniards then murdered thousands of Aztec nobles during a ritual dance ceremony, and Montezuma died under uncertain circumstances while in custody.
We need a World Police Force that can intervene everywhere in the world regardless of human-made borders. It's unlikely, however, that many other nations, and certainly not the permanent members of the United Nations "Security Council," would voluntarily reject war as a tool of national policy.
Other countries' governments may feel no obligation to assist those people without a country.
How many can truthfully say that truth is or is not there? And he read a book called Anatomy of Peace, by Emery Reves, a book that explained how humans could transcend the problem of war by coming together at the world level.
Continual rebuilding enabled Tlatoani and other dignitaries to celebrate their achievements by dedicating new sculptures, monuments and other renovations to the temples. Aggression among people who carry a knife or a bat or a broom may still occur.
Under international law, however, Texans could potentially claim a right to secede.
If a ship were infected it would likely never reach its destination. Along with thousands of soldiers and bearers, the Canaris provided the newcomers with strategic information, plus the food and weapons stored in hundreds of warehouses built by the Inka and filled locally Polo de Ondegardo .
By the Canaris had made many adjustments to European rule. The nation-state system's attempt to apply rules to war, rather than outlawing war entirely, is morally bankrupt, especially in the nuclear age.View and Download Citizen CL-S user manual online.
Thermal Label & Barcode Printer. CL-S Barcode Reader pdf manual download. Also for: Cl-s As of 30 Novemberthe agronumericus.com website and forum is no longer available.
iiNet and the team would like to thank everyone who was involved in the community of readers, players, downloaders and lurkers alike for their support over the years. Distributors of a wide variety of Barcode Label Printers using thermal transfer printing technology which include low end / desktop / cheap label printers, industrial printers and very heavy duty near edge barcode label printers from manufacturers like Argox, Citizen, Godex, Avery Dennison, Zebra, Tec.
Aztec Citizenship Aztec society was focused on producing citizens who would contribute to the common good of the community, which was an important part in their education.
The ideal Aztec citizen would have the following virtues: courage, self-sacrifice, modesty, clean living, and obedience. The Aztec Physical Appearance. Here is a sixteenth-century Spanish description: The people of this land are well made, rather tall than short. They are swarthy as leopards (see below), of good manners and gestures, for the greater part very skillful, robust, and tireless, and at.
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Working With Families
Living With Someone Who Has OCD: Guidelines for Family Members
By Barbara Van Noppen, Ph.D. and Michele Pato, MD
(From Learning to Live with OCD)
In an effort to strengthen relationships between individuals with OCD and their family members and to promote understanding and cooperation within households, we have developed the following list of useful guidelines. These guidelines are meant as tools for family members, to be tailored for individual situations, sometimes more powerfully employed with the help of a therapist with expertise in working with OCD.
(1) Recognize Signals
The first guideline stresses that family members learn to recognize the “warning signals” of OCD. Sometimes people with OCD are thinking things you don’t know about as part of the OCD, so watch for behavior changes. It is important to not dismiss significant behavioral changes as “just their personality”. Remember that these changes can be gradual but overall different from how the person has generally behaved in the past.
Signals to watch for include, but are not limited to:
- Large blocks of unexplained time that the person is spending alone (in the bathroom, getting dressed, doing homework, etc.).
- Doing things again and again (repetitive behaviors).
- Constant questioning of self-judgment; excessive need for reassurance.
- Simple tasks taking longer than usual.
- Perpetual tardiness.
- Increased concern for minor things and details.
- Severe and extreme emotional reactions to small things.
- Inability to sleep properly.
- Staying up late to get things done.
- Significant change in eating habits.
- Daily life becomes a struggle.
- Increased irritability and indecisiveness.
People with OCD usually report that their symptoms get worse the more they are criticized or blamed, because these emotions generate more anxiety. So, it is essential that you learn to view these features as signals of OCD and not as personality traits. This way, you can join the person with OCD to combat the symptoms rather than become alienated from them.
(2) Modify Expectations
People with OCD consistently report that change of any kind, even positive change, can be experienced as stressful. It is often during these times that OC symptoms tend to flare up; however, you can help to moderate stress by modifying your expectations during these times of transition. Family conflict only fuels the fire and promotes symptom escalation (“Just snap out of it!’). Instead, a statement such as: “No wonder your symptoms are worse - look at the changes you are going through,” is validating, supportive, and encouraging. Remind yourself the impact of change will also change; that is, the person with OCD has survived many ups and downs and set backs are not permanent. You must adjust your expectations accordingly which does not mean to not expect something!
(3) Remember That People Get Better at Different Rates
There is a wide variation in the severity of OC symptoms between individuals. Remember to measure progress according to the individual’s own level of functioning, not to that of others. You should encourage the person to push him/herself and to function at the highest level possible; yet, if the pressure to function “perfectly” is greater than a person’s actual ability, it creates more stress which leads to more symptoms. Just as there is a wide variation between individuals regarding the severity of their OC symptoms, there is also wide variation in how rapidly individuals respond to treatment. Be patient. Slow, gradual improvement may be better in the end if relapses are to be prevented.
(4) Avoid Day-To-Day Comparisons
You might hear your loved ones say they feel like they are “back at the start” during symptomatic times. Or, you might be making the mistake of comparing your family member’s progress (or lack thereof) with how he/she functioned before developing OCD. It is important to look at overall changes since treatment began. Day-to-day comparisons are misleading because they don’t represent the bigger picture. When you see “slips”, a gentle reminder of “tomorrow is another day to try” can combat self destructive labeling of “failure”, “imperfect”, or “out of control” which could result in a worsening of symptoms! You can make a difference with reminders of how much progress has been made since the worst episode and since beginning treatment. Encourage the use of questionnaires to have an objective measure of progress that both you and your loved one can refer back to (for example, the Yale Brown Obsessive Compulsive Scale). Even a 1-10 rating scale can be helpful. Ask, “How would you rate yourself when OCD was at it’s worst? When was that? How is it today? Let’s think about this again in a week.”
(5) Recognize “Small” Improvements
People with OCD often complain that family members don’t understand what it takes to accomplish something such as cutting down a shower by five minutes or resisting asking for reassurance one more time. While these gains may seem insignificant to family members, it is a very big step for your loved one. Acknowledgment of these seemingly small accomplishments is a powerful tool that encourages them to keep trying. This lets them know that their hard work to get better is being recognized and can be a powerful motivator.
(6) Create a Supportive Environment
The more you can avoid personal criticism, the better – remember that it is the OCD that gets on everyone’s nerves. Try to learn as much about OCD as you can. Your family member still needs your encouragement and your acceptance as a person, but remember that acceptance and support does not mean ignoring the compulsive behavior. Do your best to not participate in the compulsions. In an even tone of voice explain that the compulsions are symptoms of OCD and that you will not assist in carrying them out because you want them to resist as well. Gang up on the OCD not on each other!
(7) Set Limits, But Be Sensitive to Mood (refer to #14
With the goal of working together to decrease compulsions, family members may find that they have to be firm about:
1) Prior agreements regarding assisting with compulsions;
2) How much time is spent discussing OCD;
3) How much reassurance is given; or
4) How much the compulsions infringe upon others’ lives.
It is commonly reported by individuals with OCD that mood dictates the degree to which they can divert obsessions and resist compulsions. Likewise, family members have commented that they can tell when someone with OCD is “having a bad day.” Those are the times when family may need to “back off,” unless there is potential for a life-threatening or violent situation. On “good days” individuals should be encouraged to resist compulsions as much as possible. Limit setting works best when these expectations are discussed ahead of time and not in the middle of a conflict. It is critical to minimize family accommodation to OCD.
(8) Support Taking Medication as Prescribed
Be sure to not undermine the medication instructions that have been prescribed. All medications have side effects that range in severity. Ask your family member if you could periodically attend their appointments with the prescribing physician. In this way you can ask questions, learn about side effects, and report any behavioral changes that you notice
(9) Keep Communication Clear and Simple
Avoid lengthy explanations. This is often easier said than done, because most people with OCD constantly ask those around them for reassurance: “Are you sure I locked the door?” or “Did I really clean well enough?” You have probably found that the more you try to prove that the individual need not worry, the more he disproves you. Even the most sophisticated explanations won’t work. There is always that lingering “What if?” Tolerating this uncertainty is an exposure for the individual with OCD and it may be tough. Recognize that the person with OCD is triggered by doubt, label the problem as one of trying to gain total certainty about something that cannot be provided, this is the essence of OCD and the goal is to accept uncertainty in life. Avoid lengthy rationales and debates.
(10) Separate Time Is Important
Family members often have the natural tendency to feel like they should protect the individual with OCD by being with him all the time. This can be destructive because family members need their private time, as do people with OCD. Give them the message that they can be left alone and can care for themselves. Also, OCD cannot run everybody’s life; you have other responsibilities besides “babysitting.” You need and deserve time to pursue your interests too! This not only keeps you from resenting the OCD, it is also a good role model to the person with the OCD that there is more to life than anxiety.
(11) It Has Become All About the OCD!
Whether it is about asking and providing reassurance to the family member with OCD or talking about the desperation and anxiety that the illness causes, families struggle with the challenge of engaging in conversations that are “symptom free,” an experience that feels liberating when achieved. We have found that it is often difficult for family members to stop engaging in conversations around the anxiety because it has become a habit and such a central part of their life. It is okay not to ask, ”How is your OCD today?” Some limits on talking about OCD and the various worries is an important part of establishing a more normative routine. It also makes a statement that OCD is not allowed to run the household.
(12) Keep Your Family Routine “Normal”
Often families ask how to undo all of the effects of months or years of going along with OC symptoms. For example, to “keep the peace” a husband allowed his wife’s contamination fear to prohibit their children from having any friends into the household. An initial attempt to avoid conflict by giving in just grows; however, obsessions and compulsions must be contained. It is important that children have friends in their home or that family members use any sink, sit on any chair, etc. Through negotiation and limit setting, family life and routines can be preserved. Remember, it is in the individual’s best interest to tolerate the exposure to their fears and to be reminded of others’ needs. As they begin to regain function, their wish to be able to do more increases.
(13) Be Aware of Family Accommodation Behaviors (refer to #14
First, there must be an agreement between all parties that it is in everyone’s best interest for family members to not participate in rituals (Family Accommodation Behaviors). However, in this effort to help your loved one reduce compulsive behavior, you may be easily perceived as being mean or rejecting even though you are trying to be helpful. It may seem obvious that family members and individuals with OCD are working toward the common goal of symptom reduction, but the ways in which people do this varies. Attending a family educational support group for OCD or seeing a family therapist with expertise in OCD often facilitates family communication.
14) Consider Using a Family Contract
The primary objective of a family contract is to get family members and individuals with OCD to work together to develop realistic plans for managing the OC symptoms in behavioral terms. Creating goals as a team reduces conflict, preserves the household, and provides a platform for families to begin to “take back” the household in situations where most routines and activities have been dictated by an individual’s OCD. By improving communication and developing a greater understanding of each other’s perspective, it is easier for the individual to have family members help them to reduce OC symptoms instead of enable. It is essential that all goals are clearly defined, understood, and agreed upon by any family members involved with carrying out the tasks in the contract. Families who decide to enforce rules without discussing it with the person with OCD first find that their plans tend to backfire. Some families are able to develop a contract by themselves, while most need some professional guidance and instruction. Be sure to reach out for professional assistance if you think that you could benefit from it.Barbara Livingston Van Noppen, PhD is an Associate Professor in the Department of Psychiatry and Human Behavior and Assistant Chair of Education, Keck School of Medicine, University of Southern California. Dr. Van Noppen provides CBT supervision and didactic education to psychiatric residents in the USC Keck School of Medicine program. Michele Tortora Pato, MD is the Della Martin Chair in Psychiatry and Associate Dean for Academic Scholarship at the Keck School of Medicine-USC.
Continue to What Can I Do To Help?


Documenting the Rohingya Crisis
In collaboration with local partners, GIJTR is working in the Rohingya refugee camps in Bangladesh to build the capacity of local activists to document and archive evidence of human rights abuses committed in the Rakhine State. The GIJTR is also supporting Rohingya and Bangladeshi civil society in transitional justice processes and memorialization efforts to help survivors heal and shape their future.
According to the UN Refugee Agency (UNHCR), nearly one million members of the Rohingya community have relocated to Bangladesh since August 2017, fleeing persecution in Rakhine State, Myanmar. Prior to this, the Rohingya community, a Muslim ethnic minority with their own language and culture, had already been subjected to decades of discriminatory laws, escalating isolation, threats and abuse which resulted in waves of displacement. Refugees are now reporting mass killing, enforced disappearances, rape, torture, and other violations committed by the Tatmadaw as the impetus behind the most recent mass exodus – the largest forced human migration in recent history. UNHCR reports that the majority of these refugees are women and children – with more than 40 percent under the age of 12.
The GIJTR project in Bangladesh focuses on strengthening survivors’ and local civil society actors’ capacity to engage in and advocate for accountability and other forms of transitional justice through a holistic and multidisciplinary program. The project focuses on bolstering Rohingya civil society’s sustained ability to recognize and document gross human rights violations stemming from violence in Rakhine State in a credible, professional and standardized manner. In parallel, the project works on strengthening the participation of Rohingya survivors and leaders in efforts to secure accountability, truth, and justice. It also lays the ground work for a comprehensive and large-scale genetic database of the Rohingya missing, disappeared, or presumed dead that will contribute to redress for the families. Finally, through incorporating mental health and psychosocial support training, the project builds the resilience of the Rohingya people to ensure that they are able to sustainably address broader issues of reconciliation, healing and non-recurrence while at the camps and upon their potential repatriation.
Build the capacity of Rohingya documenters to preserve survivors' stories
Create a group of trained Rohingya documenters able to credibly and professionally collect information about human rights violations in a manner that does no harm and supports the dignity of victims, survivors and witnesses, and can best contribute to future transitional justice mechanisms.
Enable civil society to promote accountability and reconciliation
Engage Rohingya survivors and Bangladeshi civil society actors in processes that promote accountability, reconciliation and healing. This may include include documentation of human rights violations, collection of oral histories, locally-led advocacy for peace and justice, coordination with regional and international efforts and memory projects that foster civic participation.
Create a genetic database for missing and disappeared persons
Initiate the establishment of a pilot genetic database and other supports for the relatives of Rohingya who are missing and disappeared in the lead up to longer-term efforts to prevent future disappearances.
Promote human rights and advocacy campaigns
Strengthen international and regional advocacy efforts that promote human rights for the Rohingya.
Empowering Local Communities
“ When international actors lead or guide transitional justice processes, they will eventually depart, leaving local communities responsible for implementation of their recommendations. If broad swaths of community members, including victims and survivors, women, elders, youth and other marginalized groups, are not part of developing those recommendations, they are neither well-positioned to nor deeply invested in moving them forward. And yet their ownership is essential to successful processes. ”
Documenting Rohingya Stories
Since 2022, GIJTR is working with Historias en KM (HEK), a documentary production company in Colombia, to find innovative ways to document the stories of Rohingya refugees living in the camps of Cox's Bazar. As part of this partnership, representatives from HEK and GIJTR traveled to the camps in March 2023, where they worked alongside community members and local Bangladeshi artists to understand the needs related to documentation for Rohingya refugees and community members. By the end of this visit, and after some introductory sessions on documentation and production, Rohingya and Bangladeshi members launched AUNTORCHOKKHU Productions, a team currently working on short documentary films that capture people's lives in the camps.
For the Record: Rohingya Women Tell Their Stories
Given that women and girls are disproportionately affected by conflict, and that in recent months there has been a spike in domestic violence reported in Rohingya camps in Bangladesh, the GIJTR is working to ensure that women’s voices are not lost in truth and justice initiatives.


Omagh, former district (1973–2015) within the former County Tyrone, now in Fermanagh and Omagh district, western Northern Ireland, made up of rolling lowlands and hills. It was bordered by the former districts of Strabane to the north, Magherafelt and Cookstown to the east, Dungannon to the south, and Fermanagh to the west. Its northern and eastern portions included relatively unproductive moorlands and the 1,778-foot- (542-metre-) high Mullaghcarn mountain. Its central and southern portions were composed of fertile river valleys. The area was ruled by the ancient O’Neill family from the 5th through the 16th century, passing to English rule after the flight of Hugh O’Neill, 2nd earl of Tyrone, in 1607.
Some barley is grown, but most of the land is grazed by dairy cattle or sheep. The rivers are popular with salmon and trout anglers, and grouse shooting is enjoyed in the uplands; formerly, pearls were obtained from freshwater mussels. Area former disrict, 434 square miles (1,125 square km).


Peritonitis occurs when the peritoneum becomes infected with bacteria or fungi.
The peritoneum is the thin layer of tissue lining the inside of the abdomen (tummy).
The infection can either develop directly in the peritoneum or it can spread from another part of the body.
Infection of other parts of the body
Most often, peritonitis is caused by an infection that spreads to the peritoneum from another part of the body. This is known as secondary peritonitis.
Common causes of secondary peritonitis include:
Both Crohn's disease and diverticulitis can cause the colon to become inflamed. If the inflammation is particularly severe, the colon can split and leak the contents of the bowel onto the peritoneum, contaminating it with bacteria.
Less commonly, peritonitis occurs when the peritoneum becomes directly infected. This is known as primary or spontaneous peritonitis.
In most cases, primary peritonitis is caused by scarring of the liver or peritoneal dialysis.
Scarring of the liver, known as cirrhosis, can occur due to liver damage. The most common causes of cirrhosis in the UK are alcohol misuse, a hepatitis C infection or obesity.
Cirrhosis can lead to a build-up of fluid inside the abdomen (known as ascites). This fluid is particularly vulnerable to infection and provides an environment where bacteria or fungi can grow and spread.
This build-up of fluid affects around half of people with cirrhosis, usually many years after cirrhosis was diagnosed. About 20% of people with cirrhosis who develop ascites will be affected by peritonitis.
People with kidney failure who are having a treatment known as peritoneal dialysis are at risk of developing peritonitis. Dialysis is a medical treatment that replicates the main functions of the kidneys and removes waste products from the body.
Peritoneal dialysis involves using the peritoneum to replicate the main function of the kidneys, which is to filter waste products out of the blood. A small tube, called a catheter, is implanted into the blood vessels of the peritoneum and waste products are removed through the catheter.
Although uncommon, peritonitis can occur if the equipment becomes contaminated by bacteria or fungi.


The Dark Years
By the early 1930s, Prohibition had been in effect for more than 10 years. The late 1800s had been the golden age for American breweries with close to 4,000 breweries in operation across America. Through the first two decades of the 1900s, the machine gun rat tat tat of the march toward Prohibition mowed down breweries like the St. Valentine’s Day massacre. By 1918 there were about 1,000 breweries left and by the time Prohibition took effect, just two years later, there were half that many.
The remaining breweries survived mostly by making near beer, soft drinks or yeast. For the most part, though, surviving breweries had diversified their holdings and investments prior to Prohibition and they had a cushion of cash. Many of the larger breweries had vast real estate holdings, especially in the form of taverns that they sold off. Anheuser Busch used the refrigerated trucks they had invented for transporting beer to transport ice cream, which they manufactured. Pabst made malt syrup, which was widely purchased in super markets to make homebrew.
Then the crash. In the three years following the great stock market crash of 1929, four thousand banks shut their doors, 100,000 business filed for bankruptcy and eleven million adults lost their jobs. By 1932, there were fewer than two hundred breweries remaining in America and they were fighting for their lives.
A Light at the end of the Tunnel
But there was a light at the end of the tunnel. As the 1920s wore on, the rampant lawlessness spawned by the traffic in illegal booze caused many former supporters of Prohibition to begin to call for repeal. In 1931, the Wickersham Report, commissioned by President Hoover to study the impact of Prohibition, was released. It concluded that the Great Experiment had been a failure and left a nation of drunkenness, crime and outlaws in its wake. Because distilled spirits were so much cheaper to manufacture and especially to transport, people turned to hard liquor like never before. Because the enforcement arm of the Volstead Act (the outline for implementing the 18th Amendment—Prohibition) was woefully understaffed, incompetent and corrupt, people not only resented the law, but they soon learned that the chances of being caught breaking it were slim to none. After the great crash, the calls for repeal became louder, often under the argument that jobs and vast amounts of tax revenue were being lost. In August of 1932, Democratic Presidential nominee Franklin Roosevelt told a crowd that it was time to correct the stupendous mistake that was Prohibition.
We Want Beer!
Getting the required number of states to ratify an amendment to the Constitution would take time. But Congress realized there was something they could do immediately to stop putting alcohol profits and potential taxes into the pockets of the gangsters and instead put them back into government coffers. The Volstead act had defined an intoxicating beverage as one with an alcohol content of greater than 0.5% alcohol. Congress simply had to modify this definition to get the beer flowing. On March 22, 1933, President Roosevelt signed the modification that legalized 3.2% alcohol beer, and at midnight on April 7th, beer flowed again.
On the evening of April 6th, the line of cars and trucks waiting for fresh, legal beer outside the Anheuser-Busch plant stretched for a mile. At midnight, trucks loaded with beer literally choked the nation’s streets. President Roosevelt was hand delivered the “first case of real beer” by a police escort. Within 48 hours, brewers had infused local, state and federal coffers with $10 million in taxes.
By August of 1933, federal taxes on beer had become the U.S. government’s number three revenue producer (after income tax and cigarette tax). And on December 5, 1933, Utah, that great bastion of alcohol tolerance, ironically became the thirty sixth state needed to ratify the 21st Amendment, and Prohibition was over.
Regaining the Glory
Prohibition dealt a fatal blow to the craft breweries of America. Per Capita beer consumption, despite the population growth, did not reach pre-Prohibition levels until 1970. Virtually all of the small, neighborhood breweries had been wiped out and didn’t begin to reappear until the 1980s. New state laws that differed from state to state made it difficult for small breweries to open and to distribute their beer. A culture had been destroyed.
We opened the 21st Amendment Brewery in 2000 in a historic neighborhood of San Francisco. A neighborhood that had been home to one of the largest breweries on the west coast in the late 1800s (the Philadelphia Brewery on 2nd and Harrison streets). A neighborhood that gave rise to the first indigenous American beer style (Steam Beer). A neighborhood where we could begin the climb back to re-establishing the essence of the local brewery—a place for unique, local, hand-crafted beer, quality food and good conversation.
A special shout out to Maureen Ogle, author of the greatest book on beer, “Ambitious Brew” from which I liberally stole for this post.


Visiting a friend or relative with Alzheimer’s disease (AD) whether in their home or in a care facility can mean a great deal to that person. But what to do during the visit can be a difficult question. Our traditional view of “visiting” someone is based on conversation, and among those with AD, conversational skills deteriorate. However, if we recognize that a “good visit” is any get-together for which the result is a positive emotional feeling on both sides, the possibilities are limitless. Remember that the person you are visiting has had a life rich in experiences, relationships, hopes and dreams, and that there are many ways to connect with the person.
- With AD, recent memories tend to go before old memories. So try to talk about fond memories from the distant past. For example, talk about things associated with their old job, previous pets, hobbies, or favorite music/songs.
- Talk about familiar objects that have personal meaning to the person. Look at old photos, discuss memorabilia, or listen to music that she/he liked.
- Use the senses of touch, smell, and taste to try to trigger old memories.
- Engage in activities that had/have meaning to the person. Bring activities that you and the person can easily share and that is appropriate for her/his level of ability. For example, if the person enjoyed knitting or painting, try those activities together. If she/he enjoyed gardening, bring some flowers or a small plant and spend time pruning or arranging them.
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Donald Winnicott and His Theory about the False Self
Donald Winnicott was a famous psychiatrist, psychoanalyst, and English pediatrician who developed an interesting approach to the human personality. Due to his training as a pediatrician, he focused his thoughts, reflections and theories on children. And, in particular, on the relationship between the mother and baby, and the consequences of this relationship. Apart from this, he also developed the interesting theory of the false self.
He worked together with the famous psychoanalyst Melanie Klein, and even treated one of his own children with her. He was also president of the British Psychoanalytic Society and a very famous thinker of the twentieth century.
“With games, and only with games, can the child or the adult create, and use their whole personalities, and the individual only discovers his personality when he becomes a creator”.
During his life, he also put forward the concepts of “good enough mother” and “ordinary devoted mother”. In the same way, his concept of the “transitional object” , something that many schools of psychology have adopted.
The relationship between mother and baby, according to Winnicott
In line with other psychoanalysts, Winnicott states that, during the first year of life, the mother and child constitute a unit. You can’t talk about the baby as an entity that is separate from their mother, he says. The two form an indivisible psychic unit.
Winnicott says that the mother is the first “context” a human being has. She is the total basis of its subsequent development. Therefore, and especially in the first months of life, the mother is the baby’s universe. The mother is practically synonymous with the world.
Then Winnicott’s concept of the “good enough mother” appears. She provides the necessary care for the baby, spontaneously and sincerely. She is willing to be everything that the child needs. As a mother, she isn’t perfect, but she doesn’t neglect the baby, nor does she overprotect him. This helps to create the true self.
Meanwhile, the “ordinary devoted mother” is one who is excessively attached to or overly-protective of her child. She isn’t able to respond adequately to the spontaneous needs of the child. This gives rise to what Winnicott calls the false self.
Winnicott and the false self
The mother is like a mirror for the child. The little one sees himself as his mother looks at him. The child learns to identify with the human race through her. Little by little, the baby is separated from his mother and she must adapt to this change. The child has spontaneous gestures that are part of his development as an individual. If the mother welcomes them, he experiences the feeling of being real. If she doesn’t, then a feeling of unreality is created.
When this interaction between the mother and her baby fails, something that Winnicott calls “experiences of existential continuity” occur. This, in other words, means that there has been a radical interruption of the baby’s spontaneous development. This is, essentially, what gives rise to the false self.
Winnicott points out that in these circumstances, the baby becomes “his own mother”. This means that he begins to hide his own self in order to protect himself. He learns to show only what his mother wants to see. He becomes something that he isn’t.
The effects of the false self
There are different levels of “falseness” in our self. According to Winnicott, at the most basic level are those who adopt a courteous attitude and comply with all rules and regulations. At the other extreme is schizophrenia, a mental condition in which the person is separated from himself, to the point where his real self virtually disappears.
For Winnicott, in all serious mental illnesses, a false self predominates. In these cases, the person uses all the resources available to him in order to build that false self and maintain it. The purpose of this is for him to be able to face a world that is perceived as unpredictable or unreliable.
Winnicott says that most of the efforts of a person with a very strong false self are oriented towards the intellectualization of reality. This means that they try to turn reality into something that can be reasoned, but without emotions, affections or creative acts. When such intellectualization succeeds, the individual is perceived as normal. However, he does not experience what he lives out as something that is truly his, but rather as something alien to him.
He is never able to feel happy about his successes, nor feel valued even though others may see that value in him. As far as he is concerned, it is his false self who has achieved it or his false self that is being valued. This just creates a breakdown with himself and with the world. His true self is trapped, fantasizing about, and experiencing, a despair that it is never able to understand by itself.It might interest you...


Beginning in late July 2010, torrential rains fell on Niger. The rains continued for weeks, flooding parts of the country. The Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Terra satellite captured these images of Niger around the city of Agadez.
The top image was captured August 23, 2010. The bottom image is from August 27, 2009, roughly a year earlier. Both use a combination of infrared and visible light to increase the contrast between water and land. Bare ground varies in color from brown to pink-beige. Vegetation is green. Small clouds, which only appear in the image from 2010, are a very pale blue-green. Water ranges in color from electric blue to bright blue-green.
Desert surrounds the city of Agadez, and mixed with the sand dunes and rocky outcrops are wadis—dry streambeds that fill with water and/or vegetation after rainfall. The image from 2010 shows wadis filled with water, especially in the northwest, and filled with water and vegetation to the east and south. Even outside the wadis, greenery is more prevalent. In 2009, most of the riverbeds appear dry or contain only minimal traces of water or plants.
Although the rains of 2010 would appear to be beneficial, news reports indicated the opposite. Voice of America reported that the rains drowned agricultural fields at a time when more than 7 million residents of Niger already faced food shortages. CNN reported that the rains had destroyed roughly 3,500 acres (1,400 hectares) of crops, such as rice, sorghum, and cassava. With desert plains and sand dunes covering most of the country, less than 12 percent of Niger’s land can support agriculture. The inundation of farms left international aid agencies scrambling to deliver food rations.
In addition to destroying crops, the torrential rains in July and August displaced nearly 200,000 residents, and caused a sharp increase in the incidence of waterborne disease.
- CIA World Factbook. (2010, August 19). Niger. Accessed August 31, 2010.
- CNN. (2010, August 30). Niger flooding displaces nearly 200,000, UN says. Accessed August 31, 2010.
- Voice of America. (2010, August 24). Floods heighten food crisis in Niger. Accessed August 31, 2010.


A national online survey of school teachers has shown that almost all of the participants have been the targets of some form of bullying in the workplace.
More than 800 school staff members participated in the study, which found that 99.6 per cent of them had experienced one or more of the 44 kinds of bullying listed in the survey.
The Executive Summary of the research team’s report, published this week, says the results “highlight the indisputable fact that bullying of staff does occur in Australian schools”. “When bullying affects the mental and physical health of those being bullied, as results show, then it is time for some action to be taken to eliminate staff bullying,” the report says.
“The survey’s findings are highly disturbing, as zero tolerance to any form of bullying is the expected norm in Australian schools,” said the University of New England’s Dr Dan Riley, who led the team that conducted the research.
The research focused on answering the following questions: “Does bullying of staff occur? Who are the bullies and who are the targets? Who are the persistent bullies? Who are the primary targets? What forms of bullying of staff occur? What is the effect of bullying on the individual? Are there gender differences in the incidence, form and effects of bullying? What strategies diminish the practice of bullying?”
Dr Riley said the results showed that bullying was “very much related to a power imbalance”, with the target of bullying usually being lower in the staff hierarchy than the perpetrator. “The report reveals that the most persistent bullies were identified as the school executive staff and then the principal, and that the typical victim is a teacher,” he said.
“Staff bullying at schools relates to situations where an adult is either the perpetrator or target of bullying,” he explained. “It has been defined as ‘repeated and persistent negative acts towards one or more individual(s) which involve a power imbalance and create a hostile work environment.” The 44 kinds of bullying listed in the survey include “tasks set with unreasonable or impossible targets or deadlines”, “attempts to belittle and undermine your work”, and “areas of responsibility removed or added without consultation”.
“A major implication of the results is the role that leadership should be taking in eliminating the phenomenon of staff bullying,” the report says.
Dr Riley’s colleagues on the research team were Professor Deirdre Duncan from the Australian Catholic University National, and the statistical analyst John Edwards. The survey covered primary and secondary schools in both the government and non-government sectors in all Australian States and Territories.
The Executive Summary of the research report (Investigation of Staff Bullying in Australian Schools, Riley D., Duncan D.J. and Edwards J., 2009) is available free at www.schoolbullies.org.au, and the full report will be available later this month at firstname.lastname@example.org.


The regulation of the development of humans and cancer are closely related. Small differences in the rate of self renewal, expansion and differentiation of tissues can provide premalignant cells a selective advantage resulting in tumors. As cancers progress they may accumulate additional mutations that result in increasingly divergent behavior and opportunities of evading host defenses and therapeutic intervention. Differential killing of the early stages of cancer is difficult because of collateral damage. However, an opportunity of significantly impacting breast cancer mortality may reside in instructing early stage disease to adopt a normal tissue fate instead of progressing to invasive and metastatic stages of the disease. The demonstration that only some, and perhaps very few, of the cells of some breast cancers are responsible for both perpetuating the tumor and generating the diversity of cell types within the tumor, has defined a breast cancer stem cell as one that has the capacity to self renew but also retains the potential to differentiate to a more specialized state. These cancer stem cells present the opportunity of differentiation therapy as an alternative or adjuvant to cytoxic therapies. One proven way to identify new compounds that might direct the differentiation of cancer stem cells requires testing thousands of chemicals. To use automated methods of screening candidate chemicals that makes this strategy feasible, suitable cell lines are needed. Nearly all of the cancer cell lines currently used were isolated under conditions selective for growth but not necessarily differentiation potential. By starting with conditions that inhibit the differentiation of mouse mammary cancer stem cells and promote their self renewal in cell culture, we have improved the culture conditions necessary to isolate breast cancer stem cells that retain the potential to differentiate. We have successfully propagated mouse cancer stem cells and similar cells from human tumor surgical. We propose to extend our efforts to isolate a larger number human cancer stem cell lines from representative types of early and late stage disease for eventual use in identifying new therapeutic candidates for differentiation therapy. We will characterize these cell lines with regard to their tumorigenicity, behavior in culture, gene expression profile and sensitivity to a panel of chemical compounds. The selective propagation, amplification and characterization of human cancer stem cell lines from representative types of early and late stage disease will provide the necessary tools to use current screening methods to identify new drugs that may significantly decrease the incidence of late stage breast cancer.
Statement of Benefit to California:
Breast cancer afflicts nearly one in ten women during their lifetime. While progress is being made in certain targeted therapies, major advances in treating very early stage disease could have a great impact on preventing the progression of the disease to stages that are difficult to cure. In some cancers like colorectal cancer, stem cells are clearly the target of genetic changes that accumulate and cause the progressive loss of cellular control. In breast cancer there is increasing evidence for cancer stem cells that are responsible for the propagation of the disease but also retain the potential to differentiate to a benign fate. It is the stem cell characteristic of breast cancer stem cells that is the opportunity for the development of an alternative to cytotoxic cancer therapies. The differential killing of cancer cells with minimum impact on normal cells is the difficult requirement that leads to the well know adverse side effects of radiation and cytotoxic chemotherapy. Differentiation therapy uses the alternative strategy of inducing cancer stem cells to adopt a benign fate. However the search for chemicals and biologics that might efficiently instruct breast cancer stem cells to adopt a benign fate has been restricted by the availability of representative breast cancer stem cell cultures. Our goal is to amplify the breast cancer stem cells of representative human tumors for use in identifying compounds and gene targets that regulate their differentiation to benign cell fates. Periodic treatment of women at very early stages of disease who are at increased risk of the disease with therapeutics that instruct breast cancer stem cells to differentiate to a benign fate could greatly diminish invasive breast cancer incidence and progression. Our proposal would provide new tools to discover therapeutics for differentiation therapy. In part this proposal is facilitated by the Athena Project that coordinates clinical research activities across the multiple campuses of the University of California and by CIRM support of a Stem Cell Laboratory that provides equipment for expanding the culture of cells in low oxygen environments. Citizens of the California will benefit from this research by accelerating progress in substantially decreasing the incidence of invasive breast cancer.


1). Pasta and sauce recipe serves 4:
300g dried pasta, 1 tin chopped tomatoes, 1 red onion diced, 1 red pepper, 2 cloves of garlic, 3 teaspoons mixed herbs, 5ml olive oil.
a). If I wanted to make enough for 8 people how much pasta would I need?
b). How many cloves of garlic would be needed to make the recipe for 6 people?
c). How much olive oil would I need to use to make the recipe for 10 people?
d). If I had 10 teaspoons of mixed herbs how many people could I make the recipe for?
2). y is directly proportional to x. When x = 2, y = 5. When x =3, y= 7.5. What is the value of y when x = 5?
3). y is directly proportional to x. When x =2, y = 2.4. When x = 3, y = 3.6. What is the value of y when x =10?
4). y is directly proportional to x. When x = 2, y = 0.5. When x = 3, y = 0.75. When y = 3 what is the value of x?
- a) 600g pasta b). 3 cloves c). 12.5 ml d). 13 people
- When x=5, y = 12.5
- When x=10, y = 12
- When y=3, x = 12


U.S. researchers have found that ticks in two states are spreading a newly discovered strain of bacteria that causes a feverish illness. The yet-unnamed bacteria belong to a group called Ehrlichia that is spread by deer ticks, also known as black-legged ticks. Using culture and genetic analyses, researchers have identified the bacteria in the bloodstream of more than 25 people in Minnesota and Wisconsin. However, many more people may be infected, Mayo Clinic microbiologist Bobbi Pritt warned. Ehrlichiosis, the disease caused by the bacteria, infects and kills white blood cells and may cause fever, body aches, headache and fatigue, according to the Mayo Clinic. In the most severe cases, it can affect multiple organs, such as the lungs, kidneys and brain. However, infections can be treated with the antibiotic doxycycline and are rarely fatal. Researchers became aware of the new bacterium in 2009, after Carol Werner, then a technologist at the Mayo Clinic Health System Eau Claire Hospital in Wisconsin, noticed an abnormal test result. A team of officials from the Mayo Clinic, the Centers for Disease Control and Prevention and several public health departments began investigating the new strain. Screening thousands of human blood samples and analyzing thousands of ticks from across the country, the researchers found the new bacterium only in Minnesota and Wisconsin. The Minnesota Department of Health issued a health advisory last year alerting the public to increasing reports of ehrlichiosis. "As the deer tick population continues to spread and increase across Wisconsin, we are likely to see increasing incidence of this new infection, just as we have seen with Lyme disease and anaplasmosis, which are transmitted by the same tick species,'' said study researcher Susan Paskewitz, an entomologist at the University of Wisconsin-Madison. The researchers suggest that Minnesotans and Wisconsinites take the same precautions that they would against Lyme disease, including applying insect repellent before going into wooded areas, and tucking pants into socks and wearing long-sleeved shirts when active outdoors. The findings appear in the Aug. 4 edition of the New England Journal of Medicine.


Start studying leadership essentials learn leaders have a good understanding of their social setting and open- minded or nonauthoritarian subordinates will. Great leaders share the characteristic of leadership a good leader can create by being flexible to new ideas and open-minded enough to. Top ten traits of great leaders by: which is no doubt good and very much needed you have to keep this in the forefront of your mind as a guide to your activity. The many faces of leadership the litmus test of all leadership is whether it mobilizes people's effective teacher leaders are open-minded and. To be a good leader, you cannot major in minor things the truth is, leaders need to keep an open mind while being flexible, and adjust if necessary. If you want your kid to be open-minded, you should always stay alert about the things all the girls would chase him because he would be really good-looking and. Anyone can be a strong leader as long as determination, open leader being open-minded is for good leadership” (points : 1) being open-minded is. The 100 best leadership quotes of all time where there is an open mind a good leader takes a little more than his share of the blame.
A good leader needs discipline a great way to develop your leadership skills is to take on more keep an open mind and give merit where merit is. 183 quotes have been tagged as open-mindedness: learn to recognize good writing when you read it if a man's mind is open on these things. I t is helpful to keep in mind the things that past supervisors because you are their leader, you should not we have to have a good reason for all the. The ones we celebrate for stopping malware universities and a good leader should be open minded in all things global development organizations alike have released research highlighting a. Are you an open-minded leader (because she assumes she’s good enough being actively open-minded can be difficult we all have a need to maintain a.
How open-minded should leaders be only confident people can have an open mind and feel good about changing © peter barron stark companies, 2017 all. Understanding people's needs we all know this happens even in fairly open not only should the effective leader have a good understanding of. Other qualities of a good teacher from our visitors knowledgeable, skillful, open -minded, optimistic, cheerful, refined, creative, passionate and loving. The 5 characteristics of great leaders • you have to understand and be good enough at leadership to teach it to your employees, both by example and by coaching.
The first is that a good leader should be open to if you're willing to keep an open mind and hear what apple tv and the entrepreneur app available on. Leadership and innovation leaders should think about two types of metrics: “mentoring people into becoming more open-minded is a long process. And open-minded - alexis hunter the leadership instinct leadership should be born out of the a good objective of leadership is to help those who.
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Guiding Principles - Responsibility
It is important to strike a balance between visitor self-reliance and management intervention
The risk control matrix illustrates this principle in greater detail. The example demonstrates the complex relationships between two key guiding principles and the location or terrain of the site or property. It shows a balanced approach to management effort on sites varying from heavily developed to undeveloped.
The general premise is that as the environment becomes less developed the visitors’ self reliance, knowledge and understanding of the surroundings should increase, and with it their personal responsibility. At the same time less management action is required and/ or fewer physical safety measures are needed.
It is reasonable to expect higher levels of user self-reliance on land where no recreational facilities have been specifically provided but public access is allowed. For example, paths created by informal use in such areas will not be to the standard that visitors might reasonably expect to be maintained on a formal recreation site.
It is important to note that the diagram is only intended to illustrate the broad principles. It provides a framework within which to consider the detailed characteristics of your own site and judge the level of management intervention that is appropriate. This might vary within the site. There may be a gradual transition in the intensity and type of hazard management. Larger sites are often zoned, which can help to prioritise the focus of management effort.
The matrix is a simplification and does not cover all eventualities. For example, adverse weather conditions can make activities in easy terrain more hazardous. The nature of management intervention will be influenced by the particular characteristics of your site – for example, in its historic, landscape or conservation value.
The risk control matrix is only a framework to guide analysis, and the final balance struck will also be influenced by other guiding principles. In the examples shown, the primary focus is on how the location and terrain of the site or property influences management activity. But it can easily be adapted to take account of other important aspects of the site or property such as landscape, conservation or historical interest.
It is reasonable to expect visitors to exercise responsibility for themselves
For example, it is reasonable to expect walkers in mountains to be equipped with suitable footwear and waterproofs. It is reasonable to expect mountain bikers to wear proper safety helmets.
It is reasonable to expect visitors not to put others at risk
For example, mountain bikers should slow down when approaching walkers. Horse riders should not gallop past people with toddlers and pushchairs.
It is reasonable to expect parents, guardians and leaders to supervise people in their care
For example, stopping children rolling stones over cliff drops or supervising children near water. The result is that there may be no need to erect signs forbidding the rolling of stones, or fences to prevent access to water. Note that the parent, guardian or leader may need to be informed of unexpected or hidden risks.


University Communication, April 14, 2020
Research examining viability of mint as new Panhandle crop
Mint is not grown commercially in Nebraska on a large scale yet — there are less than 500 acres — but a project at the University of Nebraska Panhandle Research and Extension Center in Scottsbluff is aimed at providing answers about whether farmers could grow it here and which varieties might grow best.
A three-year research project is underway to identify the best mint varieties for western Nebraska. The investigation began in 2018 and is scheduled to continue through the 2020 growing season. The project is funded by a Nebraska Department of Agriculture Specialty Crop Block Grant, and is carried out in collaboration with Mahesh Pattabiraman, associate professor of organic chemistry at the University of Nebraska at Kearney.
Mint is a genus of 25 species of fragrant herbs native to Eurasia, North America, southern Africa and Australia. Two types of mint are produced commercially, peppermint and spearmint. Three countries are currently the major producers of mint: the United States, India and China. The United States is a leader in peppermint oil production, producing 70% of the world’s output.
Peppermint production in the United States is concentrated in the northwestern states of Oregon, Washington and Idaho, which account for 84% of U.S. mint production. Acres harvested ranged from 20,800 acres to 25,800 acres during 2013-2018. The total value of U.S. mint is about $200 million. The price per pound received by growers in 2018 was $19.80 for peppermint and $16.80 for spearmint.
Western Nebraska’s climate is similar to those states, so commercial production of high-quality mint oil is possible here. But there are unknowns for producing mint in the Nebraska Panhandle, such as which varieties are best adapted, what are their characteristics, or which have the most potential for high-yielding biomass and high oil content.
In 2018, the first year of the mint project in Scottsbluff, University of Nebraska–Lincoln research crews planted 14 mint varieties, including six peppermint varieties, six spearmint varieties and two intermediate mint varieties. They were planted with 22-inch row spacing and a distance of 5 inches between plants.
The varieties were planted in late May through the first week in June, similar to dry edible beans. The mint was grown under irrigation using standard production methods. Data was collected related to plant growth and development, including plant vigor, flowering time, plant height, pigmentation, any disease and more.
Differences were noted between the two types of mint. Spearmint’s growth rate was almost twice that of peppermint, and it flowered around mid-June. Peppermint flowered around the end of July.
Spearmint was harvested twice, the first time in early July, the second time in late September. Peppermint was harvested once, in August.
Harvested samples were dried and weighed to determine dry biomass yield. Subsamples of dry biomass were used to analyze mint oil, both quantity and quality. There was a significant yield difference among the varieties.
Among the findings of the data from the first two years of study:
* All the mint varieties had a similar height pattern, ranging from 7 to 13 inches.
* Mint can grow in an aggressive manner with basal shoots, thus row spacing can be one important aspect to consider during planting.
* Among the varieties planted, in peppermint, Todd mint had the highest menthol content. In spearmint, Scotch had the highest carvone content. (Menthol is the primary oil type for peppermint, carvone is the primary oil type of spearmint.)
The existing small acreage of mint farm in the North Platte Valley is planted with a single spearmint and single peppermint variety, but it is unknown whether those specific varieties are the best for western Nebraska. Currently, there is no data on which mint variety is the best for western Nebraska climate. Therefore, results of this project will provide choices for selecting the best variety.
The next step will be on optimizing nitrogen fertilizer management in collaboration with Bijesh Maharjan, soil and nutrient management specialist at the Panhandle Center. Mint is grown in well-drained soil, with nitrogen input as high as 294 pounds per acre and high-water input. This warrants a need to optimize nitrogen management in spearmint production that will not only economically benefit producers but also reduce potential nitrate-N loss through leaching in such a high input system.
With availability of the best mint variety and optimal nitrogen management practices, the mint production in the region potentially will be profitable and sustainable.


Essay lesson persuasive teaching
Help your child write a persuasive essay in every grade and learn tips on persuasive writing. Use this packet to teach students to write a persuasive argument. A model graphic organizer, a blank graphic organizer, and four different revisions of a persuasive. Persuasive essay lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning. I found “Argumentative/Persuasive Essay Handouts” lesson plan at Share My Lesson! There are SO many more free, quality lessons on the site, so head on over. I found “Huckleberry Finn persuasive essay” lesson plan at Share My Lesson! There are SO many more free, quality lessons on the site, so head on over. Persuasive Essay: Grade 5 Writing Unit 3 This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).
Persuasive writing is a form of nonfiction writing that encourages careful word choice, the development of logical arguments, and a cohesive summary. Sharpen students' ability to express their ideas with persuasive writing activities. Help students focus on key writing skills with these interactive and printable. How to Write a Conclusion for an Essay Lesson Plan for ending an essay will serve the basis for teaching how to write a conclusion Persuasive Essay. How To Teach The Five Paragraph Essay is a step-by-step plan for the five paragraph essay. Show your students a simple outline to help master the essay. Persuasive Writing Websites. Students will write a persuasive paragraph and/or essay with a main idea A lesson plan for teaching persuasive letter writing. Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive. Lesson Skill: Persuasive writing Strand Writing. SOL. 9.6 • Sample persuasive essay Lesson. Why is it important to have a clear thesis in a persuasive.
Essay lesson persuasive teaching
Plan your lesson in Persuasive Writing and Writing with helpful tips from teachers like you. SWBAT identify the parts of a five-paragraph essay. Argumentative essay lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning. This lesson encourages students to use skills and knowledge they. Students can use this online interactive tool to map out an argument for their persuasive essay. Sample Lesson Plans to Teach Common Core State Standards Download Lesson Plan. Persuasive Essay Example:.PNG File Inspiration Maps File. Time Period. Persuasive Writing Lessons - Elementary School Writing Argumentative Writing Teaching Writing Persuasive Phrases Essay. long persuasive writing lesson for.
Persuasive Writing Unit The overall purpose for this persuasive writing unit is for your students to understand the key components (audience, leads, claims. Persuasive Writing Lesson. Save for later. by jtomlinson2013. 4 1 rating; Adapt this engaging activity with your students. Main focus of the lesson is for students to. You may save this lesson plan to your. Students will produce a persuasive essay or. Each area below is a direct link to general teaching strategies. When creating a lesson plan to teach persuasive speech, it is important to model what a persuasive speech sounds like by providing students with specific examples. Teach Revising a Persuasive Essay Lesson: Instruct High School Students to Edit Essays Using a Writing Rubric. When teaching the persuasive essay. Teaching about advertising and media, persuasive and argumentative writing, persuasion, argument, persuade with media. Teaching Writing Lesson Plans for. Improving Persuasive Writing—Ramona Clark 41. construct an essay in the basic five-paragraph mode:.
This is an introductory unit on persuasive writing The lesson will span from one to two weeks. Each group will be given a short persuasive essay and. PERSUASIVE WRITING LESSON PLAN. Materials: One copy per student of the lesson Persuasive Writing (see below for printable lesson and worksheet) Procedure. In this lesson, students will write persuasive paragraphs and essays Persuasive Writing: A Kinesthetic Approach The paragraph/essay is logically organized. The Opinion/Argument Writing Lessons provided by Writing A-Z help students learn to write using factual evidence to improve their persuasive writing skills. Pacing Chart for Teaching the Five-Paragraph Essay. The goal is to have every student master the five-paragraph essay. This lesson plan will. Persuasive Essay 3.
Lesson 8: From Outline to Essay! Back to curriculum unit: Persuasive Writing. Overview At the end of this lesson, students begin their rough drafts. Essay writing lesson plans Fountain Herlihy 03/01/2016 2:39:13 Expository essay outline to a lesson plans for esl efl the code their essay topics teaching writing. This writing process bulletin board set will be the perfect addition to your classroom when teaching. interactive lesson. jump-start persuasive. Sample Lesson Plans to Teach Common Core State Standards Download Lesson Plan. Persuasive Essay Example:.PNG File Inspiration Maps File. Time Period. Lesson Summary (details on each slide) Discuss student-centered, non-directed note-taking Why persuade?;. Lesson Plan: UNIT 8 Writing a Persuasive Essay . 3rd Grade – Persuasive Essay Unit talk at once or have a dispute about which draft to use for the lesson Mentor or Teaching Text.
- UEN gathered this collection of online resources to help students write effective persuasive essays.
- Film Review Lesson - Persuasive Writing. Save for later. by jesspon. 0 0 ratings;. Teaching A Christmas Carol and PEE paragrahs? Well, here is the package for you.
- High School Persuasive Writing High School Persuasive Reading 1 Teaching Persuasive Reading and Writing A Sample Unit of Lessons and Strategies for High.
- Many students struggle with persuasive writing. Try implementing some of these activities or prompts to get your students moving on the right track..
- Writing: Using Argument in Persuasive Writing Discuss this eTheme. Learning to use arguments to support an opinion is sometimes a difficult task for elementary students.
Plan your lesson in Persuasive Writing and Writing with helpful tips from teachers like you. SWBAT generate an outline for a persuasive five-paragraph essay. Teaching the Persuasive Essay Lesson Lesson Plan to Brainstorm and Write Essay First Draft Mar 10, 2008 Thadra Petkus Motivate middle and high school students to. Students learn effective techniques and complete prewriting activities for writing a persuasive essay. As a culmination of the unit, students choose one of the three. Are you overwhelmed with the idea of teaching formal essay writing? Even when using some highly rated homeschool writing curriculum, many homeschooling moms are. How to Teach Persuasive Writing. Students are ready to learn about persuasive writing beginning in middle school (junior high). You need to know how to. Phrases, structures and expression used to write persuasive arguments for and against something with example short essay and exercise.


Bike Engine Parts And Working PdfBy Denise L. In and pdf 22.05.2021 at 07:37 10 min read
File Name: bike engine parts and working .zip
A four-stroke engine is an Internal combustion engine , where four successive strokes i. Suction-Compression-Power-Exhaust completes in two revolutions of the crankshaft. Therefore, the engine is called a Four-stroke engine.
A four-stroke engine is an Internal combustion engine , where four successive strokes i. Suction-Compression-Power-Exhaust completes in two revolutions of the crankshaft.
Therefore, the engine is called a Four-stroke engine. In recent days the majority of automobile runs on a four-stroke cycle. Basic some terms used in this article:. This type of engine based on the Otto cycle.
The various strokes in the operation of a four-stroke cycle petrol engine are described below. And these valves are operated by means of Camshaft. It is rotated at half the speed of a crankshaft. The travel of the piston from one dead center to another is called piston stroke and a four-stroke cycle consists of four strokes :.
In this stroke the suction valve opens, exhaust valves remain in close condition. When the piston reaches the BDC, the inlet valve closes and the flywheel makes a half revolution. In this stroke, the piston moves from the bottom dead center BDC to the top dead center TDC , and both the suction and exhaust valves are in closed condition. The mixture, which was sucked into the cylinder during the suction stroke, is compressed into the combustion chamber.
The heat produced during the compression stroke and vaporize the mixture. As the piston approaches the top dead center, the compression stroke completes, and then the spark plug gives the spark.
Again both the inlet and exhaust valves are closed in this stroke. The compressed charge ignited by the high intensity of the spark and expands adiabatically, therefore, it pushes the piston downward i. During the exhaust stroke, the inlet valve is in a closed condition and the exhaust valve is opened. The stroke is completed when the piston reaches the Top Dead Center. And then again stokes are recycled. In the exhaust stroke in one situation both the valves are in an open condition for some seconds so that fresh charge entered to engine cylinder and pushes the burnt gases out of the cylinder.
This process is called Scavenging. A four-stroke Diesel engine consists of:. In a suction stroke, the inlet valve is in the opened condition and the exhaust valve remains closed. The atmospheric air is drawn into the cylinder as the piston moves from TDC to the BDC due to the partial vacuum air is sucked inside the cylinder.
At the end of the compression stroke, the fuel injector inject the fuel at high pressure into the compressed hot air, thus the ignition takes place inside the cylinder.
During this stroke, both the valves are in closed condition. The piston at the TDC is pushed downward by the expansion of burned gas. In this stroke, the exhaust valve is opened and the inlet valve is in the closed condition. And here is also the scavenging process that happened to remove the burnt gas completely. The four-stroke Diesel engine is one of the most popular prime overs.
It has various types of applications like:. To know more, checkout the Fuel supply system in petrol engines. The supply of lubricating oil between two moving parts of the vehicle is called lubrication.
More on the Lubrication System. All the heat produced by the combustion of fuel is not totally converted into power at the crankshaft. Only about 20 percent of the heat is used as power at the crankshaft. And 35 percent of the heat is transferred to the cylinder wall which cause pre-ignition of the charge and also lubricant burned away due to the heat, therefore the engine maybe seized.
More on Engine Cooling System. In the exhaust stroke in one situation both the valves are in opened condition for some seconds so that fresh charge entered to engine cylinder and pushes the burnt gases out of the cylinder. A four-stroke petrol engine consists of: 1. A cylinder 2.
Cylinder head attaches with spark plug 3. Piston attach with piston ring 4. Connecting rod 5. Crank 6. Crankshaft 7. Valves ETC. So this is the complete overview on Four Stroke Engine , I hope I am able to explain it well, for further more doubts do let me know in the comment section.
And below is your PDF downloadable link. You may have interest to read about 2-Stroke Engine also. Your email address will not be published. Save my name and email in this browser for the next time I comment.
In this article, you will get to know about Rake Angle, its importance and its types. So let's get started. What is a Rake Angle? In this article, I will be going to give you an in-depth overview of the Quick Return Motion Mechanism. So let's get started! What is the Quick Return Mechanism? A quick return motion mechanism Skip to content. Page Contents. What is Scavenging?
What is the Four-Stroke Engine? What are the Parts of Four-stroke Engine? Join Us on Telegram. Mechanical Engineer. Executive Editor. Head of Operation. Leave a Reply Cancel reply Your email address will not be published. Continue Reading.
What are the main parts of an engine?
In order to fully understand how the latest in speed parts work, you first need to understand how an engine works. Most cars as we know them are powered by what is called a 4-stroke engine. A 4-stroke refers to the four strokes in the power cycle; the intake stroke, the compression stroke, the power stroke and the exhaust stroke. For now, what you need to know is that the 4-stroke cycle explains how a mixture of gasoline and air can be ignited, combusted and smoothly converted into useable power to hurl you down the quarter mile, around a track or just take you to work. An engine is composed of several major components; the block , the crank , the rods , the pistons , the head or heads , the valves , the cams , the intake and exhaust systems and the ignition system.
Have you ever opened the hood of your car and wondered what was going on in there? A car engine can look like a big confusing jumble of metal, tubes and wires to the uninitiated. You might want to know what's going on simply out of curiosity. Or perhaps you are buying a new car , and you hear things like "2. In this article, we'll discuss the basic idea behind an engine and then go into detail about how all the pieces fit together, what can go wrong and how to increase performance. The purpose of a gasoline car engine is to convert gasoline into motion so that your car can move.
Automobile engines are complicated mechanisms that are made up of several internal parts that work like clockwork to produce that power that moves your vehicle. In order for the engine to operate properly it needs all of its parts to be in good condition. One fault can be disastrous! Let's take a look at the main parts of the engine. The block is the main part of the engine. All other parts of the motor are essentially bolted to it. Inside the block is where the magic happens, such as combustion.
How Car Engines Work
Internal combustion engines come in a wide variety of types, but have certain family resemblances, and thus share many common types of components. Internal combustion engines can contain any number of combustion chambers cylinders , with numbers between one and twelve being common, though as many as 36 Lycoming R have been used. Having more cylinders in an engine yields two potential benefits: first, the engine can have a larger displacement with smaller individual reciprocating masses, that is, the mass of each piston can be less thus making a smoother-running engine since the engine tends to vibrate as a result of the pistons moving up and down. Doubling the number of the same size cylinders will double the torque and power.
Download our catalogs and learn about programs, courses, tuition, fees, admissions and much more. State-of-the-art, , sq. Avondale campus will provide you with hands-on experience with everything from undercar maintenance to advanced diagnosis. Learn more here.
Also at the end of the article I will give you PDF downloadable link.
Мой человек отнимет. - И что. - Какое вам дело? - холодно произнес американец. - Когда мистер Беккер найдет ключ, он будет вознагражден сполна. ГЛАВА 22 Дэвид Беккер быстро подошел к койке и посмотрел на спящего старика. Правое запястье в гипсе. На вид за шестьдесят, может быть, около семидесяти.
Впервые с детских лет Беккер начал молиться. Он молился не об избавлении от смерти - в чудеса он не верил; он молился о том, чтобы женщина, от которой был так далеко, нашла в себе силы, чтобы ни на мгновение не усомнилась в его любви. Он закрыл глаза, и воспоминания хлынули бурным потоком.
Куда его понесло? - думала. - Почему он не звонит. Вода из горячей постепенно превратилась в теплую и, наконец, холодную.
Хейл в ужасе тотчас понял свою ошибку. Стратмор находится на верхней площадке, у меня за спиной. Отчаянным движением он развернул Сьюзан так, чтобы она оказалась выше его, и начал спускаться. Достигнув нижней ступеньки, он вгляделся в лестничную площадку наверху и крикнул: - Назад, коммандер.
Мы обнаружили статистический сбой и хотим выяснить, в чем. Кроме того, - добавила она, - я хотела бы напомнить Стратмору, что Большой Брат не спускает с него глаз.
Конечно. Так, чтобы не осталось и следа. Сьюзан нахмурилась. Она понимала, что найти принадлежащую Хейлу копию ключа будет очень трудно.
Сэр, ключа здесь. Мы обыскали обоих. Осмотрели карманы, одежду, бумажники. Ничего похожего.
Приготовиться. Приступайте. - Мы не успеем! - крикнула Соши. - На это уйдет полчаса. К тому времени все уже рухнет.
Плутоний и уран, - повторял Джабба.
Wasmachst… - Помолчите! - Беккер перешел на английский. - У вас в номере проститутка? - Он оглядел комнату. Роскошная обстановка, как в лучших отелях. Розы, шампанское, широченная кровать с балдахином. Росио нигде не .
Кто… кто вы. - Пройдемте с нами, пожалуйста. Сюда.
Поэтому такая перспектива даже не обсуждалась. Сьюзан старалась сохранять самообладание. Мысли ее по-прежнему возвращались к сотруднику лаборатории систем безопасности, распластавшемуся на генераторах.