NIOS is publishing blogs with the voices of LGBTQ students, teachers and community members weekly starting with the Day of Silence in April through Gay and Lesbian Pride month in June. This is the third blog post in our series. Please share these stories on Facebook and retweet them for everyone to join the powerful movement of equality that crosses all races, religions and nationalities. By Jordan Addison I’m a big fan of being a wallflower. You know the type, there’s one in every crowd. A person who rarely speaks and is content to listen, to have the world ignorant to their existence. Having been bullied my entire life for being perceived as gay, I am very good at being a wallflower.
If you are not automatically redirected, please click here to go to the Not On Our Campus page.
Our original Not In Our Town film sparked a movement. Citizens across the United States came together to stop hate in their respective towns. And college students were no exception. Michigan State University, University of South Alabama, Knox College (Illinois), University of Akron (Ohio), University of Utah, University of Illinois Urbana-Champaign, Cornell University, Ithaca College, University of Wisconsin, and John Carroll University (Ohio) were among those who created groups, hosted screenings and workshops, and held rallies. Many other college students—from Bloomington, Ind. to Modesto, Calif.—joined community organizations in the fight against hate. On this page you'll find a small sampling of some of these student-created programs that may be useful on your campus. Join others across the country that are saying Not In Our Hall, Not In Our House, Not On Our Campus.


|Magnesium is a light, silvery-white, and fairly tough metal. Because they are light and strong, magnesium alloys are often used for tire rims.|
|Atomic Number:||12||Atomic Radius:||173 pm (Van der Waals)|
|Atomic Symbol:||Mg||Melting Point:||650 °C|
|Atomic Weight:||24.31||Boiling Point:||1090 °C|
|Electron Configuration:||[Ne]3s2||Oxidation States:||2|
From Magnesia, district in Thessaly. Compounds of magnesium have long been known. Black recognized magnesium as an element in 1755. Davy isolated it in 1808 and Bussy prepared it in coherent form in 1831. Magnesium is the eighth most abundant element in the earth's crust. It does not occur uncombined, but is found in large deposits in the form of magnesite, dolomite, and other minerals.
The metal is now principally obtained in the U.S. by electrolysis of fused magnesium chloride derived from brines, wells, and sea water.
Magnesium is a light, silvery-white, and fairly tough metal. It tarnishes slightly in air, and finely divided magnesium readily ignites upon heating in air and burns with a dazzling white flame.
Uses include flashlight photography, flares, and pyrotechnics, including incendiary bombs. It is one third lighter than aluminum, and in alloys is essential for airplane and missile construction. The metal improves the mechanical, fabrication, and welding characteristics of aluminum when used as an alloying agent. Magnesium is used in producing nodular graphite in cast iron, and is used as an additive to conventional propellants.
It is also used as a reducing agent in the production of pure uranium and other metals from their salts. The hydroxide (milk of magnesia), chloride, sulfate (Epsom salts), and citrate are used in medicine. Dead-burned magnesite is employed for refractory purposes such as brick and liners in furnaces and converters.
Organic magnesium is important in both plant and animal life. Chlorophylls are magnesium-centered perphyrins.
The adult daily nutritional requirement, which is affected by various factors include weight and size, is about 300 mg/day.
Because serious fires can occur, great care should be taken in handling magnesium metal, especially when finely divided. Water should not be used on burning magnesium or on magnesium fires.


Tokyo Gas Co., Ltd. announced on December 12, 2007, that it has launched a pilot project to recover bioethanol and biogas from food waste generated by schools in Koto Ward, Tokyo. It has been selected by the Ministry of the Environment as a next-generation waste management technology development project, and is being conducted jointly with Koto Ward and Tokyo Environmental Public Service Corporation. Both bioethanol and biogas recovery processes will take place at the same plant; construction of the project's pilot plant started on December 17 on the premises of the Waste Collection Office in Koto Ward, and tests began on February 25, 2008.
In Koto Ward, about 200 kilograms of food waste from school lunches is generated daily by elementary and junior high schools. Once delivered to the plant, this food waste will be broken into pieces and enzymes added to saccharify carbohydrates. The saccharified waste is then squeezed to separate liquids and solids. Bioehanol is extracted from the liquid through fermentation, and biogas is recovered from a mixture of the solid portion and the liquid left over after ethanol is distilled. The targeted recovery amounts are five liters of bioethanol with more than 90 percent purity and 20 cubic meters of methane gas per day.
The aims of this pilot project are to verify a technology for producing bioethanol and biogas together, and to establish a more efficient and higher value-adding system of recycling energy as compared to conventional methane fermentation biogas recovery systems.
Tokyo Gas will contribute to environmental education with this project, for example raising local residents' awareness through plant tours. Since the pilot plant is small in scale, the company intends to use the recovered energy as a local resource; extracted ethanol will be used at schools and biogas will be used for a 9.9 kW generator and a boiler used to operate equipment and distill ethanol at the plant.


A new Project Frog classroom for teaching students and scientists
Contact: A. James Maskrey, (808) 956-3645  Assistant Specialist, Hawaii Natural Energy Institute
Project Frog classroom at Ilima Intermediate School. Credit: Priscilla Thompson (HNEI) & Hawaii DOE.
Students at Ilima Intermediate School in Ewa Beach, Oʻahu will have the unique opportunity to learn in a classroom that is itself a learning platform. A 1,200-square-foot, state-of-the-art structure has been installed at the school, the first of three sites selected for energy research that will test the effectiveness of innovative energy efficient buildings powered by renewable energy. The Hawaiʻi Natural Energy Institute (HNEI) of the University of Hawaiʻi at Mānoa is leading the research study which will analyze the performance of these energy systems for potential future Navy applications in the Pacific region.
“We're delighted to participate in and be the beneficiary of this innovative project,” said Assistant Superintendent Randy Moore of the State of Hawaiʻi Department of Education. “It will excite our students and staff on the campus to know they are a part of leading edge research and development work into creating environments that support student learning and are friendly to the planet.”
The pre-engineered test platform, created by California-based Project Frog, Inc., incorporates passive design elements to decrease energy demand, thus increasing the effectiveness of its photovoltaic systems. The structure will be outfitted with high-tech energy monitoring instruments providing valuable research data on the performance of design and material components.
Project Frog’s design provides air quality management and thermal comfort through the use of natural convection and air displacement to reduce the requirements for mechanized systems. Optimized daylighting and glare reduction provides high quality illumination for over 95 percent of daylight hours, keeping the electrical lights off during most of the school year. The design reduces energy consumption, construction waste and operating expense, while providing spaces that are adaptable for a variety of uses.
"We are excited to play such an integral role in HNEI's research and together advance the science and technology behind all new construction throughout the Islands," said Nikki Tankursley, director of marketing for Project Frog.
“Frog buildings are very responsive to the Hawaiian climate,” according to Tankursley. “With a small rooftop photovoltaic array, the classroom at Ilima Intermediate School produces more energy than it consumes.”
At Ilima Intermediate School, HNEI will also compare the performance of two different photovoltaic systems, one using a high efficiency crystalline technology, and the other using a newer thin film technology.
“This important assignment is part of a larger research program to evaluate energy technologies for the Office of Naval Research that includes a range of efficiency, storage, and renewable generation systems,” said Dr. Richard Rocheleau, HNEI Director.
The Office of Naval Research is providing funding for the project through a grant to the University of Hawai'i. Projects that support the Department of Navy's energy programs to demonstrate technologies that enable increased implementation of alternative energy sources and promote energy security are made possible by the efforts of U.S. Senator Inouye, Senate Appropriations chairman, to ensure that the Department of Defense has adequate resources to make these critical, cutting-edge investments in energy technology.
Project partners include the State of Hawai'i Department of Education, University of Hawaiʻi at Mānoa – Hawaiʻi Natural Energy Institute, and Project Frog, Inc.


To accept cookies continue browsing as normal or go to the Cookies Notice for more information and to set your preferences.
Fundamentals of Unix and Linux System Administration
Tired of looking through various resources to fully understand Linux? Not only is it time consuming but also expensive, having to pay for many different courses to learn how to setup, maintain and operate a complete backend infrastructure powered by linux os.
No longer do you have to waste time and money, we have specifically designed a course just for you. Here you will not only learn complete system administartion of Linux/unix based infrastructure but will also learn to handle the system processes, the users and the software running on such an infrastructure.
This exclusive and unique course has been designed with in collaboration with the industry experts to create a tutorial that covers all aspects of the Linux/Unix administration. Not only does it include the fundamentals of Linux Administration, but it will also include tips, tricks and even the potential pitfalls that one can come across when trying to operate a linux based backend system.
The main focus of the course is to turn you from zero to hero in Linux Administration. At the end of this course, you will learn all about the backed commands including how to successfully create and maintain a Linux based web system. The course will also include complex concepts such as package management, shell scripting guide, user management, kernel and shells, how to boot the system, control access, working with controlling processes, the file system, log files, adding new users, storage, security, etc.
What will you learn in this course:
We have created this course with the utmost care to help you not only understand the Linux Administration but to also master it. Enroll now and become a Linux expert.


Fantastic colorful sedimentary patterns, Bentonite layers are seen as striations exposed in the Utah Badlands, part of the Brushy Basin shale member of the Morrison Formation. This layer was formed during Jurassic times when mud, silt, fine sand, and volcanic ash were deposited in swamps and lakes. Aerial photograph. USA
Image ID: 38020
Format: Digital 1:1
Copyright © Phillip Colla / Oceanlight.com, all rights reserved worldwide.
This professional quality stock photo can be licensed in high resolution form by contacting the photographer: Phillip Colla, firstname.lastname@example.org
, (760) 707-7153, more info and photographer bio


"When men and women actually think of themselves as equals, the world will have changed."
—Patricia Smith, Feminist Jurisprudence
Art and politics, like men and women, share the kind of magnetic attraction that often leads to marriage. Resulting unions are sometimes productive, sometimes explosive, occasionally incompatible. Artist Judy Chicago has married art to feminism, under a chuppa. Judy Chicago is a feminist. She describes her art as rooted in feminist principles.i Judy Chicago is Jewish. Her art deals with Jewish themes. But there is no one kind of "feminism," just as there is no one brand of "Jewish," and to say that Judy Chicago's art is Jewish Feminist is about as descriptive as saying it's artistic.
Feminism is a multifaceted movement united by a common desire to overturn patriarchy.ii There are classical feminists and radical feminists, modern feminists and postmodern feminists, Marxist feminists and relational feminists. There are feminists who resist association with militant movements, feminists who would still gladly burn their bras in the streets, and feminists who rightly call themselves feminists for no reason other than they support the idea of gender equity...whatever that means. Mary Wollstonecraft wanted to abolish marriage. Postmodern French feminists laud woman's place as "The Other" in a male-dominated world.iii Carol Gilligan and fellow relational feminists see men and women as entirely different moral animals.iv
Judy Chicago's feminist mission rests largely on re-introducing the female body, through visual symbolism, into artistic and historical spheres that have become predominantly male. Vagina imagery appears commonly in Chicago's work, as aesthetic and physical reminders of female presence. Many of her pieces deal explicitly with historical events, in which representations of the female contribute to crafting a more gender-balanced conception of history. Then, like fellow feminist artist Cindy Sherman, Chicago calls attention to the act of gazing—and to the male gaze—in many of her pieces. To "gaze" is to do more than look. It is to hunger more than to see. It is to drink in an image, to take it in without worrying about the consent of the viewed; it is a silent power struggle, in which many do not realize they constantly engage.
As a young art student, a brush-wielding Judy Chicago studied the work of those masters who came before her. She found herself staring at canvas after canvas painted by male artist depicting female subject, and found herself asking, "Am I the model or am I the artist?".v Her own artistic growth has led her to direct her talents toward fracturing the male-dominated artistic canon, and the history to which it contributes, through insertion of the female and the unique ways in which women see the world. In 1970, she coined the term "feminist artist" when she started the first feminist art programvi at the California Institute of the Arts, which led to Womanhouse: the first installation "demonstrating an openly female point of view in art".vii
Art has become a means for Chicago to comment on both the way we see and what we choose to look at. Her most famous work, The Dinner Party, turns the male gaze on its head as it calls attention the female actors of history, the female gazers. It attacks the issue of what gets canonized. Thirty-nine women of action ranging from Hatshepsut to Sacajawea to Susan B. Anthony are given place settings at a triangular table measuring forty-eight feet on each side; the names of 999 other women are etched into triangular tiles covering the floor. Place settings make use of embroidery, sewing, and china painting, as a way to insert traditional female "crafts" into a work of high art. The stated aim of the piece, completed in 1979, is to insert the names and achievements of women into a historical record from which they have been largely omitted.
Many find the piece provocatively political. Inspired by the Last Supper, The Dinner Party is filled with more than just the names of women—it is laden with symbolic vaginas, in a piece rooted in the symbolism of religious piety. The traditionally-rectangular table is bent into a shape reminiscent of the pubic triangle, traditional female symbol, and is lined with plates inspired by the shapes of flowers and vulvas. The women of The Dinner Party, writers politicians or ancient goddesses, are figures of inspiration removed from canonical notions of patriarchy, Christian or otherwise. To encourage a gaze in their direction is to encourage action based on the examples they set. It is left for the viewer to wonder just how much irreverence is intended by Chicago's transformation of the solemn "Last Supper" into the sort of "Dinner Party" that seems to allude to Woolf's Mrs. Dalloway.
The Dinner Party is currently on display at the Brooklyn Museum of Art; this past February through July, Hebrew Union College curated an exhibit entitled Judy Chicago: Jewish Identity which was designed to accompany The Dinner Party. Judy Chicago: Jewish Identity attempted to navigate Chicago's body of work with an eye not only to its "feminist" mission and stylistic trademarks, but also with regard to Jewish subject matter and Chicago's own Jewish upbringing If it sounds like a lot to probe at once, that's because it is—and one gets the feeling it may be too much for any exhibit to tackle in a few galleries.
At times it seemed the exhibit at Hebrew Union College took Chicago's "feminist" descriptor for granted, glossing over and at times ignoring different kinds of feminism present in each of her "Jewish" works. It did not question the validity of seeing feminism as some easily definable category, as it asserted that Chicago had appropriated its ideology. It did not ask: what is feminine subject matter? It did not ask: how does one reconcile the notion of a feminist mission with pieces that emphasize the aesthetic more than the polemically political? It is precisely because there are no definitive answers to these questions that the questions themselves should highlighted as substantive.
Judy Chicago is an artist first and activist second. She presents images from which political statements may arise as interpretations. In Wall of Diptychs, lines from psalms accompany abstract and colorful images of male and female forms. Each gender's anatomy is visually magnified in pastels, and equally beautified, as Chicago paints the sexual body as something linked with the poetry of a historical Jewish tradition. Absent from this piece is the controversy surrounding the power dynamics of gender in Judaism today; Chicago instead emphasizes notions of continuity, tying physical coupling and genealogical continuity to the continual relevance of the biblical word. Some might argue that Chicago's attempts at equality conflict with the spirit of a tradition that instructs men to give thanks daily for not being women. Others might counter that Chicago focuses not on the body, but rather on the act of coming together to craft moments both personal and historical. The individuals that create these moments and this continuity must depend on each other to do so. Wall of Diptychs makes interdependence something beautiful, and makes the absence of shame its powerful statement.
Compare this to Double Jeopardy. In this work, black and white photographs of prisoners in concentration camps and Jews under attack are partially painted over with Chicago's re-drawn, colorful depictions of select individuals from the photographs. The images are grouped in panels, separated by clusters of rainbow-colored Jewish stars and the Greek female symbol. Confronted with images of inhumanity, told to look at suffering and starvation, the viewer is simultaneously reminded to think of women and the gender rights struggle that makes use of the rainbow banner. When I look at images of emaciated Holocaust victims hunched together in barracks, I resent being told to look at the gender of one sufferer over another.
It may be relevant to assert that Jews should be able to understand the subjugation of women, and use art as a medium to suggest as much. However, it is not clear that forcing these two struggles into the same work of art teaches the viewer anything. It may instead oversimplify two very different and complex struggles. What is really gained by combining images of starving prisoners with a 2-dimensional female symbol? How can that symbol evoke the physical fear in which many women worldwide are forced to live? I wonder whether grouping together both of these instances of oppression under an amorphously generalized sense of suffering takes away from the power that arises from evoking each.
It is evident that Judy Chicago's feminism combines in explosively different ways with her Judaism. The degree to which the political enters the sphere of her art varies, and can be disputed. Sometimes suffering is absent, and sometimes the focus is directed specifically to the way in which suffering is shared. The ghosts of religious man and religious woman in Under the Stones of Treblinka are divided as if by a mechitza onto separate canvases. Tombstones that surround them become an echo of the Ten Commandments' stone tablets. On his canvas, a man holds a Torah; on hers, a woman holds Shabbat candles. Both figures are dead. Neither is old. There is shared sadness in their separation, and they are co-mourners. Chicago asserts here that man's suffering is no more righteous than woman's; tradition may not allow her to hold the Torah that he holds in his arms, yet he presents the scrolls no more boldly than she presents her candles. And yet what is equally highlighted is woman's clear and definitive distancing from the Torah, the central symbol of Judaism. She cannot even lay claim to a spot on the canvas on which it appears. The extent to which the cleft between man and woman is commentary on Judaism itself and the extent to which the divide is due to tragic and fracturing historical circumstance is left for the viewer to ponder.
Sometimes Judaism becomes more metaphor than explicit subject matter in Chicago's work. The Four Questions has an unambiguously Jewish title that references the Passover Seder, but the work's subject matter is far from limited to Judaism. The four questions are a component of the Jewish Passover Seder in which the youngest child present asks why the night of the Seder is different from other nights, why we eat Matzo and bitter herbs, dip our vegetables twice, and recline. This youngest diner, the voice of innocence, queries a tradition prepared with ready answers. We eat Matzo because fleeing slaves could not wait for their bread to rise. Marror reminds us of slavery's bitterness, and dipping herbs twice reminds us of two kinds of tears. We recline because we have the luxury to do so. The queries Chicago poses in The Four Questions have no ready answers. "When do ends justify the means?' she wants to know, "What determines a quality of life?" The skeletons she depicts lying on hospital beds are not meant to be just Jewish ones, though the Seder analogy highlights the world's absence of response to these questions. Is this Chicago criticizing Judaism's ability to answer these queries, or even search effectively for answers? Perhaps, but the work does highlight that one of the first things Judaism teaches its youngest children is to question.
Sometimes Chicago's aesthetic devices become thematic in their own right. The Dinner Party turns the mediums of traditional female craft into components of the piece's subject matter. Much of Chicago's work makes use of weaving as a way to empower what has come to be viewed as a traditional female mode of expression. Whether the image of Penelope at her loom is seen as one of oppression or ingenuity has no bearing on the fact that weaving has long been associated with the feminine in the Western tradition. Extensive use of thread in works dealing with largely historical subject matter "ties" women into history in a very literal way. The technique of weaving recalled to me "threads" of history and the stories of which they are formed. To build a work of high art out of interlocking threads reinforces the notion of an interconnectedness founded on the principle that the feminine be allowed to flourish.
A video screen set up at Hebrew Union College carried Judy Chicago's voice across the otherwise silent gallery, as she explained her artwork and how it came to be, ideologically as well as stylistically. Exhibits like this one tread a fine line between presenting valuable information and promoting interpretations. Using socially conscious terminology and broad brushstrokes to paint multi-layered pieces into categorical corners forces viewers to cross pre-assembled bridges to fascinatingly complex works. There is a good deal to unpack in Chicago's repertoire—both inside of and beyond the categories of "Jewish" and "Feminist." Granted, an exhibit's failure to address some of this nuance by no means detracts from a viewer's capacity or right to find such nuance as an individual critic. Where an issue arises, though, is when museum-goers have to struggle against presentations of text and voice in an attempt to hear their own reactions to works intended to elicit strong responses.
Layering Chicago's voice atop her artwork suggests a forced blending of what Chicago stands for as an individual with what her art does. To conflate the two can yield false synthesis; sometimes art subverts connotations carried by categorical descriptors like "Jewish" and "feminist." Works saying fundamentally different things were classed together in Judy Chicago: Jewish Identity for no reason other than that they dealt with Jewish themes. Categorical lumping isn't an issue unless the emphasis on the 'Jewish' fails to take into account different and at times conflicting aspects of Jewishness.
Jewish identity can inform Jewish art just as any identity, feminist or otherwise, can inform art. But when one tries to describe art and artist using the same sentences, depriving them of words of their own—when an artist's "secular Jewish upbringing" becomes an exhibit's explanation for a piece's subject matter, there is a problem. There is a difference between seeing through Jewish eyes and seeing something Jewish—and there are many different definitions of what "Jewish" means. Sometimes the greatest strengths emerge from gray spaces, from the freedom viewers have to interpret and even misinterpret. For it is in entering these gray spaces, and in setting aside notions of what Judy Chicago might stand for as a "Jewish Feminist" when looking at her pieces, that one has the opportunity to discover new meaning within their frames.
i Judy Chicago, Donald Woodman, "Judy Chicago's Content-Based Art Pedagogy," Through The Flower, http://www.throughtheflower.org/page.php?p=41&n=3.
ii Patricia Smith, Feminist Jurisprudence ( New York: Oxford University Press, 1993), 5.
iii Smith, Feminist Jurisprudence, 6.
iv Smith, Feminist Jurisprudence, 7.
v John W. Whitehead, "Women and Art: An Interview with Judy Chicago," Gadfly Online, Nov./Dec. (1999): http://www.gadflyonline.com/archive/NovDec99/archive-judychicago.html.
vi Whitehead, Gadfly Online, http://www.gadflyonline.com/archive/NovDec99/archive-judychicago.html.
vii Judy Chicago, Donald Woodman, "Judy Chicago," Through The Flower, http://www.throughtheflower.org/page.php?p=40&n=3.
Marissa Brodney is a Columbia College junior studying the way people look at each other. She sees you.


Tomorrow is International Data Privacy Day! If you didn’t know, International Data Privacy Day is held annually on January 28 to raise awareness and promote data privacy and data protection best practices. Sponsored by the National Cyber Security Alliance (NCSA), the website Stay Safe Online offers tips for consumers to stay safe online and to protect their personal information. It’s not just for consumers, as businesses are encouraged to keep consumer data out of hacker’s hands by understanding what and where are the digital assets others want, learning how to protect those assets, detecting when something has gone wrong, and reacting quickly to minimize impact. For Canadian businesses, you can also visit the Office of the Privacy Commissioner Canada site for more details on your rights and obligations under Canadian privacy laws.
Some history on Data Privacy Day: Data Privacy Day began in the United States and Canada in January 2008 as an extension of the Data Protection Day celebration in Europe. Data Protection Day commemorates the Jan. 28, 1981, signing of Convention 108, the first legally binding international treaty dealing with privacy and data protection. Since then, Data Privacy Day has been observed annually on Jan. 28.
In keeping with the spirit of Data Privacy Day, here are 5 tips for businesses on keeping data out of hacker’s hands.
- Keep your operating system and all software up to date
This is very important, as sometimes the software we use has security vulnerabilities. Hackers are known for exploiting these vulnerabilities to break into systems. Software companies, like Microsoft, offer regular updates and patches to their software to address these vulnerabilities. Updating and patching your software on a timely basis will help thwart these types of attacks.
- Set strong passwords
The stronger the password, the more difficult it is for someone to guess your log in and steal your data. Even better, using multifactor authentication and biometrics will also help secure your data.
- Back up, back up, back up!
For any data you need to keep, you want to ensure you have secure backups. This way, if you lose are hard drive, or are infected with a virus, you will still have your data available.
- Encrypt your sensitive data
Even more important than the back-ups, you need to ensure your sensitive data in encrypted. In the event that someone does break in or you are infected with ransomware, this way, the data that is stolen is not able to be accessed by the hacker. If you do have to save any sensitive data to a removable device, that data should also be encrypted, just in case that device is lost or stolen.
- Delete/archive data securely
Of course, the less data you keep on customers, the less chance there is that the data can be stolen by a malicious actor. When deleting data from systems, make sure that it is completely wiped from the device so it can’t be recovered later. If you do need to archive the data, ensure that it is encrypted prior to storing.


Testicles diseases and infertility causes
There are a number of testicles diseases that affect the quality and quantity of spermatogenesis and cause infertility. Here are listed some of the most frequently:
1. Varicoceles can cause a third of all cases of male infertility. It is caused by retrograde leakage of blood with progressive dilatation, often palpable, of the venous plexus. Occurs most commonly on the left (85%). Unilateral varicocele increases blood flow and temperature for both testis which is the cause for poor quality of sperm and infertility. Surgical resection results improve fertility in half of the men with the best results (70% pregnancy rate) obtained for men who have preoperatively over 10 million sperms per millilitre .
2. Germ Cell Aplasia (existence of Sertoli cells only) has a positive family history with consecutive azoospermia
3. Unilaterally Cryptorchidism, even when is corrected before puberty is associated with abnormal sperm for many individuals.
Acquired Testicular Defects
5. Viral Orchitis: The responsible viruses include: mumps virus, echovirus, choriomeningitis virus and some arboviruses. Testicle size and function may return to normal or may undergo atrophy. Semen analysis returned to normal in three-quarters of men with unilateral involvement and only one-third of men with bilaterally orchitis. Atrophy is usually perceptible within 1 to 6 months after orchitis is solved.
6. Trauma is the second common cause of secondary atrophy of the testicles.
7. The destruction by irradiation: doses higher than 200 mGy (20 rad) lead to the destruction of spermatogonia. Oligospermia or azoospermia appear after doses of 800 mGy (80 rad). Fractionated irradiation may have a more profound effect than a single dose irradiation and complete recovery of sperm density levels may require 5 years.
8. Certain medications as: guanethidine, some digitalis, spironolactone and ketoconazole, drugs – marijuana, heroin or methadone, alcohol, when is consumed for prolonged periods causes a decreased level of testosterone. Antineoplastic and chemotherapeutic agents routinely interfere with spermatogenesis.
9. Environmental Risk factors include chemicals known as nematicide, cadmium and lead, microwaves and ultrasound.
Testicular abnormalities associated with systemic diseases
10. In Liver Cirrhosis, low testosterone production is independently by direct toxic effects of ethanol. Testicular atrophy and gynecomastia are present in approximately half of men with cirrhosis and many of these men are impotent. Liver transplant cancel cirrhosis effects on the pituitary-testicular.
11. Chronic renal failure, about half of men with renal dialysis are suffering from impotence and reduced libido, but kidney transplant can lead to normal the testicular function.
12. Men with sickle-cell disease present an affected secondary sexual development and testicular atrophy is present in one-third. Protein-calorie malnutrition, Hodgkin’s disease and chemotherapy, amyloidosis affect the testicle function.
13. Similar hormonal changes occur after surgery, myocardial infarction and severe burns.
14. Men with AIDS may have decrease testosterone as immunodeficiency virus can infect the testicles.
15. Temporarily decrease in sperm density may occur after acute febrile illness.
16. Infertility in men with celiac disease is associated with a typical resistance to androgen hormone.
17. Neurological diseases associated with low testicular function include myotonic dystrophy, muscle atrophy and paraplegia.
18. The obstruction can be unilateral or bilateral, congenital or acquired. Obstructional azoospermia at the epididymal level also occurs in association with chronic infections of the paranasal sinuses and lung infections.


NASA-NOAA's Suomi NPP satellite captured night-time look at Hurricane Irma as it weakened to a large tropical storm and the GOES East satellite provided a daytime view as the large storm continued moving north over Florida.
Irma made landfall twice on Sept. 10, first in the Florida Keys and then near Naples. The storm has now been downgraded to a tropical storm but could still cause significant impacts over Georgia and Alabama. NASA's Marshall Space Flight Center in Huntsville, Alabama was under a Tropical Storm Watch on Sept. 11.
At 3:21 a.m. EDT (0721 UTC), Sept. 11, the Visible Infrared Imaging Radiometer Suite (VIIRS) instrument aboard NASA-NOAA's Suomi NPP satellite provided an night-time infrared image of Irma (above). The VIIRS image showed the large extent of Irma over Florida, Georgia, Alabama and the Carolinas.
After sunrise, NOAA's GOES East satellite provided a daytime look at Tropical Storm Irma as it continued to move north up the Florida Peninsula. The large storm covered a large area in the southeastern U.S. The image was created by the NASA/NOAA GOES Project at NASA's Goddard Space Flight Center in Greenbelt, Maryland. Irma remains a large tropical cyclone.
The National Hurricane Center said "Tropical-storm-force winds extend outward up to 415 miles (665 kilometers) from the center." That makes the storm more than 830 miles (about 1,336 kilometers) in diameter since the cloud cover extends farther out than the tropical storm-force winds.
At 11 a.m. EDT on Sept. 11, the National Hurricane Center noted that a Storm Surge Warning is in effect for South Santee River southward to the Flagler/Volusia County line, Florida; from north of Bonita Beach to the Ochlockonee River and for Tampa Bay.
A Tropical Storm Warning is in effect for Anclote River to the Okaloosa/Walton County Line and north of the Volusia/Brevard County line to the South Santee River.
Irma's status on Sept. 11 at 11 a.m. EDT
At 11 a.m. EDT (1500 UTC), the center of Tropical Storm Irma was located near 30.3 degrees north latitude and 83.1 degrees west longitude. That's about 70 miles (115 km) east of Tallahassee, Florida.
Irma was moving toward the north-northwest near 17 mph (28 kph), and this motion is expected to continue through Tuesday. On the forecast track, the center of Irma will move into southwestern Georgia later today, and move into eastern Alabama Tuesday morning, Sept. 12. The estimated minimum central pressure is 975 millibars.
Maximum sustained winds have decreased to near 65 mph (100 kph) with higher gusts. The NHC said continued slow weakening is forecast, and Irma is likely to become a tropical depression on Tuesday.
For updated forecasts on Irma, visit www.nhc.noaa.gov.


Description This photo was taken in 2007 at Karnak temple (Egypt. Africa).The Karnak temple complex, universally known only as Karnak, describes a vast conglomeration of ruined temples, chapels, pylons and other buildings. It is located near Luxor in Egypt. This was ancient Egyptian Ipet-isut (The Most Selected of Places), the main place of worship of the Theban Triad with Amun as its head, in the monumental city of Thebes. The complex retrieves its current name from the nearby and partly surrounding modern village of el-Karnak, some 2.5km north of Luxor.The complex is a vast open-air museum and the largest ancient religious site in the world. It is probably the second most visited historical site in Egypt, second only to the Giza Pyramids near Cairo. It consists of four main parts (precincts) of which only one is accessible for tourists and the general public. This is the Precinct of Amun-Re, and this it is also the main part of the complex and by far the largest part. The term Karnak is often understood as being the Precinct of Amun-Re only, as this is the only part most visitors normally see. The three other parts, the Precinct of Montu, the Precinct of Mut and the Temple of Amenhotep IV (dismantled), are closed to the public. There also are a few smaller temples and sanctuaries located outside the enclosing walls of the four main parts, as well as several avenues of human and ram-headed sphinxes connecting the Precinct of Mut, the Precinct of Amon-Re, and Luxor Temple.The key difference between Karnak and most of the other temples and sites in Egypt is the length of time over which it was developed and used. Construction work began in the 16th century BC. Approximately thirty pharaohs contributed to the buildings, enabling it to reach a size, complexity, and diversity not seen elsewhere. Few of the individual features of Karnak are unique, but the size and number of features are overwhelming. Construction of temples started in the Middle Kingdom and continued thro
Mikhail Palinchak, Uzhgorod Member Since April 2008 Artist Statement Ukrainian photoartist Palinchak Mikhail has over the past 20 years displayed his work in more than 400 exhibitions in the USA, England, Argentina, Austria, Belgium, Hong Kong, Denmark, Spain, Italy, Luxembourg, France... Mikhail is an artist of international federation of photoart (FAIP). Mikhail is the winner of countless prizes and awards.
In this gallery shown photos of Palinchak Mikhail and his son Mikhail Palinchak Junior. Many of the photos done in their cooperation.


Explore this hands-on activity to learn the different ways light is created.
We take it for granted, but when you think about it, light is amazing. light allows us to see the world around us. Animals and humans use light to do all kinds of very practical things every day. But do you know how light is created?
Basically, light is energy -- specifically electromagnetic energy. Electromagnetic energy travels in waves of varying lengths. Some are very long radio waves, some medium, and other are very short gamma rays. The human eye can detect only a small portion of this spectrum of waves. What we can see is called Visible Light.
To create light, another form of energy must be supplied. There are two ways to do this: incandescence and luminescence.
If you heat something to a high enough temperature, it glows. That's incandescence. Old-style light bulbs, fire, and the sun & other stars are incandescent. Hot light.
The cooler way that light is created is called luminescence. That's any light that's not created by heating. In this activity we will feature 3 types of luminescence: fluorescence, phosphorescence, and chemiluminescence.
We'll be using: glow sticks, glow-in-the-dark stickers, laundry detergent, flashlights, and ultraviolet light. And you'll need to be able to turn out the lights.
First, take the laundry detergent. What does it look like in normal light? What about with the lights off? (pause)
Now, with the lights off, shine the UV or black light on the laundry detergent. What happens? What happens when you remove this light? (pause)
This is an example of luminescence - called fluorescence. In fluorescent substances, energy from one color (or wavelength) of light is converted to another color. And these substances can only "fluoresce" - or emit light - as long as the external energy is supplied.
Next, take your glow-in-the-dark stickers that have been stored in the dark. Turn off the lights. What do you see? (pause)
Now shine your flashlight directly on the sticker for one minute, then turn off the flashlight. What's different this time? (pause)
This is an example of phosphorescence. Phosphorescent materials absorb energy from radiation, like light, and slowly re-emit it. Unlike fluorescent materials, phosphorescent materials can produce light for a long time after the external energy source is removed.
And now, the glow stick. What does it look like in normal light? And with the lights off? (pause) Bend the glowstick until you hear it crack. What happens? Now shake the glowstick . What changes? (pause)
This is an example of chemiluminescence, which in most cases is the kind of light bioluminescent animals create. In this case, breaking the small tube inside the glowstick releases chemicals to mix with other chemicals in the outer section of the glowstick, causing the glowing reaction.
Where else in your daily life do you see examples of luminescence? How would you figure out what type of luminescence these examples display? (pause)
We hope this has been illuminating.Check out the NOAA Ocean Explorer "Deep Lights" lesson plan, from which this video was adapted, for further exploration of luminescence.


Most 3D printing professionals and enthusiasts experience 3D printing ghosting from time to time.
During 3D printing, the vibrations in your printer may cause defects in your final print.
These 3D printer vibrations are caused by sudden and rapid changes in printing speed and direction.
- What Is Ghosting 3D Printer (3D Printing Ghosting)?
- What Causes Ghosting in 3D Printing?
- How Do I Remove Ghosting From 3d Printing? [Easy Fixes]
- What Is 3D Print Ringing?
- Solutions for Ghosting, Ringing, Echoing & Rippling
So, rapid changes in printing speed and direction cause ghosting.
Ghosting, also referred to as jerking or ringing in 3D prints occurs when your 3D model has patterns and characteristics that reoccur across its surface.
The most common sign of ghosting remains the reoccurrence of line patterns across the surface of your 3D print object.
Ghosting remains a problem that you need to fix as it certainly impacts the quality of the final 3D printed object.
This well-researched article remains a good companion on matters ghosting in 3D prints and how to fix it.
What Is Ghosting 3D Printer (3D Printing Ghosting)?
A ghosting 3D printer is a printer that consists of most of the challenges that cause ghosting. Such issues may include heavy components, wrong jerk, and acceleration settings, and an overused and faulty internal support system.
The presence of a ghost of layers in your 3D print is a sign of trouble. Furthermore, ghosting may ruin your 3D printing efforts and leave you quite frustrated depending on the time and effort you invested.
3D printing ghosting has multiple names, such as jerking, ringing, rippling, and echoing.
Still, you can readily identify ghosting if you see structures and features in your final print that wasn’t part of the design.
The printer head quickens sudden movements and the same directional changes cause intense vibrations. Thus, the printer movements cause ghosting that appears as a duplicate model.
That is why when you look at your 3D print, you will observe clear repetitive lines and features.
More significantly, ghosting distorts the expectations of the final print. Also, it remains a problem primarily found in models such as Logos and Wordings.
What Causes Ghosting in 3D Printing?
Many factors can cause ghosting during the 3D printing process. Notably, vibrations remain the primary cause of ghosting, and it happens because of:
1. Acceleration and Jerk Settings
Before you start printing a three-dimensional object, it will be helpful to enter the value for acceleration. What is acceleration in the 3D printing context? Acceleration refers to the changes in printing speeds.
The jerk settings measure the speed at which your print head moves from a stable position. The higher the jerk setting, the faster it will move from a stable condition once activated.
Also, if your printer has a lower jerk setting, it will not enable sudden printer movements as it will move slowly from its stable position.
Both jerk and acceleration settings play a crucial role in setting your 3D printer in motion.
Reducing Printing Speed
For example, if you reduce the acceleration settings, the printer head speed, and motion decrease. Therefore, reducing print speed reduces the risk of printer shaking that can result in ghosting.
If you select a higher jerk setting, your print head will suddenly move faster in a new direction. But if you select a lower jerk setting, your printer head will take longer to settle down.
Thus, it will result in darker print details because the printer head takes too long to change direction.
More significantly, if you changed acceleration and jerk settings, you would have managed your print speed. As such, you can fix ghosting issues by controlling your 3D printer jerk and acceleration settings.
Be careful not to select the wrong jerk and acceleration settings. Wrong settings lead to 3D printer over-extrusion at the 3D print object’s sharp corners. This means that the printer head will extrude excessive plastic filaments at a sharp angle.
Thus, it will be helpful to change your firmware settings to prevent over-extrusion of filament during 3D printing.
2. High Printing Speed
3D printing at high-speed causes ghosting problems. Additionally, high-speed printing increases the risk of vibrations in your 3D printer. Also, if you print at a lower speed, you minimize your 3D print head vibrations.
3D printer vibrations need to be avoided as they cause recurring lines, shapes, and patterns. These signs are primary indicators of ghosting.
3. Numerous and Acute Angles
Not all 3D printers can work on developing complex 3D printer models. More so, models that have numerous and acute angles.
3D printing shapes, wordings, and logos with extreme acceleration curves cause ghosting. Additionally, a 3D printer needs to match up the required quality.
Otherwise, if you print with a 3D printer that doesn’t measure up to the task, you will end up with prints that have distorted shapes and patterns.
As such, a 3D printer customized with precision and cutting is required to achieve quality prints. Such a 3D printer is better placed to mitigate the potential risk of ghosting in your 3D print.
4. Insufficient Frame Rigidity
Manufacturers typically design 3D printers with different frames. These frames are suited to work on different materials to satisfy the 3D printer market.
Some materials boost attributes that can withstand vibrations and motions during the printing of three-dimensional objects.
Nonetheless, not all materials can withstand vibrations and motion. It results in ghosting in some 3D print objects.
Temperature is another crucial factor; it will be helpful if you can use materials that can withstand higher temperatures. As such, if you 3D print with materials that are prone to melting, vibration will cause severe damage to the final print.
In summary, 3D printer vibrations caused by high resonant frequencies cause acute ghosting problems. Other reasons for ghosting include:
- Printing speed
- Higher jet and acceleration settings
- Heavy components induced moment
- Insufficient frame rigidity
- Rapid and shape angle changes
- Resonant frequencies caused by quick movements
- Outright and precise details like wordings and logos
How Do I Remove Ghosting From 3d Printing? [Easy Fixes]
Tighten Your 3D Printer Belt
If you detect ghosting, then your 3D printer sloppiness could be the reason behind it. Sloppiness in your printer motion system increases the risk of vibrations.
So check whether your 3D printer has a loose belt. If you find a loose belt, tighten it up as the printer belt is vital in moving things around.
Also, if the belt is too loose, it can’t move or stop another component. Thus, you need to follow the manufacturer’s guide properly to tighten the belt.
Related: How to Lubricate Your 3D Printer
3D Print Slowly
If you realize that you still get ringing even after you have tightened up your printer belts, check if you are using a reasonably high speed for printing.
Sudden printer movements tend to generate violent vibrations that cause 3D printer ringing. Always remember that a long print is far better than a poor one.
Use a Solid Support Base
If you use a solid support base for your 3D printer, you cut down vibrations during printing. Advisably, place your 3D printer on a solid and flat base that can either be a table or a counter.
Additionally, you can make use of an anti-vibration pad that will support your printer when placed on the table. The pad will ensure the printer is supported and fixed on the table to avoid unwanted vibrations.
Use a Sturdy Printer’s Frame
3D printers are subjected to a lot of movement and force, so you may find that parts of the printer have become loose over time. These small vibrations take place for hours and hours when you use the 3D printer.
Therefore, it results in a loose nut here and there, and it may cause severe vibrations when 3D printing.
You are expected to check all the joints in the 3D printer frame and tighten all the loose ends. It will eliminate the possibility of unnecessary printer movements leading to ringing.
Be keen to tighten all the printer corners, wheels, brackets, rails, and bolts to ensure it remains stable and free from vibrations.
What Is 3D Print Ringing?
Ringing, sometimes referred to as ghosting, occurs when lines or features appear to repeat themselves all over the 3D print surface. Notably, ringing remains a severe problem that can easily damage a print surface that would otherwise be excellent.
Additionally, you may note that most 3D print ringing occurs around sharp angles and corners of the print objects.
Sometimes, you may easily mistake visible infill for 3D print ringing. Moreover, 3D prints consist of solid walls that surround sparse infill patterns.
Sometimes, the 3D print wall may not be thick enough, and the infill may show through. However, you should know that it is not ringing. More significantly, it is easy to identify ringing as it will always take the shape of the 3D model design.
Also, it ripples out and is not consistent across the surface.
What Causes Ringing?
Vibrations caused by 3D printer movements cause ringing. Still, when moving parts like the printer head change direction or speed, parts of the printer resonates, causing irregularities on the print surface.
Also, printer motion components are essentially loose, so excessive high-speed motions cause vibrations leading to ringing.
Solutions for Ghosting, Ringing, Echoing & Rippling
You can use many ways to fix the ghosting problem and ensure you 3D print high-quality print objects. You may choose any of the following solutions that best suits your circumstance to eliminate ghosting;
- Use a separate spool holder (check at Amazon)
- Tighten the toothed printer belt
- Increase printer stiffness and stability
- Use a stable and a fixed base to mount your printer
- Use anti-vibration pads (check at Amazon)
- Use a thick surface foundation
- Ensure printer rails and bars are firmly held in place
- Tighten your hot end firmly to reduce vibrations
- Print slower
- Reduce the weight of moving parts of your 3D printer
- Use a light-weight extruder (check at Amazon)
- Use light-weight rods
As you figure out the best solutions to your ringing issues, it may be helpful to recognize that ringing is not easy to eliminate. Numerous factors cause ringing, and you may not be sure of the best remedy for your circumstance.
However, the key to solving ringing issues remains with correctly identifying what is causing your 3D printer to ring.
Therefore, it calls for a delicate balancing act from you, and you may be called up to use trial and error techniques to find out what works well for you.
You may check your loose components, reduce printing speed, adjust jerk and acceleration settings, and put your printer on a solid and rigid surface.
How To Remove 3D Print Supports From The Bed
So how to remove 3D print supports from your 3D printer build plate? Before removing support, the print bed should be allowed to cool for some time.
Is PETG Food Safe? Things to Watch Out For!
Is PETG food Safe? PETG is considered food safe. However, this doesn't apply to all PETG filaments. Let's find out more!
Can You 3D Print Silicone?
Can you 3D print silicone? Silicone filaments had been impossible to print. Silicone is recently making advancements in 3D printing. Time will tell!


Estudiantes líderes de la escuela secundaria Del Sur en Lancaster, California visitan una escuela primaria local y enseñan a estudiantes de 4º y 5º grado cómo ser defensores. A través de dramatizaciones y actividades interactivas dirigidas por los chicos de secundaria, los alumnos de primaria aprenden el significado del término “defensor” o “upstander” y cómo intervenir de manera efectiva, buscar ayuda y apoyar a un compañero que está siendo acosado. Este proceso puede ser una herramienta efectiva para utilizar en el salón de clases con los estudiantes. Por favor siga las siguientes instrucciones y revise la “Nota de cautela” para asegurar que sea una experiencia positiva y productiva. Nota: El proceso completo puede durar de 1 a 3 clases o reuniones de los estudiantes Instrucciones:
This skit can be used as part of the Not In Our School Student-Led Assembly Guide to launch an anti-bullying program in your school.
Here is an example of a student-led assembly at Peralta Elementary School in Oakland, CA. This assembly launched their schoolwide anti-bullying campaign. The students did a skit and talked about how to be an upstander as they took the lead in addressing bullying and intolerance. Students also learned how to be upstanders who work toward an accepting and identity safe school environment. Not In Our School developed a guide and sample skit for a similar assembly at the middle and high school levels. Click here for the student-led assembly kit.
In 1995, Azim Khamisa's 20-year-old son, Tariq, was delivering a pizza when he was shot to death by a 14-year-old gang member. Experiencing the pain, grief, frustration, and anger that a parent would, Azim decided that the only way he could better the situation was to use the tool of FORGIVE to ensure that this type of tragedy happens less frequently in the future. After meeting with the father of the boy who shot Tariq, Azim decided that he would bring his message of forgiveness and mutual respect to groups of young people all over the country. The foundation in his son's memory, the Tariq Khamisa Foundation, raises awareness and engages youth to resist a culture of violence and learn to live in harmony with one another. This lesson addresses the following SEL strategies and you can have students look for these issues and examine them in themselves.
In this new video geared toward elementary schools, students from Grimmer Elementary School in Fremont, CA explore the impact of bullying and ways to be an upstander. After intermediate students share personal experiences, they decide to take action and invent the "Leaving a Positive Footprint" activity, where the pupils paint blue footprints with positive messages "walking" though their campus. Later, they work with first grade buddies to discuss bullying and speaking up, and together they make paper footprint cut-outs and create their own upstander messages to post around the school. Download the full PDF version of the lesson plan by clicking here.
SUGGESTED QUESTIONS FOR STUDENTS AFTER READING THE CHRISTMAS MENORAHS, VIEWING NOT IN OUR TOWN, OR VIEWING OR PERFORMING PAPER CANDLES. By Janice I. Cohn Fighting Bullies The residents of Billings stood up to bullies despite the risks. Why did they do that? Do you think that would have happened without the help of people like Chief Inman and Margaret MacDonald? Do you think that would have happened if Tammie Schnitzer had not “gone public” with what happened to her family? What were the risks these people took by taking a stand? What can each of us do in our own lives if we must confront − or someone we know must confront − bullying? Would you attempt to help another person who is being bullied or treated badly? Why? What factors would affect your decisions? What would you want to do, and how would you want to do it? What would be helpful to you in these situations Fighting Hatred And Intolerance • Do you think the events that happened in Billings could happen in any town? Why?
Description: This video provides a brief overview of the purpose and goals of NIOS. It includes brief interviews with Patrice O’Neill, founder of NIOT and other NIOS leaders and offers examples from schools that have taken action to end bias, harassment, bullying and create safer school environments. Directions: After viewing the video, engage students in a discussion using some or all of the following questions: • What do you notice about NIOS and how it works? • How do you think NIOS can be used to address bullying or intolerance in a school community? • Do you agree with the idea that it is human nature to categorize and stereotype other people? If so, how do we stop ourselves from acting on our stereotypes or biases? • Do you agree with the statement “silence equals acceptance” in the face of bias or bullying? Why or why not? • What student activities on film drew your attention? • How could you see implementing NIOS in our school or district?


During the ACE-AISA project radiosondes were launched from the deck of the RONALD BROWN at synoptic times, 00Z and 12Z. Beginning around 1-April Radiosondes were also launch at extra times during daytime, at 03,04, 06 or 09Z. The data from these radiosondes have been interpolated onto a 125m vertical grid using a piece-wise second order polynomial fit. The regrided data have been used to make time height cross sections of relative humidity and winds.
5-day time height cross sections are available in the table below in the altitude ranges 0-5 Km and 0-12 Km. The 0-5 Km plots are useful to look at boundary layer process and the 0-12 Km plots show most of the troposphere..
The horizontal wind vectors are plotted at 250 meter vertical resolution
in the 0 to 5 km plots and with 500 m resolution in the 0 to 12 km
plots. Arrows pointing down indicate wind from the north, Arrows
pointing right indicate wind from the west. The length of the standard
wind vector at the bottom of the plot is 20 m/s. The "tail" of the
wind vector is at its data position in altitude-time space. A number
of the soundings had sections with no reported winds, these are indicated
by a lack of wind vectors in the plots. A few soundings had defective
humidty sensors so that wind vectors are shown but no rh. The "time" of
the sounding in these plots is the "synoptic" time. The launch time
was generally one hour and 15 minutes earlier, that is the 12Z sounding
generally started at 1045 UTC.
|75.0 - 80.0||16-Mar thru 20-Mar||To 5 Km Altitude||To 12 Km Altitude|
|80.0 - 85.0||21-Mar thru 25-Mar||To 5 Km Altitude||To 12 Km Altitude|
|85.0 - 90.0||26-Mar thru 30-Mar||To 5 Km Altitude||To 12 Km Altitude|
|90.0 - 95.0||31-Mar thru 4-Apr||To 5 Km Altitude||To 12 Km Altitude|
|95.0 - 100.0||5-Apr thru 9-Apr||To 5 Km Altitude||To 12 Km Altitude|
|100.0 -105.0||10-Apr thru 14-Apr||To 5 Km Altitude||To 12 Km Altitude|
|105.0 -110.0||15-Apr thru 19-Apr||To 5 Km Altitude||To 12 Km Altitude|
|ascii and Vaisala binary


Redistricting Means Change and Latinos Need to Get Involved
Latinos have been significantly absent from the public hearing process which redraws L.A. City Council district lines
Abelardo de la Pe??a Jr.
Redistricting is the process of drawing district boundaries for voting. Every 10 years, cities and states redraw district lines. As Arturo Vargas, head of the Los Angeles City Council Redistricting Commission (LACCRC), which is charged with redrawing the lines for the city's 15 council districts, says, "Redistricting means change."
Published on LatinoLA: February 8, 2012
As the population of Latinos continues to grow in various parts of the U.S., there's been a concerted effort to redraw districts to extend Latinos' ability to elect the candidates of their choice. To reflect L.A.'s significant Latino population growth, the LACCRC's draft map, released on January 25, increased the number of majority-minority council districts from four to five.
Good news for Latinos, but there's just one catch: Latinos have been significantly absent from the public hearing process. And without their input, boundary lines could change. To encourage Latinos to participate in the last series of public hearings and to learn what's at stake in their communities, Vargas was joined by two members of the commission along with Fernando Guerra, a professor at Loyola Marymount University and redistricting expert, to speak to a few media Latino representatives.
Their message: Latino individuals, neighborhood groups and organizations, large and small, need to get involved and learn what's at stake for their community before the final map goes to the City Council on March 1.
Guerra gave a brief overview of how district lines were historically drawn to keep Latinos from consolidating enough power to elect a Latino city council member. "Reapportionment has played a role in the disenfranchisement of Latinos," he said.
Although Henry Roybal served as council of the Ninth district from 1949 to 1962, at which time he moved on to the U.S. Congress in 1963, it wasn't until 1985 that Richard Alatorre was elected to represent the 14th District. With continued changes in the criteria on how districts are drawn, "Latinos are now at the table, protecting Latino seats," said Guerra.
Jackie Dupont-Walker, a commissioner on the LACCRC representing the 13th district, spoke of the importance of meeting legal requirements, including provisions of the landmark Voting Rights Act, in drawing district lines, as well as the role played by Neighborhood Councils. She emphasized that redistricting is a work in progress; even after the Commission presents its final maps to the City Council, boundaries could be changed. "It's still up for grabs," she said, and that's why community input is needed every step of the way.
Vargas spoke of equalizing the dynamics of each council district. "We're trying to take fragmented communities and unite them, and keep united communities united," he said. In the 14th district, for example, the commission's draft map united Highland Park, which is presently divided into two council district, bringing them together into one district that also includes Lincoln Park and Boyle Heights.
He, too, spoke of the importance of Latino participation in the redistricting process: "I'm very interested in hearing from community members, Latino organizations, major groups and smaller groups." He mentioned that the Mexican American Legal Defense and Educational Fund (MALDEF) submitted a map of all 15 districts for the commission's consideration.
Appointed by Jose Huizar, council member of the 14th district, commissioner Antonio Sanchez spoke of how he is personally charged with engaging Latinos. "Hearing from Latinos is how we weigh input. Folks are submitting maps by hand and using the software we offer on the our website."
He encouraged Latinos to get out to the hearings, write letter or send emails. "We have been hearing from lots of English-speaking Latinos, but not enough from Spanish-speakers. We have translation services at the hearings, which have been helpful."
Here are resources that can help you get more acquainted with the L.A. City Council redistricting process:
Los Angeles City Council Redistricting Commission (LACCRC) website
Jauary 25, 2011 Draft Map
"Draw the Districts" application allows anyone to go online and draft their own version of the map for submission to the committee.
Here's a schedule for public hearings, where community members can give their input:
LA City Council Redistricting Commission at LA City Hall
LA City Council Redistricting Commission at Studio City
LA City Council Redistricting Commission in South LA
Other key actions and dates:
Feb. 22, 2012 - Presentation and Adoption of Final Council District Boundaries Map
Feb. 29, 2012 - Presentation and Adoption of Final Commission Report
Mar. 1, 2012 - Final Commission Report Submitted to City Council
Mar. 16, 2012 - Commission Presentation on Final Report to City Council's Rules and Elections Committee
Email the author


Breast feeding improves important outcomes for mothers and infants. In the UK, breastfeeding rates have historically been low, particularly among socially disadvantaged young women. Although there have been gradual increases in breastfeeding initiation rates since 2000, rates of exclusive breast feeding and continuation until 6 months remain lower than those in similar countries. This review summarises the evidence for effective and cost-effective strategies to help women, particularly those in low income groups, make informed choices, overcome barriers and establish and maintain breast feeding. We describe the development and impact of the Unicef Baby Friendly Initiative, and the roles and responsibilities, and challenges and opportunities that clinicians have in promoting breast feeding and maintaining a baby-friendly culture and environment.
|Number of pages||6|
|Journal||Archives of Disease in Childhood. Fetal and Neonatal edition|
|Early online date||7 Oct 2014|
|Publication status||Published - 1 Mar 2015|


Outcome: Observe and analyze phenomena related to acid-base reactions and equilibrium. [SI, DM] Indicators: a. Identify examples of acids and bases b. Discuss the historical development and limitations of theories, including Arrhenius, Brønsted‐Lowry and Lewis, which explain the behaviour of acids and bases. (STSE, K) c. Identify conjugate acids and bases formed in acid‐base reactions […]
About Blog Author
Chemistry and Math Teacher
A Saskatchewan science and math teacher who loves chemistry!


Do you often find yourself doing what others want you to do? Or do you put the needs of others first? Being assertive is sometimes the hardest thing for women to achieve. We are nurturers by nature; and we hate to disappoint people or make others unhappy. We don’t feel comfortable saying “no.” Many times we rush through life doing a host of activities we don’t even like to do.
I can truly admit that I really didn’t become assertive until I started to work and joined the 70 percent of women who worked outside the home. My children were little and my time was valuable. And there were only so many hours in the day. Learning to be assertive was not easy, especially when it meant doing or saying things that others may not have viewed favorably.
Learning to stand up for your rights by learning to say “no” to activities you don’t want to do—whether it’s volunteering for a project, working overtime, or baking ten dozen cookies for a bake sale—is the only way to learn how to express your true feelings. When you think about it, being assertive is a way of protecting yourself and your health, and allowing yourself to be the master of your own life.
Assertive people don’t let others take advantage of them and aren’t afraid to let go of the nagging feeling that “they have let someone down.” They have overcome the guilt and belief that people will think unkind thoughts if they don’t cave in to the pressures and demands asked of them
And once you’ve taken the first step—once you said the first no, it’s a liberating feeling that makes the second “no” even easier. Doesn’t everyone deserve a more stress free, healthy life?


VTDP: Drill Down-Close Out with Hierarchical Aggregation
In many big data applications it is not possible to show all entities at once, so they must be aggregated before visualization is possible. The basic interaction is clicking on an object of interest whereupon it opens revealing the visual representations of the objects that it stands for. A reverse operation closes the object. For aggregated objects to be meaningfully used they must visually portray either sufficient information for decision making (aggregated average data may be all that needed in some cases). Aggregated objects must display what Pirolli and Card call information scent, graphical cues to what they contain. One solution is to cause that key information to propagate up using some consolidation method. This provides visual scent for drill down operations. A screen budget combined with the number of data objects can be used to calculate the degree of aggregation necessary.
Example 1: A highly modualarized software system consisting of one million lines of code. At the top level there are 10 large modules, each of these contains 20-50 sub modules, and each of these contains 20-50 software objects. Each object conains 30-200 lines of code. The task is to understand the relationship between components within and between modules; for examaple, which modules are directly connected and how.
Example 2: A large set of news stories is subject to heirarchical semantic aggregation. The task is to find the major news stories we are not looking for. Obtain a conceptual summary of a corpus of documents.
Example 3: A nested social network. Some social networks are nested in the sense that they form highly interconnected local communities, with only weak couplings between communities. These kinds of networks can be easily nested based on community and the nesting may be heirarchical in that large communities may be decombosed into smaller sub-communities.
Example 4: File browser. In this variant a single user or group has manually organized their work into folders and sub-folders.
An overview of the process of drill-down, close-out
Display Environment: Symbols representing aggregations of data.
- Based on a screen budget, the quantity and architecture of the data, the computer creates a hierarchy of entities, each having a visual representation that reveals some aspect of its constituent parts.
- The visualization begins with a display of the top level object.
- The analyst conducts a visual search for informative objects based on some aspect of their visual appearance (visual scent)
- Click on object judged to have the highest probability of yielding useful information.
- If useful information is acquired, save in human or machine memory.
- Close object.
- Repeat from 3.
Data budget and Screen budget
Implementation Guideline: The number of on screen objects is likely to be somewhere between ten and a few hundred. Similarly, each object can be an aggregation of between ten and few hundred objects.
Implementation Guideline:Roughly: use aggregation/drill down when there are 3 or fewer levels in the hierarchy and when information scent is high p >0.8. Where p is probability of selecting the right node for drill down based on the information available about that node
Data Guideline: It is essential that there be some semantic basis for categorization. There is little point in dividing a large homegeneous set of entitities into sub groups an arbitrary manner.
Visual Query Support: If the visual scent cue being searched for is pre-attentive then the time to click may be close to constant. If it is not then slow serial search will occur. Often the visual scent is in the form of text labels and search is necessarily serial. Any opportunity to add visual scent can narrow the search and greatly increase cognitive efficiency.
Cognitive Guideline: Aggregration and resulting information scent should relate to cognitive tasks.
It is essential that aggregate objects contain and display useful information. In general it is best if the aggregations takes advantage of some inherent structure of the data.
Consolidation principle 1: Statistical summary: Aggregate objects can display basic statistical properties of the component: sum, median, average.
Consolidation principle 2: Exceptions: In some monitoring applications the key information relates to the detection of faults. This information can be propagated upward. The user notices exceptions during the visual search and drills down.
Consolidation principle 3: Temporal Change: In some monitoring applications, any change is of interest. Change information can be propagated upward. A change threshold may be involved.
Manual Open Close Operations
The most common and simple version of this VTDP is the heirarchical tree browsers. Clicking on a particular node expands the tree to the next level. It is possible to interactively explore even quite large trees with careful attention to layout.
The figure below left
shows the result of heirarchically clustering of the infamous wiki leaks corpus. Various sub categories are highlighted and color coded to reference a table on the right. This support access to particlular topics.
Sometime this kind of tree view is called a dendogram.
Intelligent Zooming on Graphs
Sometimes networks are inherently heirachically structured. In other cased networks can be heirarchically structured by means of algorithms. In both instances, the drill down close out interaction can be applied.
Dealing with High Degree Nodes
Example: Overview Stray, Karlsson, Munzner, Ingram, Brehmer.
Ingram, S., Munzner, T., & Stray, J. (2012). Hierarchical Clustering and Tagging of Mostly Disconnected Data (Vol. 1). Tech. Rep. TR-2012-01, University of British Columbia Department of Computer Science.
Munzner, T., Guimbretière, F., Tasiran, S., Zhang, L., and Zhou. Y. TreeJuxtaposer: Scalable Tree Comparison using Focus+Context with Guaranteed Visibility. SIGGRAPH 2003, 453-462.


The Novo Nordisk Foundation has awarded grants totalling DKK 115.7 million for 12 biotechnology research projects that will contribute to solving major challenges associated with the green transition within agricultural and food production and industry. The grants are part of the Foundation’s Research Leader Programme.
Can microorganisms hold the key to solving three of our greatest biotechnological challenges: sustainable production of chemicals, carbon capture and renewable energy storage?
A new research project led by Amelia-Elena Rotaru, Associate Professor, Department of Biology, University of Southern Denmark will try to answer this question. She will investigate whether microbes can be used to create one overall solution to all three biotechnological challenges and has received a grant of DKK 9,735,600 through the Foundation’s Research Leader Programme.
The grant will enable Amelia-Elena Rotaru and her team to investigate whether and how microorganisms can capture electrical energy directly and then assess whether microorganisms capable of direct energy capture can be used to create a solution for the sustainable production of chemicals, carbon capture and renewable energy storage.
The project is one of 12 biotechnology research projects distributed across the Nordic countries that have received grants totalling DKK 115.7 million for research over the next 5 years. Six of the projects awarded grants, including that of Amelia-Elena Rotaru, are within industrial biotechnology and environmental biotechnology.
New knowledge is vital for the green transition
The other six grants have been awarded within plant science, agriculture and food biotechnology. One project within this scientific field will investigate how breeders can select the variants of a crop that provide farmers with the best yield under local growing conditions.
The project is led by Guillaume Ramstein, Assistant Professor and Group Leader, Center for Quantitative Genetics and Genomics, Aarhus University. He will use machine learning to obtain new knowledge about how the various genetic variants of crops such as wheat or barley cope under specific climatic conditions and thus which variant would provide the best yield in specific circumstances. Guillaume Ramstein has received a grant of DKK 7,993,851 for the project.
These 12 diverse projects will contribute significantly to creating new knowledge that can be used to ensure the green transition within agricultural and food production and industry.
“Globally, we face major challenges in ensuring the sustainable production of food for a growing world population and creating energy sources that do not drain our planet unnecessarily of resources. The 12 very different projects can help to drive this development by searching for answers to some basic questions that can later be converted into solutions to be used in agricultural fields and in industrial production,” says Claus Felby, Senior Vice President, Biotech, Novo Nordisk Foundation.
The 12 recipients of grants within industrial biotechnology and environmental biotechnology and within plant science, agriculture and food biotechnology are listed below.
Grants within industrial biotechnology and environmental technology:
Amelia-Elena Rotaru, Associate Professor, Department of Biology, University of Southern Denmark: Harnessing Microbes to Store Electricity and Capture Carbon Dioxide in Sustainable Chemicals, DKK 9,735,600
Pablo Iván Nikel Mayer, Senior Researcher and Group Leader, Novo Nordisk Foundation Center for Biosustainability, Technical University of Denmark: TARGET – Sustainable Production of Novel Biopolymers by Engineering Efficient C1 Assimilation in Pseudomonas putida, DKK 9,999,440
Henrik Land, Researcher, Department of Chemistry – Ångström Laboratory, Uppsala University, Sweden: Biocatalytic Fixation of Carbon Dioxide – Biodiversity and Evolvability of Present-day Carbon Monoxide Dehydrogenase and its Ancestors, DKK 8,139,512
Linda Bergaust, Researcher, Faculty of Chemistry, Biotechnology and Food Science, Norwegian University of Life Sciences, Ås, Norway: Single-cell Protein Production by Anaerobic Respiration (AnaPro), DKK 9,981,000
Suvi Santala, Postdoctoral Fellow, Faculty of Engineering and Natural Sciences, Tampere University, Finland: Improving Metabolic Diversity and Efficiency of Bacteria for Lignin Valorization, DKK 9,942,617
Miia Mäkelä, Principal Investigator, Department of Microbiology, University of Helsinki, Finland: MYCOFACT: the Dual Role of Sugar Transporters in Plant Biomass Conversion by Fungi to Improve Microbial Cell Factories, DKK 9,997,196
Grants within plant science, agriculture and food biotechnology:
Guillaume Ramstein, Assistant Professor and Group Leader, Center for Quantitative Genetics and Genomics, Aarhus University: Selection of Mutations by In Silico and Experimental Variant Effects (SIEVE): a New Strategy to Improve Fitness in Cool-season Grasses, DKK 7,993,851
Sebastian Marquardt, Associate Professor, Copenhagen Plant Science Centre, University of Copenhagen: PROTECTOR: Promoting Resilience to Temperature Change with Environmental Sensor RNAs, DKK 9,999,063
Klaus Herburger, Group Leader, Department of Plant and Environmental Sciences, University of Copenhagen, Understanding Plant Cell Wall Remodelling to Enhance Cell Wall Biomechanics, DKK 9,998,188
Clarissa Schwab, Associate Professor, Department of Biological and Chemical Engineering, Aarhus University: Organic Acids – Old Natural Compounds with Underexploited Biofunctionalities (BIOFUNC), DKK 9,941,638
Derek Lundberg, Group Leader, Department of Plant Biology,
Swedish University of Agricultural Sciences, Uppsala, Sweden: Revealing the Secrets to the Success of Sphingomonas, a Versatile Bacterial Genus with Exceptional Agricultural Potential, DKK 9,998,690
Kirsi Mikkonen, Associate Professor, Department of Food and Nutrition, University of Helsinki, Finland: Revealing Mechanisms of Post Processing Senescence to Secure the Supply of High-quality Vegetables for the Planetary Diet (VegeSense), DKK 10.000.000
Part of the Novo Nordisk Foundation Research Leader Programme
The grants for the 12 projects within biotechnology research are part of the Fondation’s Research Leader Programme, which targets research leaders at three different career stages.
Emerging Investigator. Upcoming and promising researchers who want to establish or are in the process of establishing their own research group and research profile.
Ascending Investigator. Talented research leaders at the associate professor level in the process of consolidating their research group and profile.
Distinguished Investigator. Professors of high international standing and calibre.
Sabina Askholm Larsen, Communications Partner, +45 2367 3226, firstname.lastname@example.org


Media literacy helps us understand, analyze and create media. While we rely on good journalism to provide accurate information, we also have responsibilities of our own in this media-saturated environment. We can no longer be passive consumers of media. We need to be active users of media, as readers, listeners, viewers and creators, so we are all better informed. Our goal is to help you do just that.
In this course, you'll hear from some amazing folks who are part, or keen observers, of the news industry—including, among many others, Wikipedia's Jimmy Wales, craigslist founder Craig Newmark, New York Times Public Editor Margaret Sullivan, and Buzzfeed editor Ben Smith.
You'll learn to:
- Describe the changes that have transformed the way we create and consume media
- List essential principles for being an active media consumer
- Evaluate the tools and techniques of media creation
- Employ a “slow news” approach, especially as a consumer of news
(Copied from website)


We live in a multicultural society. It has always been so, but only in recent years have we said so. In the past, the recognized cultures in the United States were primarily European in origin – Irish, German Scandinavian, Italian, etc. Also present but unrecognized was the Native American cultures and the culture of slavery. Now that there are numerous cultures within our communities from Latin America, Asia and Africa, we are having to deal with the reality of living and working with people who are different than we are.
Multiculturalism is understood to be the process of recognizing, understanding and appreciating cultures other than one’s own. That means we must look at our differences, not only at our similarities. Our tendency has been to hide or brush over differences, look for points of agreement, and embrace processes and procedures that make us all appear to be the same.
Understanding differences requires serious study and personal examination. It is very important that we learn all we can about the cultures within our society. Our learning must go beyond the stereotyping we see on TV or read in newspapers. Personal contact with people of other cultures for serious conversation and sharing about their lives, cultural mores and experiences is most helpful. If such is not available then books, videos and various resources can help us gain a better understanding.
When we move to the stage of dealing with multiculturalism, must move beyond theory into practicing acceptance. This is where things get difficult if you insist there is only one way something can be done or can look. Accepting differences does not imply total understanding. It does mean you try to avoid making quick, thoughtless judgments. You must have a solid sense of your own self-worth and understand your own culture if you are to accept someone else’s. This means you have to address your own prejudices, biases and racism, and perhaps change some of your own ideas and perceptions. You also must work on your communication and interpersonal skills so that legitimate differences can be discussed in an open and safe environment.
To value another culture and the contribution it makes or can make to society is the ultimate goal in living in a multicultural society. Differences help to enrich our communities and our churches. Within our churches our understanding of the Gospel too can be challenged as we discuss faith and beliefs among Christians from another culture. The Holy Spirit is at work in the midst of many Christian communities in many cultures. The faith is not expressed the same by all either in word, deed, or song. Value these differences. Learn from each other Expand your understanding of God at work in our world.
We are living in a multicultural society. By the year 2030 it is predicted the majority of people living within the United States will be of non-European descent. It is imperative for us and our children that we become people who move away from fearing differences and work toward the goal of valuing our differences. May God be our guide as we attempt to build a society based upon acceptance and respect of each person and each culture.
Joyce D. Sohl, Laywoman-in-Residence
Joyce D. Sohl has been Laywoman-in-Residence since 2009 as a full-time volunteer. She retired as CEO of United Methodist Women in 2004. She is the author of 4 books, a teacher, retreat leader, writer and non-professional musician. Here at the Center her work is in the area of Spirituality & the Arts with such programs as Tuesdays in the Chapel, Vespers & All That Jazz, Poet’s Corner, quarterly retreats, and art exhibits.


Up to 800 million children around the world are being poisoned by lead from water and air pollution, the United Nations warned Thursday in a special report on the "massive and previously unknown" health crisis.
One out of every three children is estimated to have levels of lead — a potent neurotoxin — in their blood that requires immediate action to prevent long-lasting damage, the UN’s children’s fund said.
“With few early symptoms, lead silently wreaks havoc on children’s health and development, with possibly fatal consequences,” said Henrietta Fore, UNICEF executive director.
"Knowing how widespread lead pollution is -– and understanding the destruction it causes to individual lives and communities –- must inspire urgent action to protect children once and for all.”
Childhood lead exposure has been linked to a range of behavioral problems, as well as kidney damage and cardiovascular conditions later in life.
The problem, which occurs overwhelmingly in South Asia, is estimated to cost low- and middle-income countries almost $1 trillion over the children’s lifetimes. Lead pollution comes […]


Coming to China is a chance to expose our children to a culture and language that may be quite different from the land of their birth. Time and again I have seen in my practice that children who have the most success in this new culture are the ones who are able to participate.
One obvious way is to learn the language. Many may be turned off from learning the language due to time commitment and perceptions of difficulty. However, learning Chinese can be a way for children to feel less “foreign” and to feel included the community. Encourage children to learn the language by showing them that you are making an attempt as well.
Some children may shy away from making local friends for linguistic reasons, feeling too “different”, or just plain shyness. Help your children by making friends with other parents and families, and arranging playdates. This first step can model for your child how to challenge their fears and take a risk that may have a great payoff.
Support your children when they feel certain parts of their new culture are difficult to accept. Validate your child’s feelings and difficulties if they are having a tough time, and help them identify ways that they can express their own cultural values while respecting the ones of the culture they are living in. Help your child consider how actions of others may be perceived as a cultural difference instead of simply as “rude.”
It is not uncommon for some expatriate children to feel bullied or picked on, especially ones who may look different from the local population. If you feel that your child may be a target of bullying, alert the school (if applicable) and assist your child in finding activities and areas in which they can feel confident. Please also consider seeking the help of a qualified professional.
Help your child share aspects of your own native culture with the local population. Cultural exchange is a two-way street, and cultural understanding and acceptance can be built by children who take some initiative. One idea is to consider inviting members of the local community to your next holiday celebration of your home culture.
I’ve thoroughly enjoyed this opportunity to share knowledge with the Beijing community. This will be my last column for beijingkids as my family moves on to our next chapter in Shanghai. Happy New Year, and my very best wishes to all our readers as you continue to raise happy, healthy kids here in Beijing.
This article originally appeared on page 21 of the beijingkids February 2016 issue. Click here to read the issue for free on Issuu.com. To find out how you can get your own copy, email firstname.lastname@example.org
Photo: Philippe Put (Flickr)


No one is quite sure how this term came into existence but there are several interesting stories about its origin. One version was made popular by an American humorist who said that Andrew Jackson, the seventh president of the United States, used the expression on official papers as an abbreviation of ‘Orl Korrect’. During a presidential campaign Jackson’s political enemies seized upon this story to try to make him appear ignorant. Jackson used to sign the legal papers with the initial O.R. – order recorded – and because R might have looked like K the humorist had material for his little joke.
Another assumption said that the Red Indians may have given us the term. A Red Indian chief, Old Keokuk, was accustomed to signing papers with his initials. The Choctaw Indians have a word, okeh, which means ‘It is and in no other way.’ But regardless of its origin, the expression is widely used today to signify all right or all correct. Even in non-English speaking countries like France and Germany it has become part of the common speech.


|born on||6 June 1933|
|Place||Buchs (SG), Switzerland, 47n10, 9e2812|
|Timezone||MET h1e (is standard time)|
Swiss physicist and Nobel price winner. He was born half an hour after his twin sister, but their birth time is not known. Rohrer grew up in a rural area of the canton St. Gallen and moved to Zürich with his parents when he was sixteen, in 1949. He studied physics at ETH Zürich (Swiss Federal Institute of Technology), received his diploma in 1955 and graduated in 1960 with a PhD in experimental solid state physics, the subject being length and volume changes at the superconducting phase transition. It was a period of important progress in he understanding of superconduction. After postdoc years in the US he joined the recently founded IBM research laboratory in Rüschlikon, a suburb of Zürich.
[Alois Treindl, the editor of this entry, did his PhD at the same institute of ETH twenty years later, and remembers Rohrer as a frequent and always curious guest in the internal seminars held at the laboratory for solid state physics. He had a modest personality and used to ask highly intelligent questions, whatever the subject.]
At the IBM laboratory he developed the scanning tunneling microscope (STM), together with Gerd Binnig, in 1982. This was the first device creating direct images of matter at the level of individual atoms, by scanning the surface with a fine needle. They received the Nobel prize in physics for this work in 1986.
Rohrer died on 16 May 2013, shortly before his 80th birthday.
- Work : Prize 1986 (nobel prize physics)
birth data from public biography, time of birth not known.
- Vocation : Science : Physics
- Notable : Awards : Nobel prize (physics)