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As early as the 1860s, people were learning how to make and use plastics. Due to its flexibility when warm and ability to hold a shape when cool, plastic made it easier to create new products. Unfortunately, it was difficult to produce affordable, quality plastics that did not warp or break. As manufacturers experimented with plastic polymers, small items became easier to produce in greater quantities. But it wasn't until the 1940s, when demand for large amounts of inexpensive, mass-produced plastics rose, that the injection mold manufacturing industry really took off. Injection mold manufacturing is a way to mass-produce products and product components for many different industries. Today, many mass-produced plastics are made using this process. Common examples of plastic products that the everyday consumer uses include combs and buttons. But more complex items are made too. Everything from vehicle parts to medical devices are often mass-produced using this process. The idea is simple: Create a mold that can be used again and again to create exact replicas of the desired product. Originally associated with plastics, other materials including metal and glass are now used in this process. The process is fairly simple as well. After an industrial engineer designs the product, a moldmaker creates a mold based on engineering specifications. The mold itself is usually made of steel or aluminum and attached to a press that holds it in place until the product is set. To make the actual product, the plastic or other material is heated until it is pliable enough to be forced into the mold. Once in the mold, the press exerts force and holds the molding in place until the product sets and cools. The entire production is so perfectly engineered that there is usually no need to perform any additional work on the piece once it comes out of the mold. Injection mold manufacturing has resulted in reduced cost in many industries. The ability to mass-produce items using a single design saves companies time and money over making each item or component at an individual level. This method of manufacturing has allowed companies to cut down on wasted materials while producing large amounts of the same item quickly and accurately. The process has also proven highly useful in the recycling industry. Since the plastics and polymers must be melted down before they can be injected into the cast, used products, rejected parts and excess scrap parts can be melted down and reused in new products. Although this type of manufacturing has many benefits, it is not suitable for every business. The start-up costs are high and custom-engineered casts are needed for every product that is created. They are best for companies that routinely produce large amounts of the same product over and over again because as production quantities rise, the cost of production per item decreases. For businesses that do not produce items on a large enough scale, the time and labour-saving benefits may not outweigh the costs. Over 70 years of experience and a strong commitment to innovation.Click Here

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Cryptocurrency makes it easier for some individuals to transfer illegally obtained money. The original use of cryptocurrency is to exchange money without the use of a central authority like a bank. For residents of Michigan and other states, this presents more opportunities for using cryptocurrencies to commit money laundering. The technology of cryptocurrency Cryptocurrency is a form of technology that involves the virtual transfer and storage of financial information. Digital money is stored in a virtual database, and the financial transactions are secured using cryptography. This type of currency is not available in physical form and is not issued by a bank or government. All of these features make it easier for individuals to engage in money laundering and easily and instantly move illegal funds across country borders. Rising rates of cryptocurrency crimes Cryptocurrency is involved in a growing number of white-collar criminal offenses. Bitcoin transactions allow anonymous users to hide the origins of their illegal financial transactions. Hackers can transfer, withdraw and deposit money without leaving a trace of identification. In addition, these fraudulent actions are not regulated by anti-fraud laws and regulations. However, remaining 100% undetected is not possible, and more law enforcement agencies are finding ways to find those who use cryptocurrency for money laundering. A growing form of internet fraud People who want to secure their financial transactions often use or consider using cryptocurrency. Internet technology has made it much easier to protect money as it’s being stored or transferred to other countries. By the same token, money launderers have found it easier to hide their identities and origins of their money, so law enforcement agencies are putting forth more efforts to detect illegal online transactions and crimes.

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New Delhi, Feb 27 (IANS) In a bid to make its wearable devices even better at detecting abnormalities in your sleep, wearables giant Fitbit on Thursday announced its Estimated Oxygen Variation Graph, which makes use of the red and infrared sensors on the back of the wearable to estimate the variabilities in users’ blood oxygen levels, is now available for all. “The graph, which users can see in the Fitbit app under the Sleep tile, approximates the changes in your blood oxygen saturation while you sleep. Blood oxygen saturation measures the percent of your blood that’s saturated with oxygen. “Typically, it’s at 95-100 per cent, meaning the blood is carrying as much oxygen as it can. If you stop breathing or have other lung issues, the saturation level can fall since less oxygen enters the body. In general, variations should be low and seeing frequent, big variations could be a sign that you may be experiencing breathing disturbances during sleep,” the company said in a statement. Many people who suffer from sleep apnea do not realise they have the condition. According to reports, an estimated that 22 million Americans suffer from the disorder, which is actually a struggle to breathe properly while asleep. Often it presents itself through loud, frequent snoring interspersed with sudden choking as your body tries to get enough oxygen.

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To avoid illnesses and maintain excellent health, the body must have a pH equilibrium. The pH of your body affects whether its fluids are more acidic or alkaline. Your risks of contracting a chronic disease reduce when your body is in an alkaline state. Your chance of developing chronic illnesses, gaining weight, having tooth and gum problems, and experiencing pain and inflammation rises if your body is more frequently in an acidic condition than a neutral one. Your body is in good health when it has a pH level of 7.0 or above on a scale from negative 4.5 to positive 9.5. The pH of 7.365, which is just barely alkaline, is the equilibrium that your body constantly strives to maintain. Tip: Your diet should contain 80% alkaline-forming foods and 20% acid-forming foods to achieve a healthy lifestyle balance.

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“Care of stroke patients is complicated, and the evidence is growing rapidly,” explained S. Claiborne Johnston, MD, PhD, principal investigator for the study and a neurologist and director of the Stroke Service at University of California, San Francisco. “It’s difficult for busy clinicians to keep up with proven best practices, and things can fall through the cracks.” In an effort to increase the use of these treatments, six California hospitals in the study developed standardised forms for use when stroke patients were admitted to and discharged from the hospital. The treatments include: using a clot-busting treatment within three hours of the start of the stroke; preventive treatment for blood clots in the leg veins; drugs that prevent blood clots from forming within 48 hours of arrival at the hospital and at discharge; cholesterol-lowering drugs at discharge; and smoking cessation counselling. If the treatment was not used, the forms included boxes to check for acceptable reasons for not using the treatment, such as not using a clot-busting drug for a patient who arrived at the hospital more than three hours after the first symptoms or not using cholesterol-lowering drugs for a patient who already had low cholesterol. The treatment stroke patients received in the year after the new forms were implemented was compared to the treatment they received in the year before the forms were implemented. During that time, 413 patients were treated in the six hospitals. Overall, patients were more likely to receive optimal treatment after the forms were implemented than before. Optimal treatment was defined as receiving all of the recommended treatments unless there was an appropriate reason not to receive a treatment. After the forms were implemented, 63 percent of patients received optimal treatment. In the year before the forms were implemented, 44 percent of patients received optimal treatment. MEDICA.de; Source: American Academy of Neurology (AAN)

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CC-MAIN-2017-22

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6 Ways Christians Can Fight the 'Cultural Marxism' on College Campuses 4. Christianity provides a basis for rationality. The goodness of Christianity does not stop at charity, however. Miller explained that "God serves as the basis even for rationality." "In the Incarnation you have both the emphasis for compassion and you have the logos," the Ratio Christi president said, citing the ancient Greek word which the Gospel of John identified with Jesus Christ. Famously, in the opening of his Gospel, John wrote that "In the beginning was the word, and the word was with God, and the word was God." The word for "word" is logos, and it means idea, concept, speech. It is the basis for the English word "logic," and for scientific disciplines like "psychology." The identification of Jesus Christ as logos has its roots in Genesis 1, where God created the world through speech. It also emphasizes a connection between the mind that created the universe and the minds of human beings, a connection that derives from the idea of man made in God's image. "Rationality itself is grounded in God, and what distinguishes human beings from other animals is having that rational capacity," Miller explained. Christianity emphasizes the value of logic and reason by providing an explanation for the miracle of science: Somehow, the human mind is capable of understanding the order behind nature. If human beings and their rational capacity only developed by chance in evolution and natural selection, there is no reason to assume that their minds were wired for truth. But if Christianity is true, people were made in the image of the very God whose words formed the universe. Their minds are made not merely for survival, but for a connection with ultimate reality. 5. Christianity and science. This Christian view of rationality also helps believers navigate the complex realm of faith and science. As Miller argued, "from a Christian perspective, science is a very good thing." The Ratio Christi president noted that "in the history of science most of the major subdisciplines were founded by Christians," such as Gregor Mendel (father of modern genetics), Robert Boyle (chemistry), Isaac Newton (physics), and Johannes Kepler (astronomy). "It's not that science has been opposed to Christianity; It's the Christian theistic worldview that gave rise to science because we have a worldview that involves a Creator creating an intelligible creation with intelligent beings with rational capacity that have sense perceptions that can attach to the natural world," Miller said. Many think that Christianity and science are incompatible, but "the problem is not Christianity and science, the problem is Christianity and scientism." Miller described scientism as "a philosophy of science that tends to assume a worldview of naturalism," a worldview that is incompatible with Christianity. "Some of what passes as science is not even science — it's a certain philosophy of science," the Ratio Christi president explained. "Whenever there is an alleged discrepancy between science and Christianity, it's really not a discrepancy about the facts themselves ... it's about the interpretation of the facts from a theologian and a scientist," Miller argued. He quoted Francis Bacon, who said that if God exists, "He has two books, his word and his world, scripture and nature. When those two are properly interpreted, there can be no contradiction." Next Page: Tying it all together — How we unite Christianity and ideas.

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Coastal areas are in a time of great change. Populations are growing, development and economic activities are expanding, and sea levels are rising as the climate shifts. As a result, the management of coastal natural resources and ecosystems is becoming more complex, even as the need for solutions to problems becomes more urgent. The decisions we make—and the actions we take—today will shape the future of our coasts, and their ability to support us, for generations. Involving natural resources and places that matter to all of us, these decisions are everyone’s business. Reserves work to engage all citizens—from “K to Gray”—in exploring, understanding, and supporting coastal environments through citizen outreach, volunteer initiatives, professional training, and educational programs. Why it matters All of us are impacted by the changes occurring in coastal areas, and by the decisions made by policymakers, resource managers, and communities. As these decisions become increasingly complex and politicized, it can be difficult to identify the best way forward. To protect these environments and the services they provide that matter most to us, we not only need relevant, science-based information, we also need to feel our connection to the coast so we can see firsthand how we are both part of the problem and the solution. Finding this connection is becoming more challenging as natural areas shrink and degrade, technology distracts, the pace of life quickens, and our access to outdoor experiences becomes limited. In this time of accelerating change and increasing disconnection from the natural world, we all benefit from opportunities to enjoy time in coastal and estuarine environments, to learn about how these places function, discover how they support us, and get involved in managing and protecting them for the future. How we help Reserves provide opportunities and resources for everyone to enjoy coastal and estuarine environments, understand how they work, and get involved in protecting these special places for the future. - Inspiring and informing the next generation: Reserves host activities and events through which students and teachers can visit their local estuaries and participate in scientific research. Through reserve-based programs, students receive hands-on learning in how coastal ecosystems function, participate in environmental monitoring projects, and become familiar with the plants and wildlife that call estuaries “home.” More than 80,000 students benefit from reserve-based education programs each year. Reserves also develop K through 12 curricula focused on coastal and estuarine environments that teachers nationwide can use in their classes. Explore: Teachers on the estuary = climate science in the classroom - Building community capacity to make decisions: Each reserve manages a coastal training program that provides locally relevant resources to inform coastal resource management professionals about new techniques, data, and trends in their fields. Each year, more than 60,000 coastal professionals benefit from reserve-based trainings and workshops, offsetting millions of dollars in training costs nationwide. Through collaborative research projects, reserves also conduct stakeholder-driven research designed to target and fill local obstacles and information gaps. Reserves also provide lecture series and other educational programs to local residents, where they can learn about a variety of topics related to protecting coasts and estuaries. Explore: Balancing freshwater needs in Texas - Engaging everyone in solutions: Engaging volunteers from local communities enables reserves to leverage existing resources to enhance the impact of their research and restoration work. Community members actively help protect their local estuaries by participating in reserve-based restoration projects, monitoring efforts, and scientific research. From counting American eels and analyzing water samples to pulling invasive plants and constructing oyster reefs, citizen scientists contribute to the preservation of the vital benefits that estuaries provide. Explore: Volunteer-based oyster restoration in South Carolina - Creating memorable experiences: Visitor centers at each reserve welcome everyone to discover the sights, smells, and sounds of coastal and estuarine ecosystems. At many reserves you can hike, kayak, canoe, go fishing, and observe wildlife, on your own or through guided events. Reserves are places for everyone to enjoy being outdoors, getting fresh air and exercise, and creating memories with family and friends. What you can do Interested in learning about your local estuary or getting involved in research and conservation projects? Here’s where you can start… - Visit: Bring family and friends to your local reserve to explore trails, kayak or canoe, and observe wildlife. - Learn more: Find out the key issues and challenges your community is facing and what resources are available to help tackle them. Your local reserve is a great first stop to learn more about the issues and solutions. - Get involved: Participate in a reserve-based citizen-science project, educational event, or another volunteer opportunity. - Give: Consider a contribution to your local reserve to support education, volunteering, and training opportunities.

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CC-MAIN-2017-13

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Web-based tool supports sustainable living choicesPublished On: Sun, Feb 27th, 2011 | Environment | By BioNews Those who want to live sustainably can now measure their impact on the environment. Scientists have created a Web-based tool that calculates an individual’s ‘nitrogen footprint.’ The device was developed by University of Virginia environmental scientist James N. Galloway; Allison Leach, a staff research assistant at U.Va.; and colleagues from the Netherlands and the University of Maryland. The calculator is a project of the International Nitrogen Initiative, a global network of scientists who share research and data on the nitrogen dilemma. Galloway, a pioneering nitrogen scientist, organized a global team of experts to develop the footprint calculator as an educational tool – one he and his colleagues hope will both raise the profile of the nitrogen issue and galvanize people into action. By measuring what and how much you eat, as well as other factors like how you travel, the calculator shows your impact on the nitrogen cycle. The website also makes recommendations for how to lessen your “nitrogen footprint.” They are similar to other sustainable living choices: reduce airplane travel, choose renewable energy and eat less meat, particularly beef (since cattle consume massive quantities of farmed feed, which requires much fertilizer). Professors and lecturers are already using the tool in classrooms to teach students how one individual can alter – and help restore – a natural nitrogen cycle. “Solving the nitrogen dilemma is a major challenge of our time,” Leach said. “By calculating our individual impact, and taking small steps to reduce it, we can all play a part – and send a strong message to our nation”s leaders that we want this issue taken seriously.” This new footprint calculator is the first in a series of research tools, known as N-Print, which Galloway and his team are developing to connect the production of nitrogen with the policies used to manage it. The team is currently creating a similar calculator for farmers and other nitrogen users, as well as a tool for policymakers that will provide regional nitrogen emission ceilings, which will show how much nitrogen can be released in these regions without major negative environmental impact. “There are readily available solutions to reducing nitrogen pollution,” Galloway said. “By connecting consumers, producers and policymakers, we can solve it.” The project was announced Feb. 19 at the annual meeting of the American Association for the Advancement of Science in Washington. (ANI)

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IBM Standard Modular System |This article needs additional citations for verification. (May 2010) (Learn how and when to remove this template message)| The Standard Modular System (SMS) was a system of standard transistorized circuit boards and mounting racks developed by IBM in the late 1950s, originally for the IBM 7030 Stretch. They were used throughout IBM's second generation computers, peripherals, the 7000 series, the 1400 series, and the 1620. SMS was superseded by Solid Logic Technology (SLT) introduced with System/360 in 1964, however they remained in use with legacy systems through the 1970s. Many IBM peripheral devices that were part of System/360, but were adapted from second-generation designs, continued to use SMS circuitry instead of the newer SLT. These included the 240x-series tape drives and controllers, the 2540 card reader/punch and 1403N1 printer, and the 2821 Integrated Control Unit for the 1403 and 2540. A few SMS cards used in System/360 peripheral devices even had SLT-type hybrid ICs mounted on them. SMS cards were constructed of individual discrete components mounted on single-sided paper-epoxy printed circuit boards. Single-width cards were 2.5 inches wide by 4.5 inches tall by 0.056 inches thick, with a 16-pin gold plated edge connector. Double width cards were 5.375 inches wide by 4.5 inches tall, with two 16-pin gold plated edge connectors. Contacts were labeled A–R (skipping I and O) on the first edge connector, and S–Z, 1–8 on the second. The cards were plugged into a card-cage back-plane and edge connector contacts connected to wire wrap pins. All interconnections were made with wire-wrapped connections, except for power bus lines. The back-plane wire-wrap connections were mostly made at the factory with automated equipment, but the wire-wrap technology facilitated field-installation of engineering changes by customer engineers. Some card types could be customized via a "program cap" (a double rail metal jumper bar with 15 connections) that could be cut to change the circuit configuration. Card types with a "program cap" came with it precut for the standard configuration and if a customer engineer needed a different configuration in the field he could make additional cuts as needed. This feature was intended to reduce the number of different card types a customer engineer had to carry with him to the customer's site. The card type was a two to four letter code embossed on the card (e.g., MX, ALQ). If the card had a "program cap" the code was split into a two letter card type code and a two letter "cap connection" code (e.g., AK ZZ). When SMS was originally developed, IBM anticipated a set of a couple hundred standard card types would be all that would be needed, making design, manufacture and servicing simpler. Unfortunately that proved far too optimistic as the number of different SMS card types soon grew to well over 2500. Part of the reason for the growth was that multiple digital logic families were implemented (ECL, RTL, DTL, etc.) as well as analog circuits, to meet the requirements of the many different systems the cards were used in. Another 1401 SMS card, this one with power transistors. It was used to drive print hammers on an IBM 1403 line printer. - Boyer, Chuck (April 2004). "The 360 Revolution" (PDF). IBM. p. 18. Retrieved 25 November 2013.

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Pork has a notorious reputation for being dry, tough, overly fatty, and unsafe to eat unless cooked to very high internal temperatures. We’ve listed 8 things you didn’t know about cooking pork, to get deliciously juicy and flavorful pork back on your weekly dinner menu! 1. Some Pork is as Lean as a Skinless Chicken Breast It is a common belief that pork is a fatty meat. This simply is not true for all cuts of pork. In fact, pork tenderloin is now as lean as a skinless chicken breast. In the image to the right, you can see the difference in fat content between the pork chops, chicken breast, and steak. On average, today’s pork is about 16% leaner than it was 25 years ago, and saturated fat has dropped by 27%. 2. Safely Cook Pork at a Lower Temp Than You Might Think! The current USDA recommended temperature for pork is a significant 15°F (8°C) less than what was previously recommended just a few years ago (160°F [71°C] with no rest). The 145°F (63°C) recommended internal temperature—followed by a recommended 3 minute rest—applies to whole-muscle cuts such as loin, chops and roasts. (As with all ground meat, sausages and ground pork should be cooked to the recommended temperature of 160° F [71°C].) 3. Pork Doesn’t Have to be Dry to be Safe It only takes one past experience with unsafe meat to become apprehensive about eating undercooked pork in the future. Fear is the number one reason we overcook pork. As Bruce Aidells explains, “…if you’re worried about trichinosis, fear not: The spores are killed when pork reaches 138°F (59°C) and is held there for just a few minutes.” 4. Pink Pork is Safe to Eat Cooking pork at the USDA recommended temperature of 145°F (63°C) will typically yield a finished product that is pinker than what most home cooks are accustomed to. Doneness cannot be accurately determined by color. Internal temperature measurement using a thermometer is the only way to know if the meat is safe to eat. 5. Pork Can Be Juicy…Really! Research performed by the National Pork Board has found that most at-home cooks have a tendency to overcook common cuts of pork, resulting in tough, dry cuts of meat. The new guidelines will help alleviate some of the stigma associated with undercooked pork and help people enjoy this “other white meat” at its most flavorful, juicy–and safe–temperature. 6. Use a Digital Thermometer! The number one, safest way to cook pork is by internally monitoring the temperature using a digital cooking thermometer to ensure an accurate final temperature. An instant read thermometer like the ThermPop® is an excellent tool to have. It gives you an accurate temperature reading in 5-6 seconds wherever you insert the tip. When compared to a dial thermometer that only gives an average reading. 7. Pork Continues To Cook When Taken Off Heat Depending on the cut of meat, cooking method, and thickness, it can increase 5-10° in the center after being removed from heat. This carryover cooking happens when latent heat in the outer edges of the meat continues moving toward the center (lowest temperature area) after being removed from the heat source. Knowing this, it’s important to pull your pork from the heat source before it reaches the desired doneness temperature. Meats prepared with high heat cooking methods will see a greater carryover cooking factor than those cooked with a low-temperature method. Smaller cuts of meat will have a less significant increase in temperature than will larger roasts. The length of the rest time is directly proportional to the size of the cut of meat. See the table below: This is another reason why owning an instant-read ThermPop® can come in handy–you will know exactly when to take it off and factor in carry over time. 8. Cooking Pork Can Be Quick, Simple and Creative! Pork can be cooked in as little as 30 minutes and still have delicious flavor! Other recipes may take 30 minutes to prep and 6 hours to cook, but it is still simple to prepare. (Low and slow cooking is the only way to transform tough pork shoulder into succulent pulled pork.) Don’t be afraid to play around with different recipes and applications for pork in your cooking. Try using it for festive Pork Carnitas, juicy Grilled Pork Chops, or add new flavor to pork chops with this Canadian Maple Syrup Glaze. When cooking pork, it only takes a matter of a few degrees before pork goes from tender and succulent to being fibrous and completely bereft of moisture. With the right temperature tools and so many different recipe options for pork, your family can be enjoying something new and delicious every week.

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Balanoplis serrata Raf. Castanea fauriei H.Lév. & Vaniot Castanopsis thunbergii (Makino) Hatus. Lithocarpus cuspidatus (Thunb.) Nakai Lithocarpus sieboldii Nakai Pasania cuspidata (Thunb.) Oerst. Pasania sieboldii pusilla (Blume) Makino Pasania sieboldii rotundifolia (Makino) Makino Pasaniopsis cuspidata (Thunb.) Kudô Pasaniopsis sieboldii pusilla (Blume) Makino Pasaniopsis sieboldii rotundifolia (Makino) Makino Quercus cuspidata Thunb. Shiia cuspidata (Thunb.) Makino Shiia cuspidata muratae Yanagita Synaedrys cuspidata (Thunb.) Koidz. Common Name: Japanese Chinquapin Castanopsis cuspidata is an evergreen tree that can grow up to 25 metres tall. The straight, cylindrical bole can be 60 - 70cm in diameter. The tree is harvested from the wild for local use as a food, and probably also for its wood. It is sometimes grown as an ornamental, where it can also be used to provide shade and shelter[ Castanopsis cuspidata is widespread and a late successional tree often forming part of the climax vegetation in laurel forests. In some areas of Japan the species is showing an increase in range while in others its habitat, and thus the species range, is experiencing decline as a result of human exploitation. The scale of this threat is not known at present but it is not expected to cause decline in the habitat to the extent that the species would fall into a threatened category in the next 100 years. The plant is classified as 'Least Concern' in the IUCN Red List of Threatened Species(2018)[ E. Asia - central and southern Japan, Korea. Woods and ravines, especially near the sea in western China[ ]. Temperate, broad-leaved evergreen forests, also found in disturbed, primary and secondary forests and often co-dominant to dominant in laurel forests[ |Conservation Status||Least Concern |Other Uses Rating|| |Cultivation Status||Ornamental, Wild Castanopsis species are generally found in subtropical and tropical climates, those species that can tolerate colder winters generally also require hot summers. Thus hardy members of this genus tend to grow well in Mediterranean climates and in warm continental climates with mild winters - although frost tolerant, they often do not thrive in more maritime climates with their cooler summers, even if the winters are mild. This species is possibly the hardiest member of the genus and can tolerate occasional temperatures falling to around -15°c when dormant. Prefers a good deep medium to stiff loam[ ]. Requires a sheltered position in semi-shade and a lime-free soil[ The catkins have an unpleasant hawthorn-like smell to attract midges for their pollination[ The seeds take two growing seasons to reach maturity[ Seed - cooked[ ]. The cotyledon of the nut is eaten boiled or roasted[ This species can be used for revegetation of native woodlands[ The wood can be used for making charcoal and for pulp[ We have no further specific information on the properties of this wood, but the following is a general description of the wood of Castanopsis species:- The heartwood is a light yellowish brown, grayish brown, or dark brown, varying with species; it is sometimes sharply demarcated from the yellowish, light brown sapwood. The texture is mostly rather coarse; the grain is fairly straight to interlocked; may be lustrous when first cut; there is no distinctive odour or taste when dry. It is generally reported to season well, timbers tend to end split if the pith is boxed. It is mostly reported as being easy to work and saw; takes a good finish; easy to split. It is not very durable, being susceptible to attack by decay fungi and termites. It is used for general construction work under cover, furniture components; some species that are easy to split are used for shingles[ Seed - requires a period of cold stratification and is best sown as soon as it is ripe in a cold frame[ ]. The seed has a short viability and should not be allowed to dry out. It can be stored for a few months if kept cool and moist (putting it in a plastic bag that is placed in the salad compartment of a fridge works well). Stored seed should be soaked in warm water for 24 - 48 hours prior to sowing[ ]. Germination usually takes place within 1 - 3 months at 15°c[ ]. As soon as they are large enough to handle, prick out the seedlings into individual pots and plant them out in mid summer if possible, otherwise grow them on in a cold frame for their first winter and plant them out in late spring. Give the young plants some protection from cold for their first few winters outdoors.

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The sabretache is derived from a traditional Hungarian horseman's flat leather bag called a tarsoly. Early examples have been found the tombs of Magyar warriors from the 10th century Conquest of Pannonia. They were often strengthened and decorated with silver plates and would have contained fire-making tools and other essentials. In the early 18th century, hussar cavalry became popular amongst the European powers, and a tarsoly was often a part of the accoutrements. The German name sabretache was adopted, tache meaning "pocket". It fulfilled the function of a pocket, which were absent from the tight fitting uniform of the hussar style. Part of the wartime function of the light cavalry was to deliver orders and dispatches; the sabertache was well suited to hold these. The large front flap was usually heavily embroidered with a royal cypher or regimental crest, and could be used as a firm surface for writing. By the 19th century, other types of cavalry, such as lancers, also wore them. In the British Army, sabretaches were first adopted at the end of the 18th century by light dragoon regiments, four of which acquired "hussar" status in 1805. They were still being worn in combat by British cavalry during the Crimean War; "undress" versions in plain black patent leather were used on active duty. The Prussian Guard Hussars wore theirs in the Franco-Prussian War. In most European armies, sabretaches were gradually abandoned for use in the field before the turn of the 20th century, but were retained by some regiments for ceremonial occasions. - Tarsoly Bearer's Homepage - András Róna-Tas, Hungarians and Europe in the early Middle Ages: an Introduction to Early Hungarian History, Central European University Press 1999, ISBN 963-9116-48-3 (P.136) - Canadian Military History Gateway: Royal Staff Corps officer's sabretache, circa 1820 - Sabretaches by Lt. Colonel J. B. R. Nicholson - Prebben Kannik, Military Uniforms in Colour, Blandford Press 1968 ISBN 0-7137-0482-9 (p.200) - J. B. R. Nicholson, The British Army of the Crimea, Osprey Publishing Ltd 1974, ISBN 0-85045-194-9 (p.15) - Michael Solka and Darko Pavlović, German Armies 1870-71 (1): Prussia, Osprey Publishing Ltd 2004, ISBN 1-84176-754-9 (p.20) - Nicholson (p.268) - James Alexander Mackay, An Encyclopedia of Small Antiques, Ward Lock, 1975 (p.164)

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RnA carries DnA’s instructions.. Which of the following types of RNA carries instructions. rides and proteins, which carries the genetic message to the ribosomes where the message is translated into a particular protein (see fi gure 2.7). What carries instructions for making proteins from the nucleus into the travel from the nucleus to the cytoplasm with the instructions to make specific proteins.. Copies DNA’s instructions & carries them to the ribosomes where proteins can be made DNA contains the instructions for making proteins but is too large to leave The cell nucleus is the command and control centre of which carries instructions for protein synthesis. Each mRNA carries the instructions to make a carries the instructions for making a protein from a gene. Transcription of DNA into RNA. DNA carries the instructions for making the proteins that. In the nucleus of the cell you have the DNA; the big archive with all the instructions for the cell including the one to make each protein. mRNA carries these. “DNA and Chromosomes Molecular Biology of the Cell - NCBI”. mRNA is the complementary strand of DNA that leaves the nucleus of the cell and binds to the ribosome. The mRNA is what carries the instructions for creating proteins. 9/06/2011В В· List of definitions of the scientific terms used in The New Genetics for making a protein or carries out DNA's instructions for making. Biology Basics What is a Cell? Of (and therefore all of the genetic instructions) that make up the human genome. such proteins make up cartilage,. In the nucleus of the cell you have the DNA; the big archive with all the instructions for the cell including the one to make each protein. mRNA carries these. Effectively, RNA is the instructions for making proteins. They are generally produced by the DNA, and the proteins are constructed in the ribosomes of the cell. Fact Sheet: DNA-RNA-Protein. Messenger RNA (mRNA) carries the instructions for making proteins. The making of proteins by reading instructions in mRNA is

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Welcome to the Barona Cultural Center & Museum Virtual Exhibit - Heritage Project Object ID: 2013.090.006 Habitat: North America Description: Cocklebur is a coarse herbaceous plant from the Compositae family. It is native to California. Its color is green but when the spiky ball falls off the plant, it turns brown and dries out. It looks fuzzy and really bright green when it is at the healthiest part of its life. It has roots in the soil. It is a poisonous plant to animals and humans. Its scientific name is Xanthium strumarium. Cocklebur was used to cure fevers, malaria, sinusitis, and leprosy. According to the research done by Elizabeth Windsong, it was used for hydrophobia (rabies) and was used by homeopathic doctors. Dimensions: H—12.7 W—20.32 cm Kingdom: Plantae (Plants) Phylum: Anthophyta (Flowering Plants) Collector: Windsong, Elizabeth Identified by: Windsong, Elizabeth Preparator: Reyes, Jefte "Noe"

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TWhat is in common between DNS - the Domain Name System, and IP addresses? It is the fact that the DNS is an Internet service that translates domain names/hostnames to IP addresses (forward DNS) and IP addresses to their associated domain names/hostnames (Reverse DNS) with the help of a DNS server. This is one of the crucial services on the Internet, greatly facilitating the access of users to websites, by helping each visitor refer to the desired website only by typing its alpha-numeric name (domain name) in the browser instead of its real numeric system name (IP address). Each machine, which is connected to the Internet, has its own IP address. The IP address is used to identify it to the world and plays an important part in the TCP/IP protocol. Usually, an IP address is displayed as a group of numbers, separated by dots: IP address structure and classification The web is the busiest place we know today, with millions of websites now available online, competing to catch the users attention. Apart from the common marketing and search engine optimization techniques, one of the key weapons website owners use in fighting for their visitors attention is the name of their website - i.e. their domain. A typical IPv4 address184.108.40.206 The numbers in the IP address are called octets. The name "octets" derives from the positions the numbers can have in the binary form of the IP address, which is actually used by computers. The "220.127.116.11" type of address is used for human understanding. Here is how the IP address of the above example will look in binary format: An IP address in binary format001100100011000100110110001011100011011000110101 Classes of IPv4 addresses The octets in the IP address play another important role - they divide the IP addresses into classes. They are split into two sections - net and host. The Net section always starts with the first octet and is used to define the network the machine belongs to. The Host section defines the actual machine in the network and always contains the last octet. Class A IP addresses The class A IP addresses have a first or Net octet in the range of 1 and 126. The other three octets define the hosts. The A class network allows for a total of 2,147,483,648 unique IP addresses and is mainly used for the network of a very large corporation. |A class A IP address| Class B IP addresses The class B IP addresses use the first two octets as network identifiers, and the last two as host identifiers. The first octet in the class B IP addresses is in the 128 to 191 range. IPs from this class are most commonly used by mid-sized networks, such as college campuses |A class B IP address| Class C IP addresses For this class, the Net identifier is composed of the first 3 octets and the first octet is in the 192 to 223 range. The last octet is used to identify the host. With a limited number of hosts, this IP class is suitable for small to mid-sized networks. |A class C IP address| Class D IP addresses IP addresses from this class are mostly used for multicasting. They are in the 18.104.22.168 to 22.214.171.124 range. The 126.96.36.199 to 188.8.131.52 range is used only for local area network (LAN) multicasting. Class E IP addresses IP addresses in this class have the first octet in the 240-255 range. They are reserved for experimental usage and computers, trying to use them will not be able to communicate properly online. When looking at a standard IPv4 address, one can easily see that it has a finite number of combinations for unique IP addresses and that at some point, they will be over. This is why the IPv6 IP address was created. A sample IPv6 address2001:0db8:3c4d:0015:0000:0000:abcd:ef12 The IPv6 address is expected to launch worldwide in late 2010 or 2011, when the IPv4 addresses will reach their limit. The new address is of 128 bits (IPv4 is 32bit), which will be enough for at least 100 years in the future, even if the growth of the Internet users increases. Reverse IP address lookup It is possible for any user to find which IP address is associated with a certain domain name/hostname and vice versa with the help of an online DNS lookup tool. How does such a search tool work? When a DNS lookup request is sent by typing a certain domain name in the tool's search field, the DNS server searches the DNS database to locate the IP address that the domain is associated with and then returns the desired result back to you. An example of a DNS resolve & a reverse DNS resolve in Linuxhost www.ntchosting.com www.ntchosting.com has address 184.108.40.206 250.1.65.216.in-addr.arpa domain name pointer www.ntchosting.com.

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Reporting a sighting A large carnivore sighting can consist of seeing the animal itself, or spotting the tracks, droppings, carcasses, claw marks or other signs left behind by the carnivore somewhere in the wilds. Here is what you should do when you make a large carnivore sighting: - Define the species and number of animals as accurately as you can - If you encounter tracks, measure the front paw’s width (and its length if the track belongs to a lynx or wolf) - Give a detailed report with specific location information to a large carnivore contact person (preferably to one that lives near the location of the sighting) You can find the name and phone number of the nearest large carnivore contact person on the Finnish Wildlife Agency's website (www.riista.fi) or by asking the local game management association. By reporting your sighting you are taking part in game animal research. The large carnivore contact persons named by regional game management associations are trained experts who are well-versed in identifying large carnivore tracks and droppings. The Finnish network of large carnivore contact persons was created in the 1970s and today it spans over 1 700 hunting and game management enthusiasts. Every year tens of thousands of sightings are logged, which translates to a very significant number of volunteer man-hours. The contact persons enter the sightings into the Tassu sighting system, where large carnivore researchers get their hands on the data. Sightings of litters, nests and large carnivores moving near populated areas are especially valuable for research purposes. Large carnivores in populated areas & road accidents When a conflict situation arises that involves a large carnivore, the police cooperate with SRVA (Suurristavirka-apu), a volunteer-based organisation that provides official assistance in matters related to large game animals.

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FTP can operate in active or passive mode, the choice of which depends on the connection method. In active mode, the client creates a TCP- control connection to the server, and the server sends your IP address and an arbitrary number of client port. If the client is behind a firewall and can not accept incoming TCP connection, the passive mode can be used. In this mode, the client uses flow control to send a command to the server PASV, and then it receives from the server IP address and port number. This is then used by the client to open a data stream with arbitrary client port to the resulting address and port. Both modes were updated in September 1998 to support IPv6. At this time, further changes were made to the passive mode to upgrade to the extended passive mode. The protocol is defined in RFC 959. The server responds on the control flow three-digit ASCII-status codes with optional text message. For example, “200″ (or “200 OK”) means that the last command was successful. Figures represent the response code and the text – or request clarification. Current transmission on the data flow can be interrupted by using the interrupt message sent by the control flow. When transferring data over the network four reporting methods can be used: ASCII – used for text. Data, if necessary, converted from the symbolic representation of the host sender in “eight-bit ASCII”, and (again, if necessary) in the symbolic representation of the receiving host. As a consequence, this mode is not suitable for files that contain not only the plain text. Image mode (commonly referred to as a binary) – the sending device sends each file byte by byte, and the receiver stores the byte stream upon receipt. Support for this mode has been recommended for all implementations of FTP. EBCDIC – used for transmission of plain text between hosts encoded EBCDIC. Otherwise, this mode is similar to ASCII mode. Local mode – allows two computers with identical settings to send the data in its native format without conversion to ASCII. For text files, a variety of formats and settings control record structure are provided. These features were designed to work with files containing Telnet or ASA formatting. Data transmission may be implemented in any of three modes: Stream mode – Data is sent in a continuous stream by performing FTP, releasing whatever was the treatment. Instead, all processing is TCP. End of file indicator is not needed, except for the separation of the recording data. Block mode – FTP divides the data into several blocks (block header, the number of bytes, a data field), and then transmits them to TCP. Compression mode – data is compressed into single algorithm (usually, run-length encoding). FTP authentication uses regular username / password for access. If the provided information is received by the client server, the server sends the invitation and client session begins. Users can, if the server supports this feature, log in without providing credentials, but the server can provide only limited access to such sessions. Host provides FTP service, and can provide anonymous access to FTP. People usually come in as anonymous (may be case-sensitive on some FTP servers) as the user name. Although it usually ask users to send their e-mail address instead of a password, no verification is actually performed. Many FTP hosts with software updates, support anonymous access. NAT-PT (rfc2766), allows broadcast incoming connections from the server to the client through the NAT. In the process of such a compound, NAT replaces the data being transmitted from the client to indicate the true server address and port, which can connect to the server, and then transmits the connection from the server to the client. Despite all the measures and innovations adopted to support FTP protocol, in practice NAT-PT typically disables all routers to provide additional security against virus threats. NAT and firewall traversal FTP normally transfers data when the server is connected to the client after the client sends the command PORT. This creates a problem for NAT, and for firewalls that do not allow connections from the Internet to the internal hosts. There are two approaches to this problem. The first is that the FTP client and FTP server use the command PASV, which establishes the data connection from the client to the server. The second approach – changes values for NAT PORT commands through the gateway at the application level. Support for web browsers Most of the conventional web browsers can retrieve files on FTP servers, although they may not support the expansion protocols like FTPS. Fully functional FTP client can be run as an extension to Firefox FireFTP. FTP URL syntax is described in RFC1738, in the form : ftp:// [< user > [: < password > ] @ ] < host > [: < port > ] / < path > (parameters in square brackets are optional.) For example: ftp://user001:secretpassword @ private.ftp-servers.example.com/mydirectory/myfile.txt More details on specifying a user name and password is written in the documentation browser. By default, most web browsers use passive (PASV) mode, which bypasses firewalls.

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The Inside-Out of a Running Shoe Often when shopping for footwear, you will hear a salesperson use high-tech words to describe the particular features and parts of the running shoe. With a little basic knowledge of running shoes, you can become a more informed buyer and satisfied user. This shoe anatomy session can help you buy the shoe that's right for you. The toebox refers to the toe section of the shoe. It should be roomy enough to comfortably fit your toes. There should be approximately half an inch between your longest toe and the end of the shoe, and half an inch between the top of your longest toe and the top of the toebox. Next, take a look at shoe laces. You should use laces that are not too long or too slippery. If they are too long, cut them down or use lace locks. Held together by the laces is the upper, or the material that encloses the foot. Breathable fabrics such as mesh keep feet from overheating in the summer. When choosing a shoe, be sure the upper fits properly; it helps the shoe stabilize the foot. Beneath the laces you will find the tongue of the shoe. The tongue should be thick enough to protect the top of the foot from the pressure of the laces, but not so long that it rubs against your foot just above the ankle. Occasionally, runners complain about their feet feeling tingly or numb, particularly during longer training runs. This is sometimes attributed to shoelaces being tied too tightly, which reduces the circulation of blood to one's feet. A simple solution for this annoying problem is to tie your laces just tightly enough that your shoes stay snugly on your feet. Another option that may help is to change the lacing pattern of your shoes. At the back of the shoe is the heel notch, the slight depression cut into the shoe's heel collar to reduce Achilles tendon irritation and provide a more secure heel fit. The heel counter is the rounded place where your heel fits snugly yet comfortably. Too loose a fit can cause blisters on your heels. If you need extra stability (for instance, your feet wobble a lot), look for a stiff heel counter or an external heel counter (a ring that wraps around the outside of the heel). On the bottom of the shoe, look for the split heel, a two-part heel structure that separates the outer and inner sides and contributes to a smoother heel-to-toe transition. Look for heel heights that match your cushioning needs. If you are a big person, chances are you are more of a heel-striker and want more midsole foam under the heel, so you need a greater heel height. Faster runners tend to strike more in the midfoot and need a lower heel. Getting to Know Your Soles Most of the cushioning and shock absorption in shoes is provided by the midsole, the part of the shoe that you can't see (located above the outer sole). You will want one of two midsole foams: polyurethane or EVA (ethylene vinyl acetate). Polyurethane is denser, heavier, and more durable than EVA. EVA is a softer, cushier material. Generally, heavier runners do well with polyurethane midsoles. EVA is more common because of its lightness and more cushioned feel. The material that covers the bottom of the shoe is referred to as the outer sole. You will want one of three kinds of outer sole: carbon rubber, blown rubber, or a combination of the two. Carbon rubber is more durable but heavier and stiffer than blown rubber. Some shoes have carbon rubber in the high-wear areas of the rear foot and the cushier blown rubber in the forefoot for a softer feel. Running shoes also contain stabilizing technology, or devices that reduce overpronation or excessive supination (also called underpronation). These devices are usually in the shoe's midsole on the arch side of the shoe. Some shoes have firmer densities of midsole foam to combat overpronation.

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Critique(Making feedback a more powerful tool in the classroom) Why I looked at it:• I wanted students to develop actual pride in the quality of their work• I wanted to develop the use of feedback in my classroom (and for it to become a culture/norm)• I wanted to have feedback acted upon instantly so every student made progress (specific feedback is surely one of the best forms of differentiation?) Process Dedicate whole lessons to this• Model a piece of work you are asking students to create (pull out key vocabulary)• Create a success criteria with students• Draft 1• Formal class critique• Draft 2 (redraft)• Student critique…. Critique Rules:• Be kind: All feedback is there to help. No personal comments. No sarcasm.• Be specific: No comments like ‘It’s good’ or ‘I like it’. These just waste our time. Ban them. Use vocab pulled out from model.• Be helpful: Aim is to help an individual or the whole class with their learning. Comments should focus on this. Anything else wastes time.• Hard on content, soft on people Gallery CritiquePlease click this link to see the work that High Tech High in San Diego does on critique and promoting excellent work:http://www.jamieportman.com/blog/teaching-learning/reflections-on-hightechhigh-visit-exhibiting- learning/ Why? Impact?• Standard of work went through the roof• Feedback given was more specific and became like a set of instructions (vocab improved)• The progress that students made was extremely high• Content was learnt and reinforced over and over again through process of critique• Underlying development of literacy skills and other key processes used in the project• Students looking for work to be critiqued without my direction• Students skilled enough to critique their own work with rigor• Culture of creating work to be proud of was achieved in the project (due to critique) Essential resources‘An Ethic of Excellence’by Ron BergerExcellent ‘must read’ for allteachers.http://www.amazon.co.uk/An-Ethic-Excellence-Building-Craftsmanship/dp/0325005966 Essential resourcesRon Berger basic explanation of critiquePart 1 - http://www.youtube.com/watch?v=1znB1ox0_EIPart 2 - http://www.youtube.com/watch?v=J2K75WO7a70Austin’s Butterfly - http://www.youtube.com/watch?v=JFHf7jAfJlgTait Coles Critique presentation from TMClevedonPart 1 - http://www.youtube.com/watch?v=v_qdNNs3m6gPart 2 - http://www.youtube.com/watch?v=M-yXX1En3fcHigh Tech High guide - P27 of the book explaining critiquehttp://www.innovationunit.org/sites/default/files/Teachers%20Guide%20to%20Project-based%20Learning.pdfDarren Mead blog posts on critiquehttp://pedagogicalpurposes.blogspot.co.uk/search/label/critiquesTait Coles blog posts on critiquehttp://taitcoles.wordpress.com/2012/06/07/public-critique/David Didau (Learning Spy)http://learningspy.co.uk/2013/01/26/work-scrutiny-whats-the-point-of-marking-books/

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Sat 21 May, 2016 09:24 am These Students Built A Glove That Translates Sign Language Into English A pair of undergraduates at the University of Washington made a glove that translates gestures in American Sign Language (ASL) into English and speaks it via speakers. The SignAloud glove won them a $10,000 Lemelson-MIT Student Prize and international attention. Now they're figuring out how to refine their gadget for social good...and make sure they pass their college exams. The SignAloud glove captures ASL gestures with sensors that measure everything from XYZ coordinates to the way individual fingers flex or bend. That sensor data is sent via Bluetooth to a nearby computer and fed into coding algorithms that categorize the gestures, which are translated into English and then audibly spoken via speaker. But co-creator Navid Azodi emphasizes that SignAloud is still very much in a prototype phase. "Keep in mind, we have by no means captured the entire language and we’re nowhere near that. [ASL] is more than just words and phrases, and we know that. It has complex grammar structures. What we eventually want to get is for SignAloud to categorize a majority of the language," says Azodi.

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The hottest topic in semis nowadays is the way that big tech companies are building their own silicon. We wrote about some of the motivations behind this here and explored the economics of them here. The quick summary of all that is non-semis companies do not build chips to save money, they build them for strategic advantage (which may include saving money). So it should come as no surprise that one of Google’s key strategic assets, YouTube quietly unveiled a new chip last month, but for some reason no one is really talking about it. Maybe this is the new normal and we are used to it, or maybe no one is talking about it because it scares the chip companies badly. Google quietly unveiled it’s new Video Coding Unit (VCU) in a blog post from the YouTube Engineering team. The team also published an academic paper on this project, (a paper which is hard to find in Google search results). The blog piece is filled with some really interesting background on how YouTube runs, as well as the usual mind-blowing statistics – every minute people upload 500 hours of video content. The problem they were trying to solve is both fairly straightforward and staggeringly difficult. Users upload video of a certain quality, but then YouTube has to play that video back with a different quality depending on the viewer’s device – 4K for a wired TV, lower-res for a mobile device on a shaky network. The process of altering that quality level is called transcoding, and it is very compute intensive. Google had some some key trade-offs here. By using a new encoding scheme they could greatly reduce their bandwidth costs (which must be massive), but this came at cost of requiring a lot more compute. The VCU solved that problem. A few things stood out for us about the VCU. First, it is fast. They claim it delivers 20x-33x improvement in compute efficiency. By comparison, a new generation CPU can expect roughly double (2x) the speed of its prior generation, and that result is usually mostly driven by Moore’s Law improvement. When Google announced it’s machine learning chip, the TPU, six years ago, they talked about 30x-80x better performance, and that allowed them to halve the number of data centers they would need to build. So the VCU is not quite as powerful (the math it is doing is a lot more complex), but would clearly still have a big impact on YouTube’s data center needs. Secondly, and more importantly, the team that built the chip was largely comprised of software engineers, and not that many of them. This demonstrates how ‘easy’ it has become to design a chip. The academic paper has 52 co-authors, and we are guessing that comprises the whole team. The article makes it sounds as if these are the same people who are building YouTube’s software platform. So the team has an in-built advantage against any merchant chip company who wants to compete in this space. The big processor vendors (e.g. Nvidia, AMD, Intel, Qualcomm) usually have several hundred designers working on their core products, and then they have at least as many building software for those chips. Google’s approach is much more efficient, the benefit of vertical integration. Admittedly, it takes many more people to bring a chip to production. Google probably worked with one of the big chip companies’ “ASIC” team to do the back-end work. (Our guess is Broadcom). But there is a more disturbing possibility, does Google have a chip operations team? They would only do this if they have several chips in production. If true, that should really worry the big chip companies. It is not clear who did the ASIC work for Google, the article is unclear and the job listing on Google are ambiguous, but it is definitely a possibility. There is a lot for the chip industry to take in here. We mentioned the design advantage and efficiency Google enjoyed. But there is also the fact that Google essentially just invented a new category of chip, again. As far as we know, no one is really building anything directly comparable to a VCU. So Google, in need of a solution to their specific problem, went out and built it themselves. And we are not sure any chip company will go out and build a competitive product. The market for this chip has a fairly small customer pool. There is only Google maybe Facebook, and a couple companies in China. By the same token, this is just one more insurmountable barrier to entry for YouTube’s market. No one will be able to compete with YouTube unless they can build a chip too.

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Tanna of the second century; the most distinguished pupil of R. Ishmael. He is not mentioned in the Mishnah, perhaps because he lived in the south (Sanh. 88b), and his teachings were consequently unknown to the compiler of the Mishnah, Judah ha-Nasi, who lived at Tiberias and Beth-she'arim in northern Palestine. This is the explanation proposed by Frankel and Brüll; but the fact may have been that the Mishnah of Meïr, which served as the basis of Rabbi's Mishnah, did not accept the development of the teachings of Ishmael as formulated by Josiah and R. Jonathan, and they were consequently omitted by Rabbi from his Mishnah (Hoffmann, in Berliner's "Magazin," 1884, pp. 20 et seq.). Josiah is frequently mentioned in the Mekilta together with Jonathan. All their differences concerned only interpretations of Biblical passages, never halakot. During Hadrian's persecution Josiah seems to have fled from Palestine; for he was at Nisibis, where he delivered precepts in the college of Judah b. Bathyra (Sifre, Num. 123; ib. Deut. 218). - Weiss, Dor, ii. 114; - Frankel, Hodegetica in Mischnam, pp. 146-149, Leipsic, 1859; - Bacher, Ag. Tan. ii. 351-364.

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No future without scarce metalsJanuary 31, 2012 in Technology / Other It is not just in laptop computers, mobile telephones and LED screens that scarce metals are to be found but also in solar cells, batteries for mobile technologies and many other similar applications. The rising demand for these metals increases the risk of a bottleneck in supplies. Empa researchers and representatives from industry explained at the Technology Briefing why scarce metals are essential for many key technologies and how an impending scarcity might be avoided. "There is no future without scarce metals!" This was the very clear message with which Peter Hofer, a member of Empa's Board of Directors, greeted guests at the recent Technology Briefing on scarce metals held at the Empa Academy. After all, it is scarce metals in batteries and motors that keep electric vehicles rolling and which, in automobile catalytic converters, clean up the exhaust gases. Hofer again: "Materials with special properties are essential if we are to find solutions to the problems caused by our ever-increasing mobility requirements." The term scarce metals includes gallium, indium, cobalt and the platinum metals, in addition to the rare earth metals which are used (together with iron and boron), for example, to make the very strong magnets needed in wind turbines. And manufacturers like to use tantalum for the capacitors on mobile telephone printed circuit boards (PCBs) because this transition metal, when used in these tiny components, enables them to store and release large amounts of electrical energy. The demand is high, with more than 60 per cent of the tantalum mined being used for this application. The darker side But, as Patrick Wäger, the initiator of this Technology Briefing and an expert on scarce metals, explained, everything has a darker side to it. Raw materials which can only be mined and refined in a few countries, for which alternatives are not easy to find and which have a low rate of recycling must are considered to be critical. China, for example, almost completely controls the supply of rare earth metals from which high-performance permanent magnets are manufactured. Wäger, who is a staff member of Empas Technology and Society laboratory, added that by imposing export restrictions the Chinese government has forced prices to rise, leading to delivery bottlenecks. Currently great efforts are being made to reduce this dependency by expanding supply capacities outside of China, such as in the USA, Australia or Greenland with implications also for the environment. Tantalum, required for high-performance micro-capacitors, is viewed in the microelectronics industry as a material which is difficult to substitute, and to date it has not been possible to recover it from end-of-life products. Particularly worrying are the facts that tantalum is illegally mined in certain Central African countries under degrading conditions, and the profits from its sale are used to finance civil wars. "Swiss companies also need to think closely about how they can reduce this dependency and avoid the possibility of delivery bottlenecks," remarked Jean-Philippe Kohl, the head of Swissmem's Economic Policy Group. A recent survey of the industry association's members in the Swiss mechanical engineering, electrical and metal sectors showed that every single company contacted used at least one of the critical raw materials. In order to protect themselves from possible shortages many of the companies had signed long-term delivery contracts with their suppliers. The others are cooperating with research institutions, either to develop alternative raw materials and technologies, or to optimize existing processes. Alternatives from research labs As an example of this approach, Stephan Buecheler explained how Empa's Thin-Films and Photovoltaic laboratory was working to reduce the thickness of the critical tellurium layer in flexible solar cells which use cadmium telluride (CdTe) as the active material. Similarly, efforts are being made in solar cells based on copper-indium-gallium-diselenide (CIGS) to replace the critical indium oxide with zinc oxide. In making these changes no loss of performance is expected. Quite the opposite, in fact the aim is to increase the efficiency of these devices by optimal use of raw materials and fast processes. Researchers have already shown that this is possible, having set a new efficiency record last year. Again with the aim of reducing scarce metal usage, the institutions Internal Combustion Engine laboratory has developed an extremely efficient and economic foam catalyst. Changing the form of the ceramic substrate has enabled the use of less of the noble metals palladium and rhodium in comparison to conventional catalysts. In collaboration with Empa's Solid-State Chemistry and Catalysis laboratory, the motor scientists are conducting research work on regenerative exhaust gas catalysts which employed perovskites instead of scarce metals. The former are multifunctional metal oxides which, because of their special crystal structure, are capable of transforming heat directly into electrical energy. The recycling challenge Despite all the doom and gloom, we will not have to do without scarce metals entirely. As Heinz Boeni, head of the Technology and Society laboratory, maintained there is of course a reserve of scarce metals to be found in end-of-life electrical and electronic products. While natural primary deposits are being used up, the anthropogenic secondary deposits created by man are increasing continuously. In a ton of natural ore as mined there is typically about 5 g of gold. In a ton of discarded mobile telephones, on the other hand, there is about 280 g, while the same weight of scrap PCBs contains as much as 1.4 kg of the precious metal. But recovering scarce metals is anything but easy. "You can't just pull them out from electronic waste with a screwdriver and a hammer. The recovery process is at least as complex as the design and development of the old appliances themselves", recycling expert Christian Hagelüken made clear. A large percentage of scarce metals are to be found in the form of very thin layers or mixed with other substances in the form of alloys, added Hagelüken, whose employer, Umicore, is one of the largest recycling companies involved in the recovery of precious metals from complex waste material. Recycling scarce metals demands the use of complicated recovery processes. Furthermore, suitable recovery processes alone are not enough to guarantee high recycling rates. According to the experts it is necessary to keep an eye on the whole recycling chain, from collection, disassembly and sorting of the scrap to the actual recovery process itself. The greatest efforts are in vain if, as is the case in certain countries, end-of-life computers and other electronic appliances are exported to developing and threshold countries where the scarce metals are lost through the inappropriate treatment of the electronic waste, which also represents a danger to human health and the environment. Or, if with a mechanical disassembly - which is common today in Switzerland the scarce metals are dissipated into fractions from which they cannot be recovered. Provided by EMPA "No future without scarce metals" January 31, 2012 https://phys.org/news/2012-01-future-scarce-metals.html

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What are the characteristics of cardiomyocytes? Moreover, cardiomyocytes have several unique cellular structures that allow them to perform their function effectively. Here are five main characteristics of mature cardiomyocytes: (1) striated; (2) uninucleated; (3) branched; (4) connected by intercalated discs; (5) high mitochondrial content. What is the structure of the cardiomyocytes? Cardiomyocyte is the fundamental contractile cell of the heart. Sarcomere, the fundamental contractile unit of cardiomyocytes is composed of thick and thin interdigitating filaments of myosin and actin, tropomyosin, titin and the troponin complex. What are the 2 types of cardiomyocytes? There are two kinds of myofilaments, thick filaments composed of the protein myosin, and thin filaments composed of the proteins actin, troponin and tropomyosin. As the thick and thin filaments slide past each other the cell becomes shorter and fatter. What organelles are in cardiomyocytes? Some of the other important organelles found in cardiomyocytes include: - Alpha tubulins. - Beta tubulins. - Endoplasmic reticulum. - Golgi Apparatus. What is the cardiomyocytes cell? Cardiomyocytes are the cells responsible for generating contractile force in the intact heart. Specialized cardiomyocytes form the cardiac conduction system, responsible for control of rhythmic beating of the heart. What are the cardiomyocytes? Cardiomyocytes are the cells responsible for generating contractile force in the intact heart. • Specialized cardiomyocytes form the cardiac conduction system, responsible for control of rhythmic beating of the heart. What are cardiomyocytes? Definition: What are Cardiomyocytes? Also known as myocardiocytes, cardiomyocytes are cells that make up the heart muscle/cardiac muscle. As the chief cell type of the heart, cardiac cells are primarily involved in the contractile function of the heart that enables the pumping of blood around the body. How can cardiomyocytes be observed in histology? Cardiomyocytes can be observed by staining of histological sections of the heart. Since the heart is a 3-D organ, make sure you cut the heart at the right angle. [In this figure] (Left) A longitudinal section through both ventricles should be made from the base to the apex of the heart. What is the role of cardiomyocytes in heart transplantation? The transplantation of cardiomyocytes obtained through this method (iPSC) into damaged hearts has proved successful allowing cardiac muscles to function normally. Cardiac fibroblasts make up about 50 percent of the total cardiac cells. What is the histology of the liver? Liver Histology. The liver is the largest internal organ of the human body, weighing approximately 1.5 kg. Embryologically it develops from the foregut and it spans the upper right and part of left abdominal quadrants. Anatomically the liver consists of four lobes: two larger ones (right and left) and two smaller ones (quadrate and caudate).

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Napoleon's Theorem by Transformation |On each side of a triangle, erect an equilateral triangle, lying exterior to the original triangle. Then the segments connecting the centroids of the three equilateral triangles themselves form an equilateral triangle.| We'll denote the Napoleonean triangles ABC", BCA", CAB" and there centers C', A', and B', respectively. The counterclockwise rotation through 120° around A' moves B into C; the rotation around B' similarly moves C into A and the rotation around C' moves A onto B. The product of the three rotation is a rotation through 360°, i.e., a translation with point B fixed. Which means that it is the identity transform. (The applet below allows you to experiment with the 120° rotations around the centers of the Napoleonean triangles in turn. In addition to the three vertices A, B, C, one other point is moveable by the cursor. A sequence of rotations is selected by pressing the A', B', C' buttons, or by popping the most recent rotation. The sequence of rotations applies to the fourth point. You can verify the assertion that the sequence of rotations around A', B', C' leaves B fixed by placing the fourth point at B. Similarly, one can verify the next step of the proof that follows.) |What if applet does not run?| Since the product of rotations in the sequence A', B', C' is the identity transform, it leaves C' fixed, but so does the rotation around C' alone. Thus the product of rotations around A' and B' also leaves C' fixed. Assume C' is rotated around A' into say P' which is then rotated around B' back into C'. In the quadrilateral C'A'P'B', angles C'A'P' and P'B'C' are 120° and the triangles C'A'P' and P'B'C' are isosceles. Their base angles are 30°, so that I am grateful to Hubert Shutrick for bringing this proof to my attention. A proof based on similar consideration is found in the classic Geometric Transformations I by I. M. Yaglom as Problem 22(a). The product of rotations around A' and B' is found at the intersections of two lines inclined 60° to A'B' through the end points of that segment. This is a rotation through 240° that leaves C' fixed so that this is a rotation around C'. The two observations together imply that ΔA'B'C' is equilateral. Copyright © 1996-2018 Alexander Bogomolny

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Early crust on Mars may be more complex than researchers previously thought—and it may even be similar to Earth’s original crust. The Martian surface is uniformly basaltic, a consequence of billions of years of volcanism and flowing lava on the surface that eventually cooled. Scientists had thought Mars’ crustal history was a relatively simple tale because Mars did not undergo full-scale surface remodeling like the shifting of continents on Earth. But in a new study, scientists discovered locations in the Red Planet’s southern hemisphere with greater concentrations of the chemical element silicon than what would be expected in a purely basaltic setting. Space rocks that slammed into Mars exposed the silica concentration by excavating material that was embedded miles below the surface, revealing a hidden past. “There is more silica in the composition that makes the rocks not basalt, but what we call more evolved in composition,” says Valerie Payré, the study’s corresponding author. “That tells us how the crust formed on Mars is definitely more complex than what we knew. So, it’s more about understanding that process, and especially what it means for how Earth’s crust first formed.” Payré is an assistant professor in the Department of Earth and Environmental Sciences at the University of Iowa. Scientists believe Mars formed about 4.5 billion years ago. Exactly how the Red Planet came into being is still a mystery, but there are theories. One idea is that Mars formed via a titanic collision of rocks in space that, with its intense heat, spawned an entirely liquefied state, also known as a magma ocean. The theory goes that the magma ocean gradually cooled, yielding a crust, like a layer of skin, that would be singularly basaltic. Another theory is that the magma ocean was not all-encompassing, and that parts of the first crust on Mars had a different origin, one that would show silica concentrations different from basaltic. Payré and her research partners analyzed data gathered by the Mars Reconnaissance Orbiter for the planet’s southern hemisphere, which previous research had indicated was the oldest region. The researchers found nine locations—such as craters and fractures in the terrain—that were rich in feldspar, a mineral associated with lava flows that are more silicic than basaltic. “This was the first clue,” Payré says. “It is because the terrains are feldspar-rich that we explored the silica concentrations there.” Feldspar had been found previously in other regions on Mars, but further analysis showed the chemical composition in those areas was more basaltic. That did not deter the scientists, who turned to another instrument, called Thermal Emission Imaging System, or simply, THEMIS. This instrument aboard the Mars Odyssey orbiter can detect silica concentrations through infrared wavelength reflections from the Martian surface. With data from THEMIS, the team determined the terrain at their chosen locations was more silicic than basaltic. Adding further credence to their observations, meteorites such as Erg Chech 002, discovered in the Sahara and dating roughly to the birth of the solar system, show similar silicic and other mineral compositions that the team observed in the nine locations on Mars. The researchers also dated the crust to about 4.2 billion years, which would make it the oldest crust found on Mars to date. Payré says she was mildly surprised at the discovery. “There have been rovers on the surface that have observed rocks that were more silicic than basaltic,” she says. “So, there were ideas that the crust could be more silicic. But we never knew, and we still don’t know, how the early crust was formed, or how old it is, so it’s kind of a mystery still.” While Mars’ crustal origin remains shrouded, Earth’s crustal history is even less clear, as any vestiges of our planet’s original crust have been long erased due to the shifting of continental plates for billions of years. Still, the finding may offer insights into Earth’s origins. “We don’t know our planet’s crust from the beginning; we don’t even know when life first appeared,” Payré says. “Many think the two could be related. So, understanding what the crust was like a long time ago could help us understand the whole evolution of our planet.” Payré conducted the research as a postdoctoral researcher at Northern Arizona University. She joined the UI in August. The study, “An evolved early crust exposed on Mars revealed through spectroscopy,” was published online on November 4 in the journal Geophysical Research Letters. Reference: “An Evolved Early Crust Exposed on Mars Revealed Through Spectroscopy” by V. Payré, M. R. Salvatore and C. S. Edwards, 10 October 2022, Geophysical Research Letters. Contributing authors are Mark Salvatore and Christopher Edwards from Northern Arizona. NASA funded the research, through the Mars Science Laboratory Participating Scientist Program and the Mars Odyssey THEMIS project.

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Technically, Shaivism qualifies as a religion in itself. It has its own appeal, distinct philosophies, beliefs, practices, pantheon and traditions that date back to thousands of years. Shaivism played an important role in the continuation of Hinduism. Its beliefs, philosophy and practices enriched Hinduism and contributed to its success against Jainism and Buddhism. Much of the Hindu tantric and ascetic practices are rooted in the ancient Saiva practices. Although neither Shaivism nor Shiva figure prominently in the ancient and early Vedic hymns and Upanishads, Shaivism became an important and integral part of Vedic religions during the eastward and southward expansion of Vedic communities in ancient India. Currently, Shaivism has four major sects. Each of them has a long history of its own and contain elements of both Vedic and tantric beliefs and practices. Each of the sect has a distinctive character, following and philosophy of its own. All the schools hold Shiva as the highest Supreme Brahman, who manifests the entire diversity in creation and holds beings bound to the mortal world by casting upon them the net of delusion or Maya. The four major schools or sub-sects of Shaivism are: Saiva Siddhanta, Vira Shaivism, Kashimiri Shaivism, and Gorakhnath Shaivism. In addition, we may also include Pasupatha Shaivism, which is a very ancient and esoteric sub-sect of Shaivism, and enjoys a very limited but dedicated set of followers. This school is popular mainly in southern India and derives its doctrine from the 28 Saiva Agamas and the works of several Saiva saints and philosophers from the South. The most prominent among them was Nambi Andar Nambi, who composed Tirumurai, which is considered the foundational work of the school. It includes the works of several other saints, such as Appar, Sundarar and Sambandhar. According to the school, Shiva is the highest reality. A living being (jiva) has the same essence as of Shiva, although a jiva is not identical to him. Creation is made up of 36 tattvas. Reality consists of Shiva, and innumerable jivas or individual souls, who are bound by desires and attachments (pasas) to the cycle of deaths and births. The existence of the world and beings is not an illusion but a reality. Shiva is both the efficient and the material cause of creation. He manifests the world through Sakti or Prakriti, the real material cause of the universe. In his dynamic aspect he performs five functions of creation, preservation, destruction, concealment and liberation. All living beings are subject to delusion or Maya, which is of different types. When beings achieve liberation by overcoming their delusion, they become free from the cycle of births and deaths. The souls are innumerable. They are either free or bound to one or more impurities. Among the bound souls some remain forever bound. Liberation is achieved by four means: devotional worship (carya), devotional service (kriya), the practice of yoga (yoga), and liberating knowledge (jnana). The first three are preparatory for the fourth, which is considered the highest. After liberation, souls attain purity and supreme consciousness, but retain their individuality and some distinction from the Supreme Being, Shiva. Vira Shaivism rose to prominence during the medieval period in Karnataka and the adjoining areas of Andhrapradesh and Tamilnadu. Vira Shaivism derives its name from the heroic nature of Shiva Himself in his ferocious aspect as Virabhadra. The sect is also known as Lingayata sect, since its followers wear a Shivalinga around their necks or on their bodies. The sect was made popular by Basavanna in the Karnataka region in the 12th century C.E. According to this sect, God and the individual souls are aspects of the same reality. Individual souls make up the body of God, held together by the power of Shakti, while God is its Soul. Shiva is the efficient cause of creation. He remains constant and immutable in creation, while Shakti evoles and transforms into the phenomenal world. Each individual soul has the same essence as that of Shiva and is an aspect (amsa) of Shiva. However, it is somewhat similar but not the same as Shiva. It is also subject to the impurities of egoism, attachment and delusion. When they are overcome, the individual soul regains its blissful nature and experiences its oneness with the subtle body (linga sarira) which in essence is the same as that of Shiva. The concepts figure prominently in Vira Shaivism, namely Guru, Jangama and Linga. The guru is the spiritual teacher, a Jangama is a self-realized soul, higher than guru, and Linga is none other than Para Shiva. Those who aspire for liberation should acknowledge these three entities and observe eight rules (astavarana) of virtuous conduct, which help them in their purification and transformation and their final union with Shiva. While the previous two schools acknowledge some distinction (bheda) between Shiva and the individual souls, Kashimiri Shaivism consider Shiva the only reality and everything else a mere illusion. The entire creation including the individual souls are a projection of Siva. At the end of creation they are withdrawn and only Shiva, the ultimate reality, remains. Kashmiri Shaivism derives its name from the region of Kashmir where it gained prominence initially before the arrival of Islam in India. It is also known by other names such Trkia, Spanda and Pratyabhijna. Trika refers to the triple principles, Pati (Shiva), Pasu (jivas) and Pasa (bondage) of existence. Spanda refers to the causative, responsive and transformative aspect of life whereby beings learn to adapt to the phenomenal world and act according to their desires and delusion which results in their bondage. Pratyabhijna is the distinct awareness, or the remembrance which arises in the souls at the time of their liberation regarding their Shiva nature or their oneness with Shiva. According to this schoo, Shiva is the ultimate reality. There is nothing beyond. He is everything, both the material and efficient cause. The whold diversity is either a reflection or projection or appearance of Shiva only in the qualities of Nature. He manifests it through his shakti, which becomes fivefold in the process of creation, namely the mind power (cit-shakti), the bliss power (ananda-shakti), the will power (iccha-shakti), the knowledge power (jnana-shakti) and the active power (kriya-shakti). Using these five powers, Shiva manifests in the world in innumerable forms and shapes as both objects and beings. Although the individual souls are the same as Shiva, since they are subject to the triple impurities of egoism, attachment and delusion, they forget their true Shiva nature. Through liberation (moksha) they regain their awareness and return to their original state of omniscience, perfection and absolute purity. This sect is also known as Natha Shaivism or Gorakshanatha Shaivism. It rose to prominence during the 12th and 13th centuries in some parts of northern India. It is a predominantly ascetic sect. Its members practice austerities, tantra, and hathayoga, and subject their minds and bodies to rigorous discipline, often torturing themselves with extreme practices to transcend their attachment to names and forms and stabilize their minds in the contemplation of Shiva. The sect derives its name for the nine or twelve legendary teachers called Naths or lords. Followers of the sect believe that these teachers are still alive in the physical plane and keep a watch on the spiritual transformation of the world. The most prominent teacher of this sect is Goraknath, who lived in the 12th century C.E. He also figures in the Buddhist tantric lineages. He is credited with a number of compositions and tantric practices. He was also known to possess several magical and spiritual powers, including the ability to arrest aging and transcend physical death and decay. Members of this sect smear their bodies with the ash collected from graveyards and practice several tantric rituals to train their minds and bodies. The practice alchemy, magical rituals, kundalini yoga to awaken chakras and offensive public behavior to invoke public censure and overcome their pride. They also use herbs and chemicals to induced trance and prepare the mind to enter altered states of consciousness. However, they avoid the use of sex and contact with women. Like Kashimiri Shaivism, this sect also believes in the non-duality of existence and sees no distinction between Shiva and the individual souls. Suggestions for Further Reading - Aspects of Lord Shiva - Saivism or Shaivism - Basic Concepts - Shaivism Literature - Mantra and Yoga - Nataraja, The Lord of the Cosmic Dance - What Shankara Means? - Shaivism Sects - Siva and Bhavani - Devotional Prayers to Lord Shiva - Significance of Lord Shiva - Shaivism Links, Websites and Resources - Famous Saints of Saivism - The Worship of Lord Shiva - History of Shaivism, Lord Shiva in Vedic Literature and Recorded History - Methods of Worship in Shaivism - Hindu Gods - Lord Ganesha - Gods and Goddesses of Hinduism - About Goddess Parvathi or Shakti - Quotes on Religious Tolerance in Hinduism - Sects and Sectarian Movements in Hinduism - Hinduism - The Role of Shakti in Creation - Hindu God Lord Shiva (Siva) - the Destroyer - A Critical Study of the Chronology of Siddhas - Hindu God Murugan, Kumaraswami, Skanda or Ayyappa - Symbolic Significance of The Hindu Trinity, Brahma, Vishnu And Siva Translate the Page

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I love teaching Lorraine Hansberry’s A Raisin in the Sun. This is usually the first text that I teach with a new class as I want the first literature unit to be a success that the class can build on. The student interest is high (the drama of the Younger family engages students thoroughly) but the grade level (text complexity) is low. Before teaching A Raisin in the Sun… Think about grade level. The A Raisin in the Sun grade level is 9th grade and up. (I have used the play for an advanced group of 8th graders.) Even though the reading grade level for A Raisin in the Sun is low, the issues, themes, and context are more appropriate for High School. - ATOS Book Level: 5.5 - Interest Level (AR): Upper Grades 9-12 - Lexile Level: NP (non-prose) - Leveled Reading: Z (Grade 7-8) Prepare to address sensitive material. While the language is not complicated, there are some sensitive issues to navigate: - Racism and internalized racism - Alcohol abuse - Religious arguments (atheism) - Words: the n-word, “negro,” “colored,” “fa**oty,” “chick,” “ass,” “damn,” and “hell” This is not kids’ stuff. Think about how you will handle these topics. Warn the students about this content, and explain your expectations. Remind them that you are trusting them to address these topics with sensitivity and maturity. Plan your reading and lesson schedules. You must decide what works for you, but this is the A Raisin in the Sun reading schedule that works for me in my current teaching assignment: - Week 1 Act I, scene 1 - Week 2 Act I, scene 2 – Act II, scene 1 - Week 3 Act II, scene 2 – Act II, scene 3 - Week 4 Act III Note: I know this reading schedule is lax, but with this text I want to build habits that will prepare students for more rigorous reading schedules. I expect my secondary students to read the text independently on a weekly basis. I hold them accountable for the reading with brief reading quizzes that count as homework grades. They need to start approaching grade-level texts without having it spoon fed to them. They have a full week to read the assignment in a way that works for them and receive additional support. Explore the concept of “The American Dream.” Ask students what “The American Dream” means. What are the connotations of this term? Does it mean different things to different people? Has the meaning changed? Does it mean something to them personally? Explore the different conceptions of “The American Dream” as a class. You may want the entire class to read the same articles or you may want to “jigsaw” the exploration by assigning different students (or groups) different texts to present. - “How Rural Students Define the American Dream” by Magdalena Slapik - “What the man behind the ‘American Dream’ really meant” by Ted Widmer - “I Have a Dream…” speech by Martin Luther King Jr. - “Is There an American Dream for Black Children?” by Sean McElwee - “African-American History Timeline: 1950 to 1959” by Femi Lewis - “Donald Trump Claims ‘The American Dream is Back,’” by Natalie Waters Another lesson that I enjoy teaching is a comparison of poem that inspired Hanberry’s title, “Harlem” by Langston Hughes, and the “I Have a Dream…” speech by Martin Luther King Jr. This lesson lends itself to performance, and I encourage the students to organize choral readings of both texts before starting our analysis. Video connections for “The American Dream” Videos are a great way to spark discussion on “The American Dream.” It becomes clear that term means different things to different people. The meaning can focus on individual expression, personal freedoms, opportunity, or prosperity. - Where Does the American Dream Live” video (14:45) from Retro Report: This is an engaging video focusing on race and opportunity. Clear connections to the play (1950s Chicago). Content Advisory: “black bastards” (1:45) - “Park Avenue: Money, Power & the American Dream” preview video (0:36) from Independent Lens: Short promo asserting that “The American Dream” has been hijacked. - “Is the American Dream Still Alive” video (7:29) from CBS Sunday Morning: Economic point of view focusing on the struggling middle class. - “The American Dream in 2016” video (4:41) from the New Yorker: People use an art exhibit to reflect on their views of “The American Dream.” - “American Dream” MKTO music video (3:46) from Disney: Focusing on personal expression as the new dream. Teaching A Raisin in the Sun: Historical Context Make sure that students understand the context of the play within the Civil Rights Movement and why the the original production was ahead of its time. By the late Fifties, when Hansberry wrote the play, what had African Americans gained and what did they seek? By this point in the Civil Rights era, what issues were in the forefront of the minds of African Americans? The Younger parents (Mama and Big Walter) moved to Chicago as part of The Great Migration. How was the Civil Right era different for families like the Youngers and African Americans in the South? How were the issues of the day different for Walter, Mama, Beneatha, and the other characters respectively? There is a excellent documentary that I like to use when studying the Civil Rights Era in the South that is always a big hit with the students: The Children’s March (40 minutes). I rarely see students so interested in a documentary. Plan to support resistant and struggling readers. My students have an entire week to read so that they can receive any needed support. In order to identify students who may need additional support, you must have reliable data. You may need to use a reading diagnostic tool if the data you have is questionable or out-of-date. I typically give seven or eight identified students scene summaries (discretely) from the start. Helping students to read independently Reading every word together as a class may be possible with a play or novella, but is it desirable? We want to scaffold independent reading so that the scaffolding can be minimized as the student progresses. Additionally, students should be familiar with the text so that class time may be spent on thoughtful analysis, collaboration, or, in this case, performance (i.e. dramatic reading). - Chapter summaries: These can be printed from Sparknotes, Shmoop, and the like. I feel that it is not dishonest as long as the students still reads the actual text (before or after reading the summary). - Support services: Give your special education colleagues the book, schedule, etc. Parents can also provide support since the readings are on a weekly basis to accommodate busy schedules. - Video: Use sparingly as you only want to orient their imaginations. Again, it is not dishonest as long as the students are still reading. - Audio books: Many websites will read a text aloud, but remind students that they should still follow along and then re-read on their own. - Reading groups: You may want to organize a weekly reading group or encourage students to do so. If the discussions are lively, they may even enjoy it. - Modified assessments: Students with an IEP may benefit from modified quizzes, a different venue or alternative scoring (e.g. 7 or better is %100). Sometimes it is as easy as crossing off some of the toughest distracters. Preview the final task for the A Raisin in the Sun unit. Let the students know where this study is headed. By letting them know what they will be expected to demonstrate, you both alleviate anxiety and encourage reading with a purpose. Is there anything they could do as they read to make things easier later? For example, if they will be writing the symbol and theme essay, students might pick a symbolic element now and “cheat” by taking notes as they read. You may even want to give a simple, two-column chart to track key citations and their initial analysis. I like this method because it increases engagement and yields better student products. Symbolic / thematic elements in A Raisin in the Sun: - The check - Beneatha’s hair - Mrs. Johnson - Mr. Lindner - Joseph Asagai - George Murchison - Music (Nigerian, Jazz / blues, and hymns representing the characters). - Clybourne Park RELATED POST: A Raisin in the Sun Projects While reading a A Raisin in the Sun… Teach A Raisin in the Sun as you would a novel. A Raisin in the Sun is a masterpiece and offers so much to digest that simply viewing a performance or reading it as a class is not going to cut it. Class time is not when students read the text for the first time; class time is for thoughtful analysis, collaboration, and performance. Analyze word choice so that students understand how Hansberry creates mood and sense of time and place. Explain how Hansberry selects every word and phrase with care. Her word choices enable her to set the stage as she imagines. Review word connotations (feelings / associations), figurative language, allusions, mood, and tone as needed. Have the students give analysis on key excerpts. “That was a long time ago. Now the once loved pattern of the couch upholstery has to fight to show itself from under acres of crocheted doilies and couch covers which have themselves finally come to be more important than the upholstery.” (23) The apartment and furnishings are described as weary, tired, undistinguished, worn, etc. The apartment is given human traits (personification) and fights to show how run-down it is. The dreams and optimism signified by the furnishings initially have faded, the mood is of low energy and discouragement. Include other texts to get students thinking about symbolism. When teaching A Raisin in the Sun, I have students review symbolism by reading a short story like “The Grandfather” by Gary Soto. I like this story because, despite its brevity, the symbol of the avocado tree has many facets (just as the check in A Raisin in the Sun represents money but also death, deferred dreams, and waiting for change). It also keeps with the plant/family motif. I want them practice the type of symbol analysis that they will apply to A Raisin in the Sun. Each line and action in A Raisin in the Sun characterizes the members of the Younger family and illustrates their experience. Hansberry allows each of the main characters to build the case for their point of view on life. Main characters lesson idea: Get students to think about their own values. What about life is important to them? Try to redirect material values into abstract values (e.g. a smartphone might really be about valuing social connection). Explain that they will be using evidence from the play so far in order to draw conclusions about the characters’ points of view and values. Each student or group is to analyze one character: Beneatha, Mama, Walter, Ruth, Joseph, or George. They must create a three-column chart to share with the class. Remind them to include the character’s values in the analysis. Students could work in small groups to create a larger chart to share. Key values to discuss in teaching A Raisin in the Sun: Dignity, familial love, religion, romantic love, raising children, helping others, money, respect, sense of self, heritage, enlightenment, etc. Have students analyze Beneatha’s search for identity. - What is the importance of this thematic element? - What is behind her compulsion to try so many forms of expression? - How is her view on identity different from the rest of her family? - How do other characters react to her interest in African heritage? - What views on assimilation are discussed, and can we decipher Hansberry’s views on assimilation? Explore minor characters in A Raisin in the Sun as symbols. Minor characters in the play act as symbols. Mrs. Johnson’s main role, for example, is to represent internalized racism. Mrs. Johnson accepts the oppression of African Americans and expects the Youngers to do the same. She resents the Youngers’ ambitions as an indictment of her own acquiescence. Have the students choose a minor character and analyze their symbolic importance: - Mrs. Johnson - George Murchison - Mr. Lindner - Willie Harris (in absentia) - Joseph Asagai Related post: A Raisin in the Sun Discussion Questions Put Mrs. Johnson in the spotlight. Mrs. Johnson, despite her thematic importance, does not make it into many productions. I feel she is an essential inclusion. Of Mrs. Johnson Robert Nemiroff writes, “….(Mrs. Johnson’s scene) is included here in any case, because it speaks to fundamental issues of the play, makes plain the reality that waits the Youngers at the curtain, and, above all, makes clear what, in the eyes of the author, Lena Younger – in her typicality within the black experience – does and does not represent.” Mrs. Johnson serves as a foil to Mama. Although their stations in life are similar, Mama will never accept second-class citizenry. Mrs. Johnson represents acceptance of the status quo and even internalized racism that must be overcome. I like to have students compare the poem “Booker T. and W.E.B” by Dudley Randall and Act II, scene 2 (Mrs. Johnson’s scene) of the play regarding the themes and creative choices. What are the two positions taken on how African Americans should advance? How do Dudley Randall and Hansberry approach the debate differently? Have students perform dramatic readings with purpose. Dramatic readings as part of teaching A Raisin in the Sun can be both engaging and thought-provoking. Be advised, everyone wants to be Walter. Assign roles and ask the students to perform them with appropriate tone and emphasis. (I have to keep a list of who has had roles from lesson to lesson to prevent arguments.) Add purpose by having the students discuss what elements need to be emphasized by the actors and why. What is each character’s motivation in the scene? This practice puts the students in the director’s chair. Chart direction notes from the students before reading the scene. Afterwards, ask students to critique the reading with constructive criticism. It is key that students conduct dramatic readings after reading the assignment so that the performance choices and discussions are meaningful. Use Beneatha’s subplot to analyze structure. Have students analyze the structure of the play by connecting Beneatha’s subplot to the larger plot. How does her romantic choice fit within the drama? What function does it serve? How do the two plots relate to one another? After teaching A Raisin in the Sun… Have students demonstrate mastery with symbolism presentations. After completing the drama, have the students give presentations on the thematic importance of Hansberry’s symbols. Students should cite textual evidence and give thorough analysis of how the symbol helps develop a theme. Students should include explanations of how the symbol and theme connect to other literary elements. Have students extend their learning through creativity, research, argument. Here are four of the extension task ideas from my A Raisin in the Sun unit: Research projects: Develop focus questions based on your study of A Raisin in the Sun. Conduct a research project demonstrating your ability to use search terms, use varied sources, synthesize findings, consider credibility / accuracy, quote, paraphrase, cite, and avoid plagiarism. - Neighborhood integration and A Raisin in the Sun - Lorraine Hansberry’s life and A Raisin in the Sun - The Civil Rights Movement and A Raisin in the Sun - The Women’s Movement and A Raisin in the Sun Presentation of Knowledge and Ideas: In a cooperative group, stage one scene from the play. Adapt your speech appropriately for task, purpose, and audience. After the performance, read a rationale statement explaining the creative choices your group made and how they emphasize elements and reveal meaning. Creative writing: Write an original drama. In a cooperative group, create a one-scene play focused on the thematic element of “The American Dream.” Make sure that you have a clear theme (about “The American Dream”), setting, conflict, plot, points of view, and other narrative elements. Creative writing: Write an original narrative. Write a short story based on two key elements: “The American Dream” and symbolism. The rest is up to you. You can interpret “The American Dream” in any way that you want. Make sure to apply what you have learned about symbolism from studying A Raisin in the Sun. Your narrative must clearly demonstrate all of the key narrative elements: setting, plot, conflict, character development, and theme. Thanks for visiting Teaching A Raisin in the Sun by Lorraine Hansberry Teaching A Raisin in the Sun at the appropriate grade level has been a rewarding experience for me, and I think that my students learn a great deal from the unit. They always offer insightful comments, arguments, and observations. Students who have come back to their old school to visit me recall how much the play engaged them. The play gives students access to discussing complex themes. I want my students to recognize that the Language Arts classroom is a place for exploring the complex, critical issues of their world. Hansberry’s themes on racism, sexism, heritage, identity, dreams, and money are still relevant today.

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Towers are one of the most characteristic aspects of Tuscan architecture. During the Middle Ages and the Renaissance, in many Italian cities were built towers and bell towers, both for military or public purposes,as well as a symbol of wealth and nobility. In Tuscany there are some so famous that they are symbols of Italian art all over the world. Let’s take a look at the most particular ones. Giotto’s bell tower Giotto’s bell tower is one of the symbols of Florence. It testifies to the development of the Gothic architecture in 14th century. It is located in Piazza Duomo and is the bell tower of Santa Maria del Fiore, that is the Cathedral of the city. Its construction began in 1298 and from 1334 Giotto started working on it. Despite the death of the great master only 3 years later, his design was respected until the completion of the bell tower in 1359. The exterior decoration in Giotto style makes it an almost pictorial work and, according to many, makes it the most beautiful bell tower in Italy. Towers of San Gimignano San Gimignano is a beautiful village in the province of Siena, famous for its towers. From the Middle Ages the wealthy families came to build up to 72. Today there are only 14. Torre Rognosa, dating back to 1200, is the oldest one, also known as Clock Tower. While the highest is Torre Grossa, with its 54 meters. The most characteristic ones are the Twin Towers, built by the Salvucci Guelph family, to rival the pair of towers of Ardinghelli family. By walking you can discover many more towers fused inside the modern buildings. Defensive towers of Monteriggioni Monteriggioni is a tiny Tuscan village that has remained unchanged over time. The medieval structure is intact, as well as the walls, remained basically the original ones. In fact the city was never expugned. And almost all the defensive towers are still standing. They are 14 and surround the entire perimeter of the citadel. Through the route of patrol you can visit them, by walking on the walls and overlooking the watchtowers to enjoy a beautiful view. The village has been made famous all over the world thanks also to the video game Assassin’s Creed. Guinigi Tower (Lucca) Guinigi tower is the most characteristic tower of Lucca. It is part of a building realized by the Guinigi, a rich family of merchants who dominated the city in the 14th century. It is the only remaining of over 250 private towers erected in Lucca during the Middle Ages. It is built of stone and brick and is more than 44 meters high. On its top there is a roof garden, where large oaks were planted, now secular. You can reach the top by climbing over more than 200 steps, to enjoy the beautiful panorama of the village and the hills of Lucca. The Leaning Tower of Pisa needs no introduction. It is one of the symbolic monuments of Italy in the world. The inclination of almost 4 degrees, due to land subsidence, is what makes it famous. It is basically the bell tower of the Cathedral of Santa Maria Assunta, 57 meters high and built starting from 1173. Its fascination is increased by the legend according to which Galileo Galilei used it for his experiment on the "falling bodies", which in reality never happened. But the tower has never ceased to amaze and that is why it was proposed as one of the Seven Wonders of the modern world. You really never took a picture pretending to hold it? Mangia tower (Siena) Mangia tower is the civic tower of the City Hall of Siena which is located in Piazza del Campo. Started in the 14th century, it is one of the oldest towers in Italy. It is about 88 meters high, with a square base and is made of brick, while the final part and the battlements are in marble. Its name comes from a singular character: Giovanni di Balduccio, one of the first bell-ringers marking the hours (before the installation of the automatic mechanism of the clock). He was called il Mangiaguadagni (the “Gain-eater”) or simply il Mangia (the “Eater”) for his famous expensive passion for food. He was also honoured with a statue that, lost for centuries, was found and restored and is still visible today in the courtyard of Palazzo Pubblico.

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According to the United Nations Children’s Fund (UNICEF) and the World Health Organization (WHO), breastfeeding is one of the most powerful practices for promoting child survival and well-being when initiated within the first hour of birth, provided exclusively for six months, and continued up to two years or more with the provision of safe and appropriate complementary foods. Among the many benefits of breastfeeding, it is believed to improve child survival, protect against life-threatening and chronic illnesses, promote healthy growth, boost early child development, and support healthy brain development. Unfortunately, the reality is that breastfeeding is not always a possibility for all mothers, because successful lactation requires balancing a combination of physical, emotional, and even personal factors. While some women manage to breastfeed with no complications, Canadian and U.S. surveys have shown 10% to 32% of mothers never begin breastfeeding, 4% stop within the first week of the baby’s life, and 14% stop breastfeeding before their baby is 2 months old. This can happen for a variety of reasons, the most common are: - Lactational Difficulties (physical discomfort while nursing or pumping, baby not satisfied with nursing, infant weaning on their own) - Medical issues (concern about baby’s lack of weight gain, starting birth control or using other contraindicated medications, breast hypoplasia or glandular dysfunction) - Personal conflicts (returning to work or school, negative experience with breastfeeding in the past, current or past sexual abuse) - Infectious Diseases The most frequent solution for the lack of breastfeeding is the use of infant formula as a way to fulfill the infant’s nutritional requirements. Commonly, cow’s milk-based infant formulas are the substitute for mother’s milk as it is a globally available source of mammalian proteins with high nutritional value. Although this is the simplest solution for many babies, cow’s milk allergy (CMA) remains to be the most prevalent type of food allergy among infants, affecting up to 3.8% of small children. Adding to this, research shows that babies fed cow’s milk-based formula have a much higher risk of developing necrotizing enterocolitis (NEC) than babies fed breast milk. NEC is a serious gastrointestinal condition that primarily affects premature babies. Because a preemie’s system is not as fully developed as an infant delivered at full term, formula is not as easily digested. As a result, bacteria can build up in the intestines causing inflammation and infection. In some cases, NEC can lead to serious infections, cerebral palsy, other serious injuries and even death as the inflammation and infection can cause bowel perforation, which causes germs to leak into the abdomen. What Can You Do When Breastfeeding is not an Option? When breastfeeding is not an option, however, resorting to human donors’ milk is known to be the second best choice. Human milk donors are typically healthy breastfeeding postpartum women with a surplus of milk who volunteer to donate milk. It is available at human milk banks (HMBs), which are services that recruit breast milk donors and collect, pasteurize, and store the donors’ milk (end sentence here). It is then tested for bacterial contamination, and distributed to families. Pasteurized donor milk provides the nutritional and immunologic benefits of breast milk while reducing infectious complications such as NEC in preterm or low birthweight infants compared to formula milk as the pasteurization process eliminates the risk of toxic, bacterial, or viral contamination while maintaining the nutritious and immunologic qualities of breast milk. Oftentimes the cost of donor milk is too high for a new mother. That said, associations like the Human Milk Banking Association of North America (HMBANA) make it possible for babies to receive safe pasteurized donor human milk, regardless of their family’s ability to pay. Knowing that there are alternatives that will help those who are not able to or decide not to breastfeed for various reasons can be of great relief, especially with the misconception that every mother can do it, and the risks that cow’s milk-based formulas may bring to those with premature babies. If your baby developed NEC after being fed cow’s milk-base infant formula compensation may be available for your family to cover both past and future medical expenses, ongoing treatment your child needs, and your expenses as a parent such as loss of wages, child care, and funeral expenses if the NEC lead to the death of your child. At Birth Injury Guide we are here to help and offer FREE legal consultations. To learn more about your legal rights and options, complete the form on this page or call 877-415-6603 now.

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What’s Really Happening With computer hardware Students in bachelor’s diploma applications in computer know-how discover working methods, networking, security protocols and hardware. Some extent applications allow students to choose a spotlight, like internet expertise and multimedia, database enchancment, or digital safety. Graduates may be prepared for entry-diploma positions and professional certification. To be eligible for admission, students ought to have their highschool diplomas and acceptable ACT or SAT scores, along with some experience with computer systems. Although the motherboard is only one piece of circuitry, it is dwelling to a special one of the crucial important pieces of hardware: the processor. DOS, Microsoft Home windows XP and Mac OS are some examples of personal computer working applications. Server-level computers use working systems similar to UNIX and Microsoft Dwelling home windows Server. LINUX and BSD are versatile sufficient to be used both in a private laptop or as an working system in a server, relying on which components are put in. While general information on software program engineer salary could present average incomes potential, computer software program engineer students ought to keep in mind different parts that influence incomes potential. For instance, the business graduates choose can affect financial alternatives. Whereas the computer methods design commerce employs basically the most individuals, prime-paying industries embody radio and tv broadcasting, subscription programming, and semiconductor manufacturing. Equally, faculty college students ought to take into consideration location. California affords a number of the highest salaries and job opportunities. Different parts embrace expertise and education ranges. Incomes a complicated software program engineering diploma signifies students possess specialised, chopping-edge knowledge and abilities, whereas expertise can mirror utilized understanding of ideas. This course will educate students how you can make the most of PowerPoint as presentation software program program. On-line laptop repair corporations are rising as an essential part of the computer business. Pc repair firms provider is aware of your desires and could also be of great help to you. The Central Processing Unit (CPU; sometimes simply called processor) is a machine which will execute pc programs. It’s generally called the mind of the computer. Interview several pc networking suppliers providers before making up your thoughts. Evaluating explicit gives and analyzing the primary variations will assist you perceive the sector higher. You may also get some bonuses and particular affords by speaking to a whole lot of totally totally different pc network suppliers suppliers. 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Utility software program program is usually bought separately from pc hardware. Typically applications are bundled with the computer, but that doesn’t change the truth that they run as unbiased purposes. Purposes are normally unbiased purposes from the operating system, though they’re normally tailor-made for specific platforms. By following the steps you see beneath, you may order the computer systems by PeopleSoft to be positioned on the Computer Depot. COMTS has chosen the minimal advisable hardware and works intently with the Depot to replace these bundles frequently. Don’t doubt this methodology! Truly it’s an effective and simple approach to repair with just a few of clicks. Error could perhaps be introduced on by registry error on the system. System Restore Instruments can fix not solely but in addition help you to detect and take away most of home windows system errors on your PC. the one value is the software program and in addition you on no account must remunerate for the packages you watch. The software additionally works effectively with any internet connection velocity. whether or not or not or not you are an impatient explicit individual, overlook this. At this time, there is a pc satellite tv for pc television software program that lets you rapidly settle for hundreds of purposes from worldwide networks.

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Social forces are never identical in nature. Some social forces are reactionary; some are oriented toward innovation and to some extent revolution. In history, religion, government, and the educational system were seen as conservative social forces that attempted to motivate individuals to act conservatively. They were seen as forces that prevent innovation and progress; their form was highly oriented toward maintaining order in society. With the coming of the 19th century, there were social forces that successfully destroyed the old order. The individual became the focus and motivation of that century. The individual offered the only possible means for the society to achieve progress, since it is the “individual” that creates innovation and challenge. This was true for the dominant group. During that time, there was no complete understanding of the concept of juridical equality, equality between genders, religious liberty, and political liberalization. Some groups were more powerful than others. Some groups were more oppressed than others. The individual was the icon of the dominant group.There were two forces that propelled progress for the oppressed group. The individual became the focus of massive racial unrest. It became the embodiment of dream, progress, and equality. The sacrifice of individuals like King, Gordon, and others became the starting point of “revolution. ” This revolution was oriented towards racial equality. It was a new revolution where ideas reign and blood disregarded. For these individuals, racial equality was the first step towards “genuine progress.” The second force was somewhat “odd.” In the 17th century, it was the main conservative social force. During the 20th century, it became one of the most progressive social institutions. The educational system would serve as the learning center of the new ideals of the century; that is, the means for the “individual” to communicate his/her ideas “to the larger community.” Through this, progress can be achieved without resort to unethical ideals. The oppressed group then would become a self-esteem group.

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The following announcement was written by the folks at Findmypast: This week’s Findmypast Friday marks the release of two brand US collections that will help you learn more about your immigrant ancestors. United States Naturalization Petitions contains more than 7.8 million records spanning the years 1905 to 1950. The collection currently covers four states: Connecticut, Massachusetts, New York, and Pennsylvania, and allows you to discover when and where your immigrant ancestor was born, how old they were when they first crossed the Atlantic and their port of entry. Images of the original documents may even include a photograph of your ancestor. The United States government began to regulate the naturalization process, including the forms and courts authorized, in September 1906 with the formation of the Bureau of Immigration and Naturalization (later known as the Immigration and Naturalization Services (INS)). The changes that followed included more information being taken from applicants during the naturalization process as forms required applicants to record their occupation, birth date, and names of spouse and children. Discover when, where, and why your ancestors travelled with over 800,000 US Passport Application records. Applications may also include a physical description, your ancestor’s occupation, residence, naturalization details, the name of their spouse, date of birth and place of birth. Most applications are one to two pages in length and, from 21 December 1914 onward, photographs of applicants are also included. The collection has been compiled from the National Archives and Records Administration (NARA) collection M1490. Images of the original documents are included and may reveal additional details of your ancestor’s citizenship, such as when and from where they immigrated, by what means they arrived in the United States, and when they were naturalized. For those born in the United States, you may learn details of their fathers’ naturalization such as their full name, birthplace, and date and place of emigration. Additional details were also recorded such as the applicant’s eye color as well as descriptions of their mouth, nose, forehead, chin, complexion, face, and hair color. Earlier passport applications, from 1795 for example contain fewer details. However, they would still include name, age, and physical description. Don’t forget to regularly check our dedicated Findmypast Friday page to keep up to date with all the latest additions.

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As I penned this editorial in mid-May, the internet was abuzz with news and images of people in some parts of the US East Coast panic-buying large volumes of gasoline. The behavior was driven by the closure of the Colonial Pipeline, the largest petroleum artery in the US, after its operator was targeted by a ransomware attack perpetrated by Russian hackers. Although the pipeline was closed for less than a week, individuals filled both approved gasoline containers and improvised ones with gas in nervous anticipation of a dearth of the crucial resource. Last year, in the early days of the COVID-19 pandemic, shoppers similarly rushed to hoard obscene amounts of toilet paper and cleaning products, their consumer drive shifted into high gear by a looming catastrophe. As COVID-19 swept through communities and workplaces, infecting tens and then hundreds of thousands around the world and killing thousands every day, high among citizens’ and retailers’ worries was that the pandemic would disrupt supply chains. History is littered with similar examples of panic buying, large and small. Humans have a tendency to gorge themselves on critical resources as crises approach, even if facts on the ground don’t necessarily warrant such panic. What is it about our psychology that makes us vulnerable to such behavioral swings? Sadly, the scientific literature surrounding this phenomenon is somewhat lacking. Most of the papers that do address it were spawned by panic buying that resulted from the start of the COVID-19 pandemic. According to a review paper published in May of last year, four factors likely drive this impulse: the perception of a coming crisis and corresponding resource scarcity, fear of the unknown, coping behavior triggered by control deprivation, and social-psychological factors including social network dynamics. While it is easy to deride as illogical the people seen in viral images stocking up on toilet paper, gasoline, or hand sanitizer, the urges undergirding this behavior are intimately familiar to anyone who has lived through the past 18 months. Ironically, it is panic buying that can break the very supply chains that are perceived to be imperiled by crises such as pandemics. In the COVID-19 era, there have been shortages of particular goods, and some businesses have suffered immensely due to the disruption the outbreak has wrought. But arguably, panic buying has been more central to breaking supply chains and causing some shortages than the actual disease spurring the disruptions. As the authors of the aforementioned review suggest, better understanding of the biology behind panic buying “offers some implications for health professionals, policy makers, and retailers on implementing appropriate policies and strategies to manage panic buying.” Putting an end to this practice can help to insulate the supply chains that COVID-19 has revealed as more fragile than they should be. Watching recent events unfold, another thought that occurred to me was how impressively some of the people navigating our new reality have avoided panic, maintaining a calm and focused course. One of these people is Nicola Petrosillo, this month’s Critic at Large. A veteran of infectious disease outbreaks—attending to patients in Italy during the SARS epidemic of the early 2000s and running an Ebola hospital in Nigeria as that viral scourge ravaged western Africa in the past decade—he has seemingly never wavered from a logical and scholarly approach. Even as Petrosillo, an infectious disease physician and researcher at Rome’s Lazzaro Spallanzani National Institute for Infectious Diseases, cared for COVID-19 patients last year and saw his hospital fill to bursting with sick and dying people, he retained his trust in science. In this issue, he writes about the utility of studying not only SARS-CoV-2 but also other coronaviruses that have sparked deadly outbreaks in order to get a more complete sense of how to end this pandemic and avoid the next one. It’s this devotion to logic, even in the face of intense emotional turmoil, that I feel is key to steering humanity in the right direction now and in the future. Here’s hoping that we find a way, as a society, to make such calm reason widespread as we stare down crises that come our way.

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The Church of the House of Peter Archeological investigations carried out over a 70-year period (at the beginning of the 20th century) by the Studium Biblicum Franciscanum (Jerusalem) revealed an octagonal mid-5th-century ecclesiastical structure built around an earlier one-room dwelling dated to the 1st century CE. The central octagonal shrine, enclosing a dry-wall basalt structure, was surrounded by an octagonal ambulatory similar to the ambulatory in the Rotunda of the Holy Sepulcher in Jerusalem; or the later octagonal Islamic shrine built on the Haram esh-Sharif (the Temple Mount). The room contained within the central octagonal shrine appears to have been part of an insula (a complex of small single-storey residential rooms and courtyards) that toward the end of the 1st century was put to public use, possibly as a domus ecclesia, a private house used as a church. The plastered walls of the enshrined room were found to be scratched with graffiti in Aramaic, Greek, Syriac and Latin, containing the words "Jesus", "Lord", "Christ" and "Peter". The enshrined room is presumed to be the "House of Simon, called Peter" reported by the Spanish pilgrim, the Lady Egeria, who visited the town sometime between 381-384 during her pilgrimage to the Holy Land. She described in some detail how the house of "the prince of Apostles" had been made into a church, with its original walls still standing. In the mid-5th century, this room was enshrined within an octagonal-shaped building. This was the church later described by the 6th-century Piacenza Pilgrim who wrote, "The house of St. Peter is now a basilica." Like the nearby synagogue, the octagonal-shaped church was destroyed early in the 7th century, possibly at the time of the Persian invasion. The present Franciscan church was built in 1990 over the site of the Insula Sacra to preserve the archeological finds and to permit visitors and worshippers an overview of the various architectural elements. Source: Israeli Foreign Ministry

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Cowboy camp in the Needles area (circa 1938) Ranching From the 1880s to 1975, local ranches used much of Canyonlands for winter pasture. Cowboys searched the canyons for good feed and water. They constructed trails to move their stock across the rugged terrain. To guard their herds, cowboys lived in primitive camps for weeks at a time. The Cave Spring Trail in the Needles District features one such camp. Places throughout the park bear the names of early cowboys. The Taylor, Holeman and Shafer families grazed cattle and sheep in what is now the Island in the Sky. Don Cooper, Mel Turner, D.L. Goudelock and Joe Titus ranched the Indian Creek area. Their holdings under the Indian Creek Cattle Company were bought by the Scorup and Sommerville families in 1914. Headquartered at the Dugout Ranch outside the Needles District, the Indian Creek Cattle Company operates today under ownership of the Nature Conservancy. The Biddlecome, Ekker, Tidwell and Chaffin families wintered animals in the Maze. The Ekker Ranch grazed cows on lands adjacent to the Maze until 2000. In addition to cattle and sheep, the rugged country around the Maze harbored outlaws. Robbers Roost, a mesa top west of the Maze, provided refuge for Robert Leroy Parker (a.k.a. Butch Cassidy), Tom and Bill McCarty, Matt Warner and others. The growth of America's nuclear arms program in the 1950s created a high demand for uranium. Geologists thought that Utah's canyon country contained a significant amount of uranium, but the rugged terrain made access difficult. To encourage prospectors, the Atomic Energy Commission offered monetary incentives and built almost 1,000 miles of road in southeast Utah. In Canyon-lands, these roads include the popular White Rim Road at the Island in the Sky..Though the region produced substantial amounts of uranium, miners discovered very little in what is now Canyonlands. However, the newly created roads led to other discoveries. For the first time, much of Canyonlands could be seen from a car. Tourism slowly increased as more people learned about the area's geologic wonders. By opening canyon county to travel, the miners blazed the trail for the creation of a National Park.

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To those unfamiliar with the mysteries of Houston, a visit to Hogg Bird Sanctuary yields surprising results. When you turn at the traffic-choked intersection of Memorial Drive and Westcott, then park in the lot across from Bayou Bend, the Museum of Fine Arts Houston satellite location that was once home to Ima Hogg, you don’t expect that you’re about to enter a wooded wonderland. But once you’ve stepped out of the parking lot and into the sanctuary, carved out of forest and terrain that’s downright hilly by Houston standards, you feel almost completely removed from the roaring city just a few yards away. With a few more steps you’re at the edge of a steep and unexpectedly tall cliff overlooking an oxbow bend in the bayou below, its graceful arc framed by trees. You’re standing in one of the most dramatic spots, natural or man-made, the city has to offer. Given Houston’s when-in-doubt-pave-it ethos, the thought that you’re on the edge of a highly developed and well-monied neighborhood just minutes from downtown produces a touch of vertigo. This stretch of Buffalo Bayou might be beautiful, but it is not altogether healthy. Decades of intense development, along with the construction of two rather fragile and frequently flushed upstream dams, have constrained the bayou’s floodplain while increasing the volume it’s expected to carry. As a result, erosion has become a sizeable problem—one that the Harris County Flood Control District is attempting to address with a highly contentious “stream restoration” known as the Memorial Park Demonstration Project. According to the HCFCD website, “Erosion in the project area has caused bank failures, loss of public and private land, and a reduction in ecological functions, such as water quality and habitat.” The sheer cliff at the Hogg Bird Sanctuary is, in part, a result of this erosion. The problem became severe enough that the Bayou Preservation Association, founded in the 1960s by environmental activist Terry Hershey, among others, to protect Buffalo Bayou from the brutal concrete channelizations that other Houston-area bayous suffered at the hands of the HCFCD and the Army Corps of Engineers, undertook a study of how to deal with erosion in 2010. According to the HCFCD website, “experts in the fields of fluvial geomorphology and natural channel design” were brought in to perform studies and make recommendations. Based in part on the Bayou Preservation Association’s study, the HCFCD is seeking a permit from the Army Corps of Engineers to implement its recommendations. In the HCFCD’s demonstration project, 5,800 feet of the bayou winding through the Hogg Bird Sanctuary and Houston’s River Oaks neighborhood will have its vegetation, including its riparian forest, scraped bare. Then the banks will be graded to a gentle slope, among other steps, to “restore Buffalo Bayou to a natural, stable condition.” Despite its origins in the Bayou Preservation Association, the plan has provoked a thunderous backlash from environmental and community activists, who say it’s far too drastic. Led by environmental attorney Jim Blackburn, activist Frank Salzhandler, writer Olive Hershey and others, opponents claim that the project will destroy the bayou in its attempt to save it. They point out that even if vegetation eventually grows back on the bayou’s razed banks, hundreds of species of birds and animals now living there will be forced from their habitat. The bayou itself, opponents say, will be transformed into “a drainage ditch,” like Houston’s other channelized bayous, albeit without their concrete lining. They argue that erosion can be addressed through less destructive measures, and that in any event the HCFCD proposal is “not real science,” as more than one activist argued at a recent community meeting. Crying “follow the money,” some attendees at that meeting expressed outrage that their beloved bayou would be reshaped in part to benefit the River Oaks Country Club, whose golf course has suffered erosion at its riverine edges. (River Oaks Country Club has agreed to pay one-third of the $6 million project’s costs, with the City of Houston and the Harris County Flood Control District paying the rest). Carlos Calbillo, a community activist from the heavily Latino Second Ward, suggested that the project could be a stalking horse for further development of a San Antonio Riverwalk-type development to the stretch of the bayou that runs through the eastside ward. Proponents, on the other hand, say the plan is necessary, if regrettable. “Our board voted to support the project only after much careful deliberation,” says Shellye Arnold, executive director of the Memorial Park Conservancy (Buffalo Bayou runs through Memorial Park). She says that if erosion is not addressed, “the bayou is going to fall in on itself.” Due to the intensity of public response, the Army Corps of Engineers recently extended the comment period regarding the HCFCD proposal until June 30. The Corps can ultimately approve the proposal, or reject it based on a number of criteria, including its potential impact on water quality and its cumulative—as opposed to localized—effect on the waterway. Public comments serve as the equivalent of a public hearing in the Corps’ permitting process, and both sides are urging their supporters to weigh in.

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|Lesson Plan ID: Historic Indian Tribes of Alabama This lesson will focus on researching, analyzing, and comparing the culture of four Indian tribes from Alabama's history. The rich culture of the Cherokee, Creek, Chickasaw, and Choctaw Indian tribes contributed to the rich history of Alabama. Collaborative research in small groups will culminate in presenting knowledge with a variety of visual and oral presentations. |TC2(3-5) ||5. Practice safe use of technology systems and applications. | |TC2(3-5) ||6. Describe social and ethical behaviors related to technology use. | |TC2(3-5) ||8. Collect information from a variety of digital sources. | |TC2(3-5) ||9. Use technology tools to organize, interpret, and display data. | |SS2010(3) Geographic and Historical Studies: People, Places, and Regions||13. Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama) | |Primary Learning Objective(s): Students will research and classify the Indian cultures in Alabama's history. Students will create graphic organizers to compare and contrast the cultures of Alabama's historic Indians. Students will present timelines indicating major events and accomplishments of each tribe. |Additional Learning Objective(s): |Approximate Duration of the Lesson: || Greater than 120 Minutes| |Materials and Equipment: Clear folders for reports, Alabama: Its History and Geography textbook, markers, posters, colored pencils and student-made Alabama fact booklets and posters, overhead projector w/transparencies, TV/VCR |Technology Resources Needed: Computers with Internet access, printer The teacher will need to find and preview a Native Americans of Alabama video and bookmark age- and content-appropriate websites. Students will need to be familiar with graphic organizers and basic Internet use. 1.)Day 1: Introduce to the class the four historic Indian tribes to be discussed and researched during the week. Students will watch a video of these Indian tribes of Alabama. Divide the class into four groups and assign each a tribe to research by having them draw a tribe name at random from an envelope. 2.)Day 2: Groups will silently read from their Alabama: Its History and Georgaphy textbooks about their tribe's contribution, tradition, custom, dress and social life. After reading, groups will draw pictures of some aspect of their tribe. Important information about the tribe's history will be collected for oral presentations. 3.)Day 3: In class computer use - Students will work to find websites providing information in preparation for the "Show and Tell" oral presentation. (Internet searching is often difficult for young students. The teacher should closely guide this step providing recommended search terms if needed. Also, previsited websites that the teacher can recommend should also be available.) 5.)Day 4: Groups will organize their information in presentation form using timelines, graphic organizers, charts and posters for the "Show and Tell" presentation on Day 5. Each student in the group will be responsible for bringing at least one thing their Indian tribe contributed to our state. Students will then create a 2-page poster spread. (Create a Timeline in MS Excel )Simple directions for creating a timeline. 7.)Day 5: Students will present their findings to the rest of the class using graphic organizers, timeline of the era and pictures of the tribes during a 5-minute oral presentation. |Attachments:**Some files will display in a new window. Others will prompt you to download. Students may be provided extra preparation time and assistance if they are having difficulties obtaining facts or searching the Web. Each area below is a direct link to general teaching strategies/classroom for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. |Presentation of Material ||Using Groups and Peers |Assisting the Reluctant Starter ||Dealing with Inappropriate Be sure to check the student's IEP for specific accommodations. |Variations Submitted by ALEX Users:

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A naumachia was the reenactment of a naval battle in a basin or on a lake, a popular albeit costly – and for the participants deadly – entertainment of the masses in ancient Rome. The term naumachia was also used for the location at which the games took place. Our current read, Sand of the Arena, opens with an imaginative happening of the naumachia of Nero – “…he also exhibited a naval battle in salt water with sea monsters swimming about in it” according to Suetonius’ Life of Nero. Smith's Dictionary via LacusCurtius has this to say (please note the many e-text links): NAUMA‑CHIA was the name given to the representation of a sea-fight among the Romans, and also to the place where such engagements took place. These fights were sometimes exhibited in the Circus or Amphitheatre, sufficient water being introduced to float ships, but more generally in buildings especially devoted to this purpose. The first representation of a sea-fight on an extensive scale was exhibited by Julius Caesar, who caused a lake to be dug for the purpose in a part of the Campus Martius, called by Suetonius the “Lesser Codeta” (Dion Cass. XLIII.23; Suet. Jul. Caes. 39); this lake was afterwards filled up in the time of Augustus on the account of the malaria arising from the stagnant water in it (Dion Cass. XLV.17). Augustus also dug a lake (stagnum) near the Tiber for the same purpose, and planted around it a grove of trees (nemus) (Suet. Aug. 43; Tacit. Ann. XII.56, XIV.15). This naumachia was the first permanent one; it continued to be used after others had been made, and was subsequently called the “vetus naumachia” (Suet. Tit. 7; Dion Cass. LXVI.25; Ernesti, ad Suet. Tib. 72). Claudius exhibited a magnificent sea-fight on the lake Fucinus (Tacit. Ann. XII.56; Suet. Claud. 21 ; Dion Cass. LX.33). Nero appears to have preferred the amphitheatre for these exhibitions. Domitian made a new naumachia, and erected a building of stone around it, in which the spectators might sit to see the engagement ( Dion Cass. LXVI.8; Suet. Dom. 4, 5). Representations of naumachiae are sometimes given on the coins of the emperors. (Scheffer, de Militia Navali, iii.2 pp189, 191). The combatants in these sea-fights, called Naumachiarii (Suet. Claud. 21) , were usually captives (Dion Cass. XLVIII.19) or criminals condemned to death (Dion Cass. LX.33), who fought as in gladiatorial combats, until one party was killed, unless preserved by the clemency of the emperor. The ships engaged in the sea-fights were divided into two parties, called respectively by the names of two different maritime nations, as Tyrians and Egyptians (Suet. Jul. 31), Rhodians and Sicilians (Suet. Claud. 21 ; Dion Cass. LX.33), Persians and Athenians (Dion Cass. LXI.9), Corcyraeans and Corinthians, Athenians and Syracusans, &c. (id., lxvi.25). These sea-fights were exhibited with the same magnificence and lavish expenditure of human life as characterised the gladiatorial combats and other public games of the Romans. In Nero's naumachia there were sea-monsters swimming about in the artificial lake (Suet. Nero, 12; Dion Cass. LXI.9), and Claudius had a silver Triton placed in the middle of the lake Fucinus, who was made by machinery to give the signal for attack with a trumpet (Suet. Claud. 21) . Troops of Nereids were also represented swimming about (Martial, de Spect. 26). I n the sea-fight exhibited by Titus there were 3000 men engaged (Dion Cass. LXVI.25), and in that exhibited by Domitian the ships were almost equal in number to two real fleets (paene justae classes, Suet. Dom. 4). In the battle on the lake Fucinus there were 19,000 combatants (Tacit. Ann. XII.56) and fifty ships on each side (Dion Cass. LX.33). Known sponsors were Gaius Julius Caear and the emperors Augustus, (probably) Tiberius, Caligula, Claudius, Nero, Titus, Domitian, and Trajan. According to this Wikipedia article, Trajan's naumachia basin was discovered in the 18th century on the grounds of the Vatican City. It had bleachers and the surface was about one sixth the size of the Augustan naumachia. In the absence of any texts, it has to be assumed that it was only used at the time of Trajan. (see Naumachia Vaticana). Also, there, was a Naumachia Philippi (Philip the Arab), which may have been a restoration of the Naumachia Augusti. Google Books has a related page from Daily Life in Ancient Rome: The People and the City at the Height of the Empire by Jerome Carcopino (revised 2003 with new material to the second edition 1968, Yale University Press, with an introduction & bibliographic essay by Mary Beard – neither of which, unfortunately, is online). Bryn Mawr Review. Modern naumachiae were performed in France in 1550 in Rouen for Henri II and Catherine de' Medici – view the illustration at the bottom of Fête triomphale et naumachie sur la Seine pour l’entrée royale d’Henri II à Rouen en 1550 – and in Milan in 1807 for Napoleon (figures, doesn't it?).

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Tardigrades, or Water Bears, are a distinctive group of small (usually less than 1 mm) invertebrates related to Arthropods, Nematodes and Velvet Worms. They have a simple segmented body with four pairs of limbs, and are remarkably resilient to environmental stress, being able to withstand extremely high and low temperatures, complete desiccation and even exposure to vacuum. To date about 1200 species of Tardigrade have been described, from marine, freshwater and terrestrial environments. Of these, less than 250 have been described from South America, the majority of these from Chile, Argentina and Brazil. In a paper published in the journal ZooKeys on 27 September 2017, Oscar Lisi of the Grupo de Investigación MIKU at the Universidad del Magdalena, and the Dipartimento di Scienze Biologiche, Geologiche e Ambientali at the Università di Catania, Anisbeth Daza and Rosana Londoño, also of the Grupo de Investigación MIKU at the Universidad del Magdalena, and Sigmer Quiroga of the Programa de Biología at the Universidad del Magdalena, describe a new species of Tardegrade from the Sierra Nevada de Santa Marta Mountains of Colombia. The new species is placed in the genus Bryodelphax, and given the specific name kristenseni, in honour of Reinhardt Møbjerg Kristensen, of the Natural History Museum of Denmark and University of Copenhagen, for his work on Tardigrade taxonomy. The species is described from eleven specimens collected from Lichen, Moss and Liverworts at two locations in the Sierra Nevada de Santa Marta Mountains. These range from 106 to 131 μm in length, are apparently eyeless and covered in armoured plates. Drawings of the dorsal (A) and ventral (B) plates arrangement of Bryodelphax kristenseni. Lisi et al. (2017). Follow Sciency Thoughts on Facebook.

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The Mahakal Mandir in Darjeeling is very popular and highly revered religious temple which is dedicated to Lord Shiva. Also known to the locals as the “Holy Hill”, it is just a few minutes’ walk from the Chowrasta and is situated on the highest ridge of the town. The Mahakal temple atop the hill is a revered place for the locals and visitors will be surprised to find a Hindu priest and a Buddhist monk sharing a common altar. The Mahakal Mandir holds religious significance both for Hindus and Buddhist living in Darjeeling. The temple is a unique amalgamation of the two most important religions of the region. Legend has it that the place where the temple stands today was once home to a Buddhist Monastery. Besides the main temple there are other smaller temples dedicated to Gods like Kali, Durga, Ganesh, Hanuman etc. There is also a cave which is considered to be sacred and worshipped by the people. The sound of the Hindu temple bells amidst the fluttering Buddhist flags give a serene and divine atmosphere. The Observatory Hill where the temple stands today is considered to be the very place from where civilization in Darjeeling started. Initially this was the only place inhabited by people before the population began to spread and took the form of present Darjeeling. Myth also has it that the place was initially home to a Buddhist monastery and was under the rule of the kingdom of Sikkim. It is believed that the town Darjeeling got its name from the word “ Dorje-Ling” or the Land of the Thunderbolt, a name given by the monks of the monastery. The present day temple is built in the Hindu architecture. It is round in shape with the Shiva-linga placed at the center. Along with the shiva-linga there are also idols of Buddha. The statue of Nandi, the scared bull of Lord Shiva adorns the entrance of the temple. The main entrance is lined by the Hindu bells and the Buddhist prayer flags. Among all the important festival celebrated here Siva Ratri is the most important, during this festival people are seen in huge number to offer prayers at Mahakal Temple. Other than Shiv Ratri, many other pujas like Saraswathi Puja, Ganesh Puja, Hanuman Puja, Durga Matha Puja, Buddha Jyanti etc are celebrated with grandeur. The tranquil atmosphere here provides a very spiritual experience.

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The ivory-billed woodpecker is the largest of all woodpeckers in the United States and the third largest in the world. It was once thought to be extinct until a live male was seen in Arkansas in 2004. There is also a possible surviving population in Cuba. Adults can reach up to 20 inches tall and weigh about 20 ounces, and their wingspans reach about 30 inches. They are shiny blue-black in color with white markings on the neck and back. As its name suggests, the bill of the ivory-billed woodpecker is ivory in color. Males are easily recognizable because they have a crest that is black along the front edge and red on the side and rear. Ivory-billed woodpeckers were once found in a variety of habitats such as swamps and swine forests where large amounts of dead or decaying trees were present. Their enormous bills allowed them to hammer, wedge, and peel the bark off of dead trees to find food. Diet consists mainly of larvae of wood-boring beetles, seeds, fruit, and other insects. These birds are known to pair and mate for life and even travel together. Mating occurs between January and May, and the female gives birth to two to five eggs. Both parents help with incubating the eggs for three to five weeks, and the male is known to take over mainly at night. When the eggs hatch, both parents feed and continue to care for the young. This species was once found from the southeastern U.S. to Cuba, but much of its habitat has been lost to logging, mining, and the building of plantations. Conservationists continue to search for surviving specimens in the mountains of southern Cuba and in Arkansas and Florida. As of April of 2009, a $50,000 reward is being offered by the "Nature Conservancy" for information leading to the discovery of an ivory-billed woodpecker nest, roost or feeding site, and conservationists are already planning land acquisition and restoration efforts to protect any possible surviving woodpeckers. Do you think you may have seen an ivory-billed woodpecker? It may be a case of mistaken identity. You may have seen the pileated woodpecker which very closely resembles the ivory-billed woodpecker and has a much larger range. If you still believe you have seen an ivory-billed woodpecker, contact the Nature Conservancy. Copyright Notice: This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Ivory-billed woodpecker". Ivory-billed Woodpecker Facts Last Updated: May 9, 2017 To Cite This Page: Glenn, C. R. 2006. "Earth's Endangered Creatures - Ivory-billed Woodpecker Facts" (Online). Accessed 9/18/2019 at http://earthsendangered.com/profile.asp?sp=939&ID=9. Need more Ivory-billed Woodpecker facts?

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Scripture: Matthew 12:1-8 1 At that time Jesus went through the grainfields on the Sabbath; his disciples were hungry, and they began to pluck heads of grain and to eat. 2 But when the Pharisees saw it, they said to him, "Look, your disciples are doing what is not lawful to do on the Sabbath." 3 He said to them, "Have you not read what David did, when he was hungry, and those who were with him: 4 how he entered the house of God and ate the bread of the Presence, which it was not lawful for him to eat nor for those who were with him, but only for the priests? 5 Or have you not read in the law how on the Sabbath the priests in the temple profane the Sabbath, and are guiltless? 6 I tell you, something greater than the temple is here. 7 And if you had known what this means, `I desire mercy, and not sacrifice,' you would not have condemned the guiltless. 8 For the Son of man is lord of the Sabbath." Meditation: What does the commandment "keep holy the Sabbath" require of us? Or better yet, what is the primary intention behind this command? The religious leaders confronted Jesus on this issue. The "Sabbath rest" was meant to be a time to remember and celebrate God's goodness and the goodness of his work, both in creation and redemption. It was a day set apart for the praise of God, his work of creation, and his saving actions on our behalf. It was intended to bring everyday work to a halt and to provide needed rest and refreshment. Mercy and not sacrifice Jesus' disciples are scolded by the scribes and Pharisees, not for plucking and eating corn from the fields, but for doing so on the Sabbath. In defending his disciples, Jesus argues from the Scriptures that human need has precedence over ritual custom. In their hunger, David and his men ate of the holy bread offered in the Temple. Jesus also quoted of the Sabbath work involved in worship in the Temple. This kind of work was usually double the work of worship on weekdays. Jesus then quotes from the prophet Hosea (6:6): I desire mercy, and not sacrifice. While the claims of ritual sacrifice are important to God, mercy and kindness in response to human need are even more important. Do you honor the Lord in the way you treat your neighbor and celebrate the Lord's Day? "Lord, make us to walk in your way: Where there is love and wisdom, there is neither fear nor ignorance; where there is patience and humility, there is neither anger nor annoyance; where there is poverty and joy, there is neither greed nor avarice; where there is peace and contemplation, there is neither care nor restlessness; where there is the fear of God to guard the dwelling, there no enemy can enter; where there is mercy and prudence, there is neither excess nor harshness; this we know through your Son, Jesus Christ our Lord." (Prayer of Francis of Assisi, 1182-1226) 12 What shall I render to the LORD for all his bounty to me? 13 I will lift up the cup of salvation and call on the name of the LORD, 14 I will pay my vows to the LORD in the presence of all his people. 15 Precious in the sight of the LORD is the death of his saints. 16 O LORD, I am your servant; I am your servant, the son of your handmaid. You have loosed my bonds. 17 I will offer to you the sacrifice of thanksgiving and call on the name of the LORD. 18 I will pay my vows to the LORD in the presence of all his people, 19 in the courts of the house of the LORD, in your midst, O Jerusalem. Daily Quote from the early church fathers: The Seventh Day, from the early Greek fathers, attributed to Eusebius of Alexandria (5th century AD) "Now every week has seven days. Six of these God has given to us for work, and one for prayer, rest, and making reparation for our sins, so that on the Lord's Day we may atone to God for any sins we have committed on the other six days. Therefore, arrive early at the church of God; draw near to the Lord and confess your sins to him, repenting in prayer and with a contrite heart. Attend the holy and divine liturgy; finish your prayer and do not leave before the dismissal. Contemplate your master as he is broken and distributed, yet not consumed. If you have a clear conscience, go forward and partake of the body and blood of the Lord." (excerpt from SERMON 6, 1-2) Scripture quotations from Common Bible: Revised Standard Version of the Bible, copyright 1973, and Ignatius Edition of the Revised Standard Version of the Bible, copyright 2006, by the Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved. references for quotes from the writings of the early church fathers. |The Daily Scripture Readings and Meditations is in need of on-going development to expand resources and to reach people around the world. If you would like to contribute, you can make an online donation.|

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A stoa (//; plural, stoas, stoai, or stoae //), in ancient Greek architecture, is a covered walkway or portico, commonly for public use. Early stoas were open at the entrance with columns, usually of the Doric order, lining the side of the building; they created a safe, enveloping, protective atmosphere. Later examples were built as two stories, with a roof supporting the inner colonnades where shops or sometimes offices were located. They followed Ionic architecture. These buildings were open to the public; merchants could sell their goods, artists could display their artwork, and religious gatherings could take place. Stoas usually surrounded the marketplaces or agora of large cities and were used as a framing device. The name of the Stoic school of philosophy derives from "stoa". - Stoa Poikile, "Painted Porch", from which the philosophy Stoicism takes its name - Stoa of Attalos - Stoa Basileios (Royal Stoa) - Stoa of Zeus at Athens - Stoa Amphiaraion - Stoa of the Athenians |Look up stoa in Wiktionary, the free dictionary.|

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From The Mason Historiographiki What was Progressivism? Standing at Armageddon provides the economic backdrop of Progressivism; in four decades, "the United States went through the change from a rural agricultural based nation to one of industry." Silver Cities as well as Segregation both agree with the importance of industrialization, focusing on the role of the city during this time. However, by seeing the reform movements and governmental changes associated with the Progressive Era over the course of the last 70 centuries Segregation challenges the idea that the Progressive Era was an era at all. In A Fierce Discontent, McGerr addresses the changing role of individualism between the Victorian era and the Progressive era and its impacts on labor, consumption, and gender, among others. He describes the “four quintessential progressive battles: to change other people; to end class conflict; to control big business; and to segregate society”(xv). For the most part, other scholars agree on such a definition. For example, the dollar diplomacy described in Financial Missionaries to the World, fits under the category of changing other people. The ideal of ending class conflict is a bit more suspect. Molina’s Fit to Be Citizens? suggests that Progressives wanted to maintain the status quo and keep others in their place, which might well exacerbate class conflict. Missing from McGerr’s list are the gendered ideals of manliness and motherhood. Progressivism and Class In many of these books, the typical Progressive seems to be a middle-class or upper-class white person, male or female. Women may have embraced reform as a way to get out of the house. Spreading the American Dream challenges this individualism of the era by focusing on the role of the federal government to promote these reform movements. Were they just middle-class whites? Financial Missionaries to the World suggests that Progressive bankers supported the gold standard at the expense of farmers. In order to escape the anti-bank rhetoric of the 19th century, they emphasized their professionalism. Silver Cities does not challenge the idea that most of these reformers were middle class whites, but instead shows how crucial photography was in encouraging the reforms of the era through the work of photographers like Jacob Riis. Progressivism and Race Gender, Class, Race, and Reform in the Progressive Era suggests that "immigrants and minorities were seen as objects to be reformed" by middle-class reformers. The book suggests, however, that the Progressives were sincere in their belief they were helping others. Becoming Citizens notes the presence of black Progressives, who cared about anti-lynching, education, and settlement work. But "the white women’s refusal to reach out to other races slowed their progress and forced African-American women to create their own clubs and organizations. Mexican and Chinese women were left out completely." Is the ideal of improving other people's lives inherently racist? Progressivism and Gender Progressives embraced two gendered ideals: manliness and motherhood. Vaughn notes that Financial Missionaries to the World draws heavily on "the work of Gail Bederman offered in her book, Manliness & Civilization: A Cultural History of Gender and Race in the United States 1880-1917 (University of Chicago Press, 1995). Bederman saw an emerging twentieth century masculinity that is both civilized, in that it is self-controlled and protective, and primitive, in that it is connected to its native power." Of course, this distinction between civilized and primitive was racialized. Fit to Be Citizens? stresses the ideal of motherhood. Progressives blamed high rates of infant mortality on the incompetence of Mexican-American mothers, even though unsanitary conditions were the real cause. Gender, Class, Race, and Reform in the Progressive Era notes the alternative values of immigrants. They wanted to maintain child labor, which kept the family together. Standing at Armageddon notes that the gendered reform of closing the saloon did not provide better jobs for the men in the saloon. Progressivism and Citizenship Books such as Becoming Citizens and Fit to Be Citizens? put the question of citizenship right in their titles, but they do not explain broader debates about citizenship in the early twentieth century. We could use more information about the status of immigrants, Indians, and annexed peoples (such as Puerto Ricans) in this era. Suggestions for Additional Reading - Gail Bederman, Manliness & Civilization: A Cultural History of Gender and Race in the United States 1880-1917 - Daniel T. Rodgers, Atlantic Crossings: Social Politics in a Progressive Age - Kimberley S. Johnson, Governing the American State: Congress and the New Federalism, 1877-1929

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The term “shin splints” describes pain felt along the front of lower leg, at the shin bone. This pain concentrates in the lower leg between the knee and ankle.Shin splints is a cumulative stress disorder. The nature of shin splints, also known as medial tibial stress syndrome (MTSS), most often can be captured in four words: too much, too soon. In the absence of a more specific diagnosis, shin splints should probably just be called “tibial pain syndrome” — unexplained pain around the tibia. - An anatomical abnormality (such as flat foot syndrome) - Muscle weakness in the thighs or buttocks - Lack of flexibility - Improper training techniques - Running downhill - Running on a slanted surface or uneven terrain - Running on hard surfaces like concrete - Using inappropriate or worn-out shoes for running or working out - Participating in sports that have fast stops and starts (like soccer or downhill skiing) - A dull ache in the front part of the lower leg - Pain that develops during exercise - Pain on either side of the shin bone - Muscle pain - Pain along the inner part of the lower leg - Tenderness or soreness along the inner part of the lower leg - Swelling in the lower leg (usually mild, if present) - Numbness and weakness in the feet - Keep your legs elevated. - Use ice packs to reduce swelling. Shop for cold compresses. - Take an over-the-counter anti-inflammatory, such as ibuprofen (Advil) or naproxen sodium (Aleve). - Wear elastic compression bandages. Shop for elastic compression bandages. - Use a foam roller to massage your shins. Shop for foam rollers. - Wearing shoes that fit well and offer good support - Using shock-absorbing insoles. - Avoiding exercising on hard or slanted surfaces or uneven terrain - Increasing exercise intensity gradually - Warming up before exercising - Making sure to stretch properly - Engaging in strength training, specifically toe exercises that build calf muscles - Not attempting to exercise through the pain - Surgery is rarely required to repair shin splint problems. Shin splints, however, which are complicated by compartment syndrome may require surgery, often immediately.

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Educational Psychology and who we are Poole Educational Psychology Service provides services to: - Children and young people aged 0-19 - Preschool settings - Officers of the Borough of Poole Educational Psychologists understand how children and young people think, learn, feel and behave. They have a higher degree in Educational Psychology and have experience in the practical application of psychology to children and schools. Each school has an entitlement to time from the Educational Psychology Service. How this is used is negotiated with each individual school, but typically we: Assess the psychological needs of children within an educational context Plan and advise on appropriate educational programmes and types of educational placement Monitor and evaluate programmes Advise schools on the ways that their organisation can develop to enhance the psychological well being of their pupils Research and evaluate good practice Provide training to teachers and others who work with children and young people All of the above also takes place in pre-school settings. However, before statutory school age psychologists tend to work more with individual children. School consultation and training We work with schools in many different ways. During our regular visits, as well as individual assessments, we try to prevent problems arising by providing advice about children and how to prevent difficulties by consultation and/or training. When problems do arise about a particular child or group of children, we will try to find out why the difficulties are occurring. We do not always need to see the child in order to help. We may be able to make suggestions on the basis of information provided by other people such as teachers and parents. We can offer both training sessions specifically designed for a particular school or situation, and more general courses on issues relating to: Ways that schools can help youngsters with various medical diagnoses Additionally we are involved in training courses for pre-school workers and teaching assistants. One way that psychologists’ time can be used is to carry out an individual assessment on a child or young person. This might involve: The use of various types of tests. A structured conversation around the problems perhaps using techniques such as solution focused brief therapy. An exploration of what the young person’s views are and how they relate to other people’s perception of the problem. With younger children assessment is often play based, and at all ages observation in class or other groups may be important. We try to produce practical and realistic recommendations for the young person, their parent or care-giver and for the school. We do not see children or young people without explicit agreement from parents or carers and we are always happy to talk to all the adults involved. If there are concerns about a youngster in nursery or playschool, referral is possible either direct to the educational psychologist or to them via one of the pre-school services. When Borough of Poole carry out a statutory assessment under the Education Act 1996, an Educational Psychologist must see the child or young person as part of the process. The actual assessment is usually very similar to that done if the person was seen as a matter of course in school. On the rare occasions when a parent and the Borough agree that the best way forward is a Special Educational Needs Tribunal, the psychologist is normally one of the Borough’s witnesses. Work with other agencies One of the psychologists works closely with Children and Young People's Social Care, with children and young people who are looked after and their carers. Another spends time with the medical services on issues related to young people with mental health issues and another with various agencies on issues relating to Aspergers syndrome and autism. Additionally, when other services are involved with the child or family we will liaise with them. We initiate and contribute to a range of working parties and policy initiatives. Recent work by members of the psychological service includes: The production of a manual for running social skills groups Guidance for schools on handling critical incidents Research the effectiveness of Precision Training As well as the social skills guide, we also publish a similar manual for anger management groups and guidance on bereavement issues. A guide for schools on the use of Precision Training is currently being completed.

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