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Did you know? A tough part of our job in an animal ER occurs when we learn that a person has been bitten by a dog either in a direct attack or when trying to break up a fight between two (or more) dogs. The latter is more often the case, and a recent incident lead me to search out an article that came across my desk earlier this year. The Coalition for Living Safely with Dogs (CLSD) released the results of a study in May on the dog bite incidents in Colorado from July 2007 – July 2008. The CLSD partnered with the Colorado Association of Animal Control Officers (CAACO) for data collection and contracted with Corona Research, Inc. to analyze the bite data and to create a report on the findings. The project was funded by Animal Assistance Foundation. The CLSD says that “this report is the most rigorous study of its type and the first comprehensive collection and analysis through Animal Control.” I thought I’d share the Key Points and Recommended Actions in this blog. To see the full report you’ll find a link to the PDF document on the CLSD website. - Most dogs do not bite. Less than one-third of one percent of dogs in the reporting area were reported to animal control for biting a human. - Many different types of dogs were involved in reported dog bite incidents. Bites from 129 different breeds of dog were reported to the 17 participating animal control organizations during the one year period of study. - Any dog can bite given certain circumstances. - Running at large (unleashed) was the single most common bite circumstance. - Many bites were not a result of aggression towards humans, but occurred when a human intervened in fighting or play between dogs. - Approximately half of all bites occurred at home, usually when a dog was protecting property, food, or toys. - Whether any breed is more or less likely to bite than any other breed depends on knowing the number of each breed living in Colorado. There are more bites from some breeds than others in the dataset. To draw conclusions about breeds, we need to know whether bites are proportional or disproportional to a breed’s population. At this time, there is no dog census for Colorado. - Adolescent dogs between one and four years of age were responsible for the most bites. - Children (14 and under) were bitten disproportionately to their population; nine and ten year-old boys were the most common victims. Children were bitten twice as often as would be expected given their proportion of the population. So What, Now What? There are some obvious conclusions one can draw from these six key points. - The worst combination is allowing an adolescent dog to play unsupervised with children 14 and under (especially 9 and and 10 year old boys). Please be sure that proper adult supervision is available to train both the dog and the children about how to “play” with each other. - Any dog can bite under certain circumstances. As Veterinary professionals we hear many clients tell us their dog would never bite. The tough part for us is that the response of an animal that is nervous and in pain can be very different than when at home with family. So to protect us and your dog we may choose to muzzle when providing medical care. - Never place yourself between fighting dogs. Avoid getting bit by learning how to break up a dog fight. Here are a couple websites with some good ideas. - Keep your dog on a leash in a public place. The moral of the story…stay cool and stay safe.

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Vocational education and training The learning mobility projects for learners in the field of vocational education and training (VET) are aimed at apprentices and trainees in vocational schools and vocational training centres, as well as recently graduated students from vocational high schools or apprentices. The teaching mobility projects for teachers enable staff to teach in VET partner organisations in another country. In addition, representatives of enterprises are given the opportunity to provide training in other VET institutions abroad. The learning mobility projects for teaching and non-teaching staff in the field of VET allows for the professional development of participants in the form of an internship or a period of observation in an enterprise or other VET organisation. Educational mobility projects for learners and trainers in the field of VET can be implemented by: vocational high schools, vocational training centres, consortia in the field of VET.

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About Danum Valley A remarkable nature reserve that is home to lush and diverse flora and fauna, this little piece of paradise is also habitat to some of the world’s most unique species that are endemic to Borneo. There are more than 120 mammals such as the orangutans, bantengs, pygmy elephants as well as 10 species of primates found in Danum Valley. Not only that, there are also over 300 species of birds that’s can be found there including the Bornean Bristlehead, Pittas and Hornbills. No wonder Danum Valley is every researcher, environmentalist and naturalist’s dream come true. It is considered as one of the last few undisturbed lowland rainforest in the world, a jungle jewel worth exploring. About 90% of the conservation area is classified as lowland dipterocarp forest and the remaining 10% is low canopy and sub-montane forest that are mainly found in the heart of Danum Valley on Mount Danum. The conservation area is the quintessential location for any nature and wildlife enthusiast with its undeniably beautiful landscape and diverse biodiversity, especially for jungle trekking, bird watching, wildlife viewing and photography. Those are just some of the many things you can do during your escapade there. There are also indoor activities that you can do there if you prefer, like visiting the Nature Discovery Centre where you can listen to presentations by scientists, watch interpretive displays and join in environmental education activities.

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Tastes vary greatly between the various people and nations, as is natural because of differences in climate, geographical setting, agriculture, economy, cultural level and methods of production. Although kinds of meals, ways of cooking and serving them, feasts, and the ingredients used in the kitchen differ from nation to nation, they can also be similar. However the richness or poorness of the environment plays a great role in determining the extent to which the meals and cooking methods of a given community are capable of being 'improved'. Moreover, the names of foods, methods of cooking and kitchen utensils may vary not only between countries but also even between districts within the same country. And since there is a tendency for some dishes to evolve from each other, so to speak, it is difficult and may sometimes be impossible to work out what were the real origins of the dishes served at a particular meal. Migrating societies did not forsake their own culinary traditions as soon as they had settled down in their new environment, but continued practising them along with those of the native inhabitants of the place. In time the two societies living together would converge in this respect and prepare 'new' foods together. For example, the native people of Anatolia and the Turkomans, who came from Asia centuries before, jointly discovered about potatoes in the 19th century. These factors deserve to be remembered when the cookbooks of any society or nation are being studied. Before coming to the subject of printed Turkish cookbooks, I would like to mention some of the manuscripts which were sources of the printed books. Old Islamic Cuisine and Manucsripts In Islamic culture a great deal of research has been carried out on foods, beverages, table manners, religious prohibitions and their application in practice. The Arabs improved their art of cooking during the reign of the Abbasids. Ibn Nedim gives information on the works written on this subject. The oldest book in Arabic script is Kitabü't-Tabih (manuscript located in the Suleymaniye Library, Ayasofya section, n° 3710), written by Hasan el-Baghdadi in 633 AH/1226 AD. Cahiz (775-869 AH), who lived during the Abbasid reign, gives valuable information on dishes and feasts of the pre-Islamic and Islamic periods. Moreover, in his work he included anecdotes about the gluttonous Caliph and his official. In Persian, some names of dishes occur even in poetry. Sheik Cemaleddin Ebu İshak (Bushak) Hallâc-i Shîrazî (d. 830 AH/1427 AD), believing that the other poets had left no other subjects for him to sing about, composed quite a number of poems describing foods and stimulating the appetites of people; these he collected in his Divan-ı Et'ime. He adapted Nizâmî's, Sadî's and Hâfiz's poems, substituting foods for the subjects which they had treated, and using a sarcastic and cheerful language. The vocabulary he used for describing foods and cooking utensils and materials is very important not only from the point of view of cultural history but also for that of Turkish cuisine. (These poems, by the way, are also known as Kenzü'l-İştiha, a title which can be found in various other manuscripts, but this is just an alternative title and does not denote a separate work. In fact, the title of the preface of a complete copy of Divan-ı Et'ime is 'Dîbâce-i Sofra-i Kenzü'l-İştiha'.) It is necessary to keep in mind a vast territory when exploring the old Turkish cuisine. Professor Bahaeddin Ögel has published a work on the period, starting with the Gokturks, carrying on to the beginning of the Ottoman Empire, and dwelling extensively on the nutritional system of the Seljuk Turks. Turkish Cookery Manuscripts Unfortunately, there are only a few Turkish manuscripts in the libraries which are devoted solely to cookery. True, one can find a great deal on foods, beverages and spices in various manuscripts on medical science and nutrition; but this information is mostly about the effects of foods on the human body. The most important known manuscripts are as follows: Tabh-ı Et'ime, translated from Kitabü't-Tabih in Arabic by Muhammed b. Mahmud Shirvanî in the 15th century (Millet Library, Ali Emirî Collection, Mtf. 143). Ağdiye Risâlesi (Treatise on Nutrition), believed to be written in the 18th century by the son of Sheikh ul-Islam Paşmakçizade Abdullah Efendi's (d. 1145 AH/1732 AD) son-in-law, whose name is unknown. This manuscript, which used to belong to the late Raif Yelkenci, was studied by Professor Süheyl Ünver who had some of the recipes published; these show great resemblance to the ones in Mehmed Kâmil's Melceü't-Tabbâhîn. However, the present location of the manuscript is unknown. Et-Terkibât fî Tabhi'l-Hulviyyât, a treatise on desserts and halvas prepared in Yenişehirfener (now Larissa, in Greece) and dated 15 Safer 1244 AH/27 August 1828, was copied by Osman Kerim Efendi on Ali Emirî's order (Millet Library, Ali Emirî Collection, Mtf. 144).15 There is a treatise on food, Yemek Risâlesi (n° 1251/1), about two centuries old and consisting of seven parts, in the Library of the Grand National Assembly of the Turkish Republic. Although I have not been able to see this work, it is known that there are some recipes for stews and kebabs prepared by Teşrifatî Na'im Efendi at the end of the book (41a). In a report it is mentioned that the dates 1173 AH/1762 AD and 1227 AH/1811 AD appear in the work, which might or might not be the actual dates of the manuscript; and that the recipes therein are very similar to the ones in the Ağdiye Risâlesi mentioned as B above. Moreover, to stress the similarity, recipes for a certain gelatin dessert, pelteşin, have been cited as examples from each work. In this connection, I would like to point out that recipes for this gelatin dessert in all the printed copies of Melceü't-Tabbâhîn (for example, 1260 AH/1844 AD edition, p 131) are exactly the same as in the above mentioned manuscripts. While this bibliography was being prepared in 1985, the text of this item was published by the MIFAD, Department of Research on National Folklore. Thus a new source book was added to what is available. Assistant Professor M. Nejat Sefercioglu, who prepared it for publication, translated and transcribed the work into modern Turkish and gave equivalents for the old measures. Measures, materials, tools and utensils used in the kitchen, names of persons, titles, and place names were listed, and a glossary and index were added (pp 81-101). Moreover, pages lb, 2a, 40b and 41b of the original manuscript were reproduced. There are 127 recipes in this work, for soups, pastries (börek), desserts, halvas, kebabs, grilled meat, stews, salads, pickles, and compotes. Although in the Türkiye Yazmaları Toplu Kataloğu (The Union Catalogue of Manuscripts in Turkey) the library entry number of the manuscript is 1251/1, it is given as 748 A 1948 in the published work (p iv). Tercüme-i Kenzü'l-İştiha. Two copies of this manuscript (numbered H 1186 and EH 1543) are at the Topkapı Palace Museum Library. It is believed that this work is a translation by Ahmed Câvid (d 1218 AH/1803 AD) from Sheikh Ahmed Cemâleddin Ebû İshak (or Bushak) Hallâc-i Şirâzî's Divan-i Et'ime (or Kenzü'l-İştiha) mentioned above. Although the work is known as Tercume-i Kenzü'l-İştiha, it is actually a glossary on food in the Turkish language. Foods, beverages and other relevant material found inDivan-i Et'ime (or Kenzü'l I-İştiha), written in Persian, were examined; and the preparation of the glossary, in respect of equivalent measure and translations, was especially based on a Persian-Turkish dictionary entitled Burhân-ı Katı. Professor A. Süheyl Ünver has published some of the recipes under their Turkish names.

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It is an established theory that comets may have, in some way, seeded life on Earth. Some extreme ideas support the panspermia concept (where bacterial organisms hitched a ride on comets, asteroids or some other planetary debris, spreading life throughout the Solar System), while others suggest comets may have contributed the chemical building blocks essential for life to form 4 billion years ago. We know these icy bodies are also awash with organic compounds, so it’s not a huge leap of the imagination to think comets may have donated life-making material to the early Earth. In an effort to study cometary material and its possible influence for nurturing early life on Earth, Prof. Akiva Bar-Nun of the Department of Geophysics and Planetary Sciences at Tel Aviv University has been creating his own comets in the laboratory. By doing this, Bar-Nun is hoping to gain a better perspective on how comets acquired their composition of the noble gases Argon, Krypton and Xenon. The proportion of these elements are found in the Earth’s atmosphere, but are not thought to have originated from the rocky material our planet consists of. By understanding the proportions of these elements that formed in the icy laboratory environment, if the proportions match that of what we’ve measured on Earth, it goes to some way in explaining how comets formed in space and how they delivered organic compounds to the surface. “Now if we look at these elements in the atmosphere of the Earth and in meteorites, we see that neither is identical to the ratio in the sun’s composition,” said Bar-Nun. “Moreover, the ratios in the atmosphere are vastly different than the ratios in meteorites which make up the bulk of the Earth.” “So we need another source of noble gases which, when added to these meteorites or asteroid influx, could change the ratio. And this came from comets.” Prof. Bar-Nun and his team carried out the research using a comet-making machine unique to Tel Aviv University, and although the original press release is light on the details, it is assumed the chemical composition of the early Solar System was recreated and then deep-frozen. Comets formed some distance from the Sun (and a vast number of them populate the Oort Cloud), water vapour would have condensed and frozen, in temperatures as low as -250°C, trapping a primordial collection of chemicals inside their dusty, icy interiors. Some time after, these comets may have fallen into the inner Solar System, many impacting the Earth. Amino acids may have been introduced to the surface and oceans, or vital chemical components from the comets combined with chemicals already on Earth and life was sparked. When this happened, these comets would have left a chemical fingerprint. Bar-Nun’s team were successful in creating their own synthetic comet, freezing water vapour, creating a natural ratio between the three elements. Then a link could be made, from the laboratory comet, with the very definite noble gas proportions, and the proportions of these gases found in the atmosphere. “The pattern of trapping of noble gases in the ice gives a certain ratio of Argon to Krypton to Xenon, and this ratio — together with the ratio of gases that come from rocky bodies — gives us the ratio that we observe in the atmosphere of the Earth,” added Bar-Nun. Judging by the information available (the paper is published in the journal Icarus), Bar-Nun’s research has provided evidence that comets left a unique ratio of stable noble gases in the atmosphere, a ratio of necessary materials for life to eventually form.

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As I travel through Ecuador and Peru, the legacy of the Incas dominates the history of the area. There are ruins along the back roads of the countryside and ruins in the largest cities. One cannot dig anywhere in the city of Cusco, the historical capital of the Incas, without running into Incan foundations and walls and other relics. The Spaniards rebuilt the city in their own image on top of the civilization of the Incas. One tends to think of the Incas as an ancient civilization yet you soon realize, as you listen to history, that they didn’t emerge until the 11th century (1200’s) and disappeared in the mid-1500’s with the advance of Pizarro and the Spaniards, smallpox, and the Incas own rivalries. The golden age of the Incas lasted only about 100 years yet they left an amazing array of cities, towns, the vast Incan trail and road system, advanced agricultural systems with irrigation, engineering that we still struggle to grasp in its entirety and so much more we have yet to uncover. They didn’t have gunpowder or much in the way of machines yet they were able to cut, shape and move vast amounts of granite rock to fit perfectly onto each other in trapezoidal form that withstands all that mother earth and much of what man can throw at it. They were able to transform the highly erodible mountainsides into wondrous terraces that were engineered to allow the water to pass and collect plus create a vast network of “raised beds” as we refer to them today that allowed them to raise an amazing array of crops. Even today scientists have not discovered how the huge rock forms could be cut with such precision and fitted so perfectly as the Incans did. Temples and sundials were created that could tell with perfect precision the astronomical changes of the seasons – they were able to plant with confidence because of this scientific knowledge. The Incans themselves did not build all that they left behind, but instead ruled because of their creativity and science. They really only represented about 10 percent of the population, so much of the labor and artisanship came from other peoples in the overall society. There is much to learn about the “Romans” of the Americas and my knowledge is very slight. Our Bike Dreams hosts offered a two day trip into the Sacred Valley culminating in a day long experience at Machu Picchu. All but a very few of our bike troupe took advantage of this opportunity including myself. The trip involved first a short run with small buses as our larger bus is too big to enter the area of Plaza de Armas in Cusco where we are staying. Then we got on the tourist bus which took us out of Cusco and down through the Sacred Valley through several towns and villages along the way. We stopped at one call Picas where we spent some time in a food market learning about different fruits and vegetables which originated in this part of the world. Some interesting ones are the tomato (wild version still available here) , potato ( a head spinning number of varieties) and the passion fruit. Many other fruits were discussed, most of which I had never experienced before. A tour of the mercantile market gave me a short tutorial about alpaca wools and the different varieties of quality. One learned to trust your “feel” for some of this knowledge. On we went for a wonderful lunch in a country restaurant where they served a lot of this traditional food. I caught Hardy and Jeannette swinging on a children’s swing set alongside the restaurant. Why not. Then it was off to Ollantaytambo where we had a guided tour of the ruins above the city there. I also had another goal in mind in this village. Kaitlyn Bohlin, our talented new Development Director at North House Folk School was previously a director of a small non-profit women’s weaving project based here and she sent along a card to deliver to Awamaki to her friends there. The basic function of this non-prof was to organize a group of women weavers in two remote villages nearby and find profitable markets both in Ollantaytamba as well as in the larger world and the internet. Offering a vehicle for these women to make a living would advance their families and improve their lifestyles without being invasive in other ways. I was anxious to see some of the wares in person and talk with some of the people involved in the project now. Unfortunately, when I first walked through the village, Awamaki was closed for lunch and when I finished my tour of the ruins I had only a couple of minutes to run in there and then rush to the train station. Mission accomplished as far as getting Kaitlyn’s card to the proper people but I was disappointed to not have more time there. I will try to attach some photos from Ollantaytambo here. The ruins here really helped me visualize the agricultural aspects of the terrace system in Incan society and also demonstrated the importance of the military location of the site in helping protect what lies beyond in the Sacred Valley. I won’t go into further details here about the ruins but would suggest a visit to Google to further your interest. If I can get the photos on you will quickly notice the precision of the cutting and fitting of the stones These people didn’t use mortar. My head is swimming with what I learned about the present day importance of Machu Picchu and the beauty of this site. For me this visit is something I never thought I would have the opportunity to see in person. Now much of what existed only in my imagination is now filled in with raw beauty and appreciation. I will work on writing about the rest of my experience this evening if I can get it accomplished. Tomorrow I am back on the bike as we head to the altiplano of Peru and Bolivia. The uncaptioned photo is of Hardy and Jeannette on a swing set at a country restaurant on the road to Ollantaytambo

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8.9. Processing Variable-Length Text Fields # given $RECORD with field separated by a pattern, # extract a list of fields @FIELDS = split(/PATTERN/, $RECORD); The split function takes up to three arguments: PATTERN, EXPRESSION, and LIMIT. The LIMIT parameter is the maximum number of fields to split into. (If the input contains more fields, they are returned unsplit in the final list element.) If LIMIT is omitted, all fields (except any final empty ones) are returned. EXPRESSION gives the string value to split. If EXPRESSION is omitted, $_ is split. PATTERN is a pattern matching the field separator. If PATTERN is omitted, contiguous stretches of whitespace are used as the field separator and leading empty fields are silently discarded. If your input field separator isn't a fixed string, you might want split to return the field separators as well as the data by using parentheses in PATTERN to save the field separators. For instance: returns the values: (3, "+", 5, "-", 2) To split colon-separated records in the style of the /etc/passwd file, use: @fields = split(/:/, $RECORD); The classic application of split is whitespace-separated records: @fields = split(/\s+/, $RECORD); If $RECORD started with whitespace, this last use of split would have put an empty string into the first element of @fields because split would consider the record to have an initial empty field. If you didn't want this, you could use this special form of split: @fields = split(" ", $RECORD); This behaves like split with a pattern of /\s+/, but ignores leading whitespace. When the record separator can appear in the record, you have a problem. The usual solution is to escape occurrences of the record separator in records by prefixing them with a backslash. See Recipe 1.18. 8.9.4. See Also The split function in perlfunc(1) and in Chapter 29 of Programming Perl; Recipe 1.18 Copyright © 2003 O'Reilly & Associates. All rights reserved.

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A Privacy Impact Assessment, or PIA, is an analysis of how personally identifiable information is collected, used, shared, and maintained. The purpose of a PIA is to demonstrate that program managers and system owners consciously incorporated privacy protections throughout the development life cycle of a system or program. PIAs are required by the E-Government Act of 2002, which was enacted by Congress in order to improve the management and promotion of Federal electronic government services and processes. PIAs allow us to communicate more clearly with the public about how we handle information, including how we address privacy concerns and safeguard information. Use the links on the menu to the right to locate the Component PIAs.

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Our Statistical Approach How we can attach numbers to dreams We analyze all of our results in terms of percentages and rates for two important reasons: - First, dream reports can vary greatly in length from person to person and group to group, and even from dream to dream for one person. For example, reports submitted by women usually are about six to eight percent longer than those written by males. Since there is the possibility that there will be more of everything when reports are longer, we must have a way to correct for report length if there is going to be any regularity to our findings. - Second, differing frequencies of one element leads to the possibility of higher or lower frequencies for other elements. For example, the number of people in a dream is probably going to be connected to the number of social interactions with people. And women in general report more people and more social interactions in their dreams than men do, even if their dreams' slightly greater length is corrected for. Thus, we once again need a way to correct for differences in raw frequencies. The way we make these corrections is to use percentages and rates. If we simply determine what percentage of human characters are men or women, or what percentage of social interactions are aggressions, we have made a correction that makes raw frequencies irrelevant. Similarly, we can determine rates of aggressive, friendly, or sexual interactions by dividing the total number of each social interaction by the total number of characters, which in effect gives us a rate of aggression, friendly, or sexual interactions per character. Here's a concrete example of how percentages help us: the "animal percent" indicator. In order to determine if a person or group has more animals than usual in their dreams, we can't simply count the number of animals because their dream reports may be longer than usual, or there may be more living creatures in general in their dreams (i.e., more animals and more people). We could divide the number of animals by the number of lines in the dream reports, and derive a mean score, but that gets us into the problem of some people being wordier than others. Besides, means don't lend themselves to the simple and clear analyses we can do with percentages. So, what we do for every person or group is to divide the total number of animals by the total number of characters (animals plus people), and this gives us the animal percent. Thus, no matter how long or short the reports may be, or whatever the density of animals and people in reports of the same length, the animal percent corrects for these differences. Moreover, it turns out to be an interesting indicator that we all can grasp at a glance because we are so familiar with percentages. For example, it is much higher with children than with adults, as we might expect, and for hunting-and-gathering societies than for Americans, which also comes as no surprise, but both findings give us a sense that our indicators connect to meaningful differences in the real world. There is a third reason for using percentages that relates to the level of measurement. We only have a nominal level of measurement, meaning that we work with frequencies based on the presence or absence of any element. With nominal data, percentages are one of the few options available -- but a very fine option for our purposes, as we shall now show. Our necessities turn out to be an unexpected virtue because percentages lend themselves to an array of outcomes that are equivalent to other statistical tests with two samples and have the added advantage of being very clear to the non-statistical reader. The statistic we begin with to determine statistical significance is the test for differences between two independent proportions, and the number it yields is a Z score. (Proportions, of course, are the same as percentages except the percentage has been divided by 100 to create the decimal point; e.g., 68% = 0.68.) The power and simplicity of this statistical test for our purposes can be seen in the following brief overview of a more lengthy argument (the lengthy version can be found in Appendix D of Domhoff's book, The Quantitative Study of Dreams). First, for those who think we should derive mean scores, it is important to realize that a percentage is merely a type of mean where all the values in the distribution of scores are either zero or one. Thus, the same inferential procedures are involved with proportions as with means in general, so there is no advantage for our purposes in determining means. Second, when we are comparing two groups on the presence or absence of nominal variables, which generates a 2 x 2 table, then the results with a proportion test are exactly the same as they would be for a better known and more widely used statistic, chi square. Specifically, Z is the square root of chi squared. Here, a quick example may be useful. Consider this table displaying the normative difference between male and female dreamers on what we call the "familiarity percent," which is the percent of all human characters known to the dreamer: |Familiar Characters||501 (45%)||796 (58%) |Unfamiliar Characters||607 (55%)||567 (42%) Usually, this 2 x 2 table would be analyzed with chi square statistics, but all the table really does, in effect, is to display both the "familiarity" and "unfamiliarity" percents. So, even though we often display our results in 2 x 2 tables, we do not need to employ chi square. Third, percentage differences between two samples are interesting and powerful because they can be thought of in correlational terms. In fact, the percentage difference between two samples is exactly equal to the Pearson r between two samples. So, in the example we just used with familiarity percent, we can say there is a correlation of .13 between the familiarity percent and being a woman, or -.13 between the familiarity percent and being a man. Fourth, it turns out that two of the statistics for determining the magnitude of a difference (the effect size) are exactly equal to the difference between the percentages in the top row of a 2 x 2 table. That is, r="phi=lambda." In other words, by sticking with percentages we can know the correlation coefficient and the effect size at a glance. As an added bonus for using percentages, we can use a mathematically transformed version of the percentage differences between a new dream sample and our norms to create what we call the "h profile," which is a bar graphic display of all differences from the norms. Here's the h profile for males when they are compared with our female norms: |h-profile of male dreamers compared to female dreamers| We have to transform percentage differences into h scores because percentage differences at the extremes (e.g., 15% vs. 10% or 95% vs. 90%) have somewhat more importance than differences in the middle (e.g., 50% vs. 45%), due to the fact that the standard deviations of the sampling distributions depend upon their population parameters, which are unknown with a percentage distribution. The nonlinear arcsine transformation that needs to be made can be done with a simple table. It is also built into our DreamSAT spreadsheet, or you can download a simple Excel spreadsheet from this page which can calculate h for you: h_calculator.xlsx As a demonstration, let's find the h difference between men and women on familiarity percent. The male normative percentage is 45%, which corresponds to x=1.471 in the percentage table. For women, 58% corresponds to x=1.731. So, compared to women, men's h score is -.26, which you can see in the h-profile above. After determining h, you can use a second table to determine the statistical significance of the difference. No formulas are needed if both samples are the same size. If the samples are not equal, you need to find an adjusted N, known as N'. This is not a straight arithmetic mean, but you can find it with this simple formula: N' = (2*n1*n2) / (n1+n2) In our 2 x 2 familiarity example, N' = 1222. The confidence table shows that with an N' of 1222, we need an h score of about .11 to achieve statistical significance at the p=.01 level. There is, of course, a little more that could be said about each of these statistics. The details and supporting references can be found in Appendix D of Bill Domhoff's book, Finding Meaning in Dreams: A Quantitative Approach (Plenum Publishing Co., 1996). You can also see some more h-profiles in the Findings section of this Web site. In summary, percentages are an excellent statistic for use with nominal data -- which is all we really have -- and a necessity for us in any case because of our need to correct for dream length. Once we are forced to use percentages because of the nature of our data, they turn out to be a godsend because we can in effect derive chi square, Pearson r, and two effect size statistics from percentage differences while relying only on a simple test for the significance of differences between two independent proportions. Moreover, the results for this test can be derived from a table, a formula, or a spreadsheet. We can't imagine statistics that could be much more user-friendly while still packing so much scientific punch. Plus, with the advent of more powerful desktop computers and Web servers, it is possible to make our use of percentages even more powerful and precise by using some of the new randomization strategies that, in essence, bypass traditional measures of significance altogether. Go back to the Content Analysis page.

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The Ramsden surveying instruments are those constructed by Jesse Ramsden and used in high precision geodetic surveys carried out in the period 1784 to 1853. This includes the five great theodolites—great in name, great in size and great in accuracy—used in surveys of Britain and other parts of the world. Ramsden also provided the equipment used in the measurement of the many base lines of these surveys and also the zenith telescope used in latitude determinations. The great theodolitesEdit A total of eight such instruments were manufactured by Ramsden and others for use in Britain, India and Switzerland. Ramsden himself constructed three theodolites and a further two were completed to his design by Mathew Berge, his son-in-law and business successor, after Ramsden's death in 1805. Of the other instruments one was constructed by William Cary and the other two by the firm of Troughton and Simms. The Royal Society theodoliteEdit In 1783 the Royal Society of London reacted to French criticism of Greenwich Observatory by seeking Royal assent to undertake a high precision geodetic survey, the Anglo-French Survey (1784–1790), between Greenwich and the established French survey stations on the other side of the English Channel. Approval having been granted, General William Roy agreed to undertake the work and he immediately approached Ramsden to commission new instruments. Three years later the "great" theodolite was delivered after a delay attributable to Ramsden's tardiness, workshop accidents and his predilection for continuous refinement—"this won't do, we must have at it again". The instrument was paid for by the Crown and the King immediately presented it to the Royal Society; for this reason the theodolite is designated as the Royal Society theodolite, or Ramsden RS in short. There is a complete description of this theodolite in the final report of the Anglo-French Survey (1784–1790). The instrument was large, 36 inches (914 mm) across and it was normally mounted on a stand which placed the sighting telescope between 5 and 6 ft. high. It weighed about 200 lb (90 kg) and the accessories and cases weighed as much again. It travelled around Britain for over sixty years, in its own sprung carriage, to locations where it was hauled up mountains, church towers and even scaffolded steeples. The horizontal circular scale was divided very accurately with divisions at 15 minute (of arc) intervals using one of Ramden's own dividing engines; the marks on the 36-inch (910 mm) diameter scale would be about 1⁄6 inch (4 mm) apart. The position of the telescope could therefore be read to the nearest quarter of a degree by eye but the exact position between the divisions was read with the aid of micrometer microscopes fitted with adjustable cross wires in the focal plane, as shown. The threads of the screws were such that fifteen full turns moved from one scale mark to the next, i.e. 15 minutes, and since the scale on the adjusting knob allowed one sixtieth of a turn to be measured the resulting accuracy was within one arc second. The instrument is also fitted with a vertical semi-circular scale to measure the elevations of distant stations and therefore a height difference. Cross wires similar to those used in the microscopes are fitted into the eyepiece; they are adjustable by a screw thread which allowed angles to be measured to within five arc seconds. Typical distances in the Anglo-French survey were less than 20 miles (32 km): at that distance one second of arc corresponds to lateral or vertical displacements at the target station of approximately 7 in (17 cm). No other theodolite could match this precision at that time. It was the first instrument to be able to measure the spherical excess of large survey triangles. After completion of the Anglo-French survey this instrument was stored at the Royal Society but in 1799 the Board of Ordnance requested its use for the Principal Triangulation of Great Britain. On completion of the Survey the theodolite was stored in the headquarters of the Ordnance Survey at Southampton where it was destroyed in the bombing raids of 1941. The Board of Ordnance theodoliteEdit In his report to the Royal Society in 1775 William Roy had noted the suitability of India as a location for both meridian arc and parallel arc measurements. To his delight the East India Company were willing to undertake such a venture and ordered a second great theodolite from Ramsden. It was ready in 1791 but Ramsden felt obliged to increase the price because of problems in its manufacture. To his surprise the company rejected his price and refused to purchase the instrument. It was bought by the Duke of Richmond who, as Master of the Board of Ordnance, had provided most of the finance for Roy's Anglo-French Survey (1784–1790). The theodolite is designated as the Board of Ordnance theodolite, or Ramsden BO in short. Richmond's intention was to use the new theodolite on the extension of Roy's survey to the southern counties of Britain. The instrument was basically the same as the first with added refinements, mainly to the number and placement of the microscopes with their precision micrometer stages. It was in use until the completion of the Principal Triangulation of Great Britain in 1853 and it is now in the Science Museum in London. There is a description of the improvements made to this theodolite in the account of the Trigonometrical Survey for the years 1791–1794 by Mudge, Williams and Dalby. Other Ramsden theodolitesEdit Ramsden made at least one other 3-foot (0.91 m) theodolite of which parts were discovered in Switzerland. After his death his firm was inherited by Mathew Berge who is known to have constructed two more large instruments to Ramsden's design. Ramsden made many theodolites including an eighteen-inch instrument of the same general design as the great theodolites. This instrument and his two great theodolites are described in the account of the Principal Triangulation by Clarke & James (1858). Great theodolites by other buildersEdit Although the East India company turned down Ramsden's second theodolite they commissioned a similar design from another London instrument maker, William Cary. This theodolite was in use in India from 1802 although there was a slight hiatus in 1808 when it was damaged when being hauled to the top of a building. It was repaired and in use for sixty years. A new theodolite to an improved design was made for the Indian Survey by Troughton and Simms in 1830 and the two together saw service until 1874 when the Cary instrument was replaced by another by Troughton and Sims. This last instrument was a monster weighing 1,455 lb (660 kg) when in its travelling cases: it was no surprise that it was deemed too heavy for transport up mountains and it passed to South Africa in 1882. No more great instruments were made after 1874 for continuing advances in precision instruments eclipsed their performance: by the end of the nineteenth century an accuracy of 1 arc second could be obtained with a 12-inch (300 mm) instrument. Chains and rodsEdit Eighteenth-century surveyors used Gunter's chains which were 22 yards long (one chain with 100 links of 7.92 inches). Their accuracy was adequate for cadastral surveying but they were deemed insufficiently accurate for the Anglo-French Survey (1784–1790), Britain's first high-precision survey. Roy asked Ramsden to prepare a new chain of 100 links, each one foot in length. He also asked Ramsden to prepare three precisely-calibrated wooden rods 20 feet long. These proved to be a failure because of fluctuations in length due to varying humidity; instead three calibrated glass tubes were used. The chain proved to be as accurate as the glass tubes, and it was in use for baseline surveys over the next thirty years. Later, even more precise measurements showed that the accuracy of Ramsden's 100-foot (30.48 m) chain was within about 3 inches in 5 miles. In actual use the chain was supported throughout its length by wooden trestles, and tensioned with a known constant weight. Its coefficient of thermal expansion was carefully measured so that temperature fluctuations could be taken into account. Full details (with plates) are given in Roy's account of the measurement of the Hounslow Heath baseline. American surveyors sometimes also used a chain of 100 feet, also with 100 links, known as the engineer's chain. The term chain in both cases usually refers to the measuring instrument rather than a unit of length, and distances measured are normally given in feet and decimal fractions of a foot (not inches). Despite Ramsden's chain originating in the UK, Gunter's predominated there: "When a chain is spoken of without qualification, Gunter's chain is meant", noted Macquorn Rankine's mid-Victorian A Manual of Civil Engineering. The zenith telescopeEdit The zenith telescope constructed by Jesse Ramsden in 1802 was used to determine the latitude of many stations of the Principal Triangulation of Great Britain. This portable instrument was designed to bring observatory precision to fieldwork. The outer frame stood about 12 ft (3.7 m) tall and the telescope mounted on an inner frame was 8 ft (2.4 m) long. The telescope was restricted to observations within a few degrees of the zenith in order to prevent errors due to refraction. A complete description of the instrument is given by Pearson. - McConnell 2007Jesse Ramsden (1735–1800) - Insley 2008 The Great Theodolites - Ramsden the optician - Roy 1790 pp135-160 The final report of the Anglo-French Survey (1784–1790). - Ramsden 1877 The dividing engines. - Owen & Pilbeam 1992, page 9 - Ramsden's three foot geodetic theodolite, 1792, Science Museum, retrieved 2020-05-07 - Mudge, Dalby & Williams 1795, pp. 445–446 Account of the Trigonometrical Survey for the years 1791–1794. - Picture of Ramsden's 18 inch theodolite - Clarke & James (1858) Principal Triangulation Section 2, page 43. - Turner 1983 Chapter 14. - Picture of Ramsden's chain - The chains were superseded by Colby's compensation bars. See Clarke & James (1858) Principal Triangulation Section 5, page 200 - Roy (1785). Measurement of the Hounslow baseline. - Macquorn Rankine, William John (1863). A Manual of Civil Engineering (2nd ed.). London: Griffin Bohn & Company. pp. 18–19 – via Internet Archive. - Pearson (1829) An introduction to Astronomy. - Clarke, Alexander Ross; James, Henry (1858). Account of the observations and calculations of the Principal Triangulation; and of the figure, dimensions and mean specific gravity of the Earth as derived therefrom. London: G.E. Eyre and W. Spottiswoode. OCLC 757179661. PLATES. An excellent summary of the report was published in the Monthly Notices of the Royal Astronomical Society.CS1 maint: postscript (link) - Insley, Jane (2008). The Tale of the Great Theodolites (PDF). FIG Working Week on Integrating the Generations. Sweden. - Maskelyne, Nevil (1785). "Concerning the Latitude and Longitude of the Royal Observatory at Greenwich; With Remarks on a Memorial of the Late M. Cassini de Thury". Philosophical Transactions of the Royal Society of London. 75: 385–480. doi:10.1098/rstl.1787.0018. S2CID 186209872. - McConnell, Anita (2007). Jesse Ramsden (1735–1800): London's leading scientific instrument maker. Aldershot: Ashgate Publishing Limited. ISBN 978-0-7546-6136-8. There is a substantial review by Richard Dunn.CS1 maint: postscript (link) - Mudge, William; Dalby, Isaac; Williams, Edward (1795). "An Account of the Trigonometrical Survey Carried on in the Years 1791, 1792, 1793, and 1794". Philosophical Transactions of the Royal Society. 84: 414–622. doi:10.1098/rstl.1795.0023. - Owen, Tim; Pilbeam, Elaine (1992). Ordnance Survey, map makers to Britain since 1791. Southampton: Ordnance Survey (HMSO). ISBN 9780319002490. OCLC 28220563. Freely available online at the Ordnance Survew, Owen and PilbeamCS1 maint: postscript (link) - Pearson, William (1829). An Introduction to Practical Astronomy: Volume 2. pp. 534–554. ISBN 9781108064064. - "Ramsden the optician". The Mirror of Literature, Amusement and Instruction. 10: 80. 1827. - Ramsden, Jesse (1877). Description of an engine for dividing mathematical instruments. London: The Commissioners of Longitude. (The plates are incomplete.)CS1 maint: postscript (link) - Roy, William (1785). "An Account of the Measurement of a Base on Hounslow-Heath". Philosophical Transactions of the Royal Society of London. 75: 385–480. doi:10.1098/rstl.1785.0024. - Roy, William (1790). "An Account of the Trigonometrical Operation, Whereby the Distance between the Meridians of the Royal Observatories of Greenwich and Paris Has Been Determined". Philosophical Transactions of the Royal Society of London. 80: 111–254. doi:10.1098/rstl.1790.0015. S2CID 186211548. - Turner, Gerard L'Estrange (1983). Nineteenth-century Scientific Instruments. University of California Press. ISBN 0520051602. Chapter 14, page 146, covers surveying instruments,CS1 maint: postscript (link) - Photograph of a section of Ramsden's chain, at Science & Society Picture Library

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Wet farming poses a promising solution for carbon sequestration as peatlands are given new life by Water Works project. Researchers at the University of Oxford find that food-Related emissions could stand in the way of Paris climate agreement goals. Groups across the globe are finding innovative ways to recover and redistribute surplus food. Changing eating habits to include more plants and less or no meat is challenging for countries where people still struggle to meet their nutritional needs. Lower carbon diets should be more ambitious to achieve food security.

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This phenomenon is better known as "elision". In formal French, only a small set of words is subject to this rule. All are function words and most of them end in the unreduced vowel schwa /ə/ (the one exception is la).1 le la ; de ; je ; me te se ; ne ; que (and composite forms of que ) The edge cases are the fixed elisions c'est, s'il, s'ils, not relevant to the following discussion. This enumeration leads to the observation that in your second example, there's only one possible site of elision: l'homme. If you're expecting homm'appelle, let me clarify. Many of the e muets that you see at the end of words like homme are never pronounced in some dialects, including Parisian, whereas they are always pronounced in other dialects — except that before another vowel they are indeed elided. So you would get /lɔmapɛl/. But these cases aren't written with an apostrophe (outside of old song lyrics, e.g. « encor' à » here). Grammar books may not treat this rule under the same heading. But what happens if we do have two of these eliding words in a row? Consider that the rule for eliding is that the reduced vowel must precede an unreduced vowel.2 Je aime ça → J'aime ça But you'll notice that none of these eliding words begins with a vowel itself. That means that there will never be chaining between them such that the rule applies twice. That is, if you have two in a row, only the second will be elided: Tu parles de le éléphant → Tu parles de l'éléphant Je me appelle Coco → Je m'appelle Coco However, in spoken French, this is often spoken fast enough that you do elide both reduced vowels: d'l'éléphant, j'm'appelle. Reduced vowels tend to be dropped at high speeds in all languages! Just keep in mind that writing it with two apostrophes is an informal stylistic choice. 1 In informal French, there are fewer restrictions on elision. For example, tu as → t'as even though /y/ is not a reduced vowel. To my knowledge, this still only happens with function words. 2 As aCOSwt noted, if the subject and verb and inverted, as in Suis-je arrivé ?, you won't write the apostrophe. The unreduced vowel will still drop in pronunciation.

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During the 2016-2017 school year, many strategies were implemented in both elementary and secondary schools to bring equity to the forefront. Experiential learning activities enable students to see themselves reflected in their own learning. These learning experiences included: Black History Month provided a culmination for students and staff in select elementary and secondary schools who worked with Natasha Henry, President of the Ontario Black History Society, to embed Canadian Black history and experiences into curriculum learning. In April 2017, Shakil Choudhury, an award-winning educator with more than 20 years experience in the field of diversity, equity and inclusion, facilitated learning for elementary and secondary staff as they embedded Asian Canadian experiences centred on Islamophobia into student curriculum. The Innovation Project for English as a Second Language (ESL) students was an initiative of the Halton District School Board’s Welcome Centre, an organization that provides initial support to newcomer families. As Halton continues to experience growth in the number of ESL students entering schools, the goal of the project was to smooth their transition into school and create a community of students of similar language and cultural backgrounds. Through the use of Google Groups and technology, newly arrived international students are linked with current students from their country of origin and virtually connected through Google Hangouts to chat in their first language. The goal of the Innovation Project is to smooth the transition for new ESL students so they can be more successful academically, more engaged in their new school and community and can more easily develop relationships with peers. To see the Innovation Project in action, watch the following video: LGBTQI2S Identities through Gay-Straight Alliances (GSAs) at school and GSA Conferences All secondary schools, and approximately 30 elementary schools, have student GSAs (or equivalents) to provide a supportive and affirming space for students who identify under the LGBTQI2S spectrum and their allies. The GSA groups were invited to attend one of three school-based GSA conferences. Conferences were planned by the secondary school GSAs to build leadership skills for senior students. Conferences included support from superintendents, teachers, keynote speakers and community partners such as Egale Canada, Positive Space Network, SAVIS and Halton Regional Police Service. These conferences provided students with an opportunity to connect with others in the Board, to be affirmed and celebrated in their identities, and to engage in chosen workshops on a variety of topics linked to diverse genders and sexualities. More than 500 students attended the three conferences. During the month of June, the Halton District School Board, as well as many schools, flew the rainbow flag to acknowledge and celebrate Pride month. Selected elementary and secondary schools were involved in a Spoken Word poetry initiative. As part of this initiative, training about anti-black racism and Islamophobia was provided to staff. Through the creation of safe spaces, students were empowered to share their narratives and bring voice to their experiences and identities. Finalists were invited to participate in the Halton District School Board’s elementary and secondary school Spoken Word Slams. Well-being teams have been established in 100% of schools in the Halton District School Board and are tasked with examining safety data to create plans that improve the sense of safety within individual schools. The data source used is the Tell Them From Me survey and the Have Your Say engagement tool. In the 2016-2017 school year, the Equity and School Programs departments collaborated to add the following equity statement to all secondary course outlines and led related learning with school staff at the April 28, 2017 Professional Development (PD) Day: All courses within Halton District School Board are taught in learning environments that promote inclusive education, and identify and eliminate discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to participate, learn, grow, and succeed. All students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they are engaged in and empowered by their learning experiences. Student leaders at Irma Coulson PS were recognized by the Harmony Movement and awarded The Social Changemakers Award. This award recognized the work of students and staff who are leading work in equity and social justice at the school including a student led “Invisible Issues” club, school-wide responses to challenging issues and a student initiated Breakfast Club. - All staff will engage in learning, and model a culture of equity and inclusion in support of student well-being. Staff within the Halton District School Board were provided with learning opportunities and resources to build awareness to sustain a culture of equity and inclusion within schools and Board workplaces. These capacity building sessions engaged targeted groups of staff in a variety of learning exercises. For example, all teaching and corporate staff, as well as other employee groups, had the opportunity to participate in a Kairos Blanket Exercise. On April 28, 2017, a “subject-specific” PD day was held for all secondary teaching staff. The day focused on equity and all child youth counsellors (CYC), social workers and student success staff participated in LGBTQI2S and gender identities training. New teachers participated in an Indigenous perspectives workshop as part of the New Teacher Induction Program (NTIP) The annual Our Voices conference deepened educator knowledge and awareness, and provided a forum to share student learning experiences across schools in response to the Truth and Reconciliation Commission Calls to Action. The Arrive & Thrive Newcomer Symposium on March 3, 2017 was designed to welcome and support the well-being of newcomer students to Halton. This event built upon the collective capacity of all staff to support students who have different experiences coming to Canada. The Board’s Instructional Program Leaders participated in a collaborative inquiry project about Culturally Relevant and Responsive Pedagogy. This learning informed work carried out at the school level with staff across all curriculum areas. Training was provided for several schools on the topic of Islamophobia and Anti-Black Racism. Administrators led a school-based book story to various schools based on Shakil Choudhury’s book Deep Diversity. Senior administrative staff participated in a year-long program of equity training, centred around Culturally Relevant and Responsive Pedagogy through Ontario Institute for Studies in Education (OISE). The Positive Learning Climate Steering Committee met throughout the 2016-2017 school year to formulate a strategy to best address students’ sense of positive learning climates at the classroom level. The Committee designed a Professional Development Framework that was presented to superintendents in November 2017. System - We will advance a culture of respect for all students, staff, families and community. The Respectful Workplace Steering Committee has been formed and will select a vendor to assist the Board in developing a Respectful Workplace Survey. Data resulting from this survey will assist in designing an effective training plan and provide baseline data on employees’ perception of the Halton District School Board as an inclusive, caring and respectful organization. More than 85 schools within the Halton District School Board organized and participated in a variety of activities throughout the 2016-2017 school year to acknowledge and celebrate Canada’s 150th anniversary. Through these events, students and staff engaged the community, celebrated diversity and encouraged creativity. They honoured Canadian music, art and literature, promoted physical activity and environmental stewardship and reflected on what it means to be Canadian. With the support of a federal grant, all staff throughout the system were able to engage in learning about Residential Schools through the Truth & Reconciliation blanket exercise simulation. School administrators and key staff were trained and provided with the requisite resources to lead this activity at their schools. This learning was further augmented through various school-based learning initiatives to help to decolonize perspectives. Together, students and staff planted the seeds of reconciliation and made a promise for a re-imagined Canada -We will use innovative approaches to student accommodation that reflect the changing needs within our communities. A process was initiated for the design of the new Milton High School. Bi-weekly meetings and consultations took place between the architectural team and staff from Facilities, School Operations and School Programs departments along with the superintendent responsible for innovation. The Board is also consulting with the municipality and public library on potential partnership opportunities. A pilot project was launched to design innovative learning environments that focus on flexible and adaptable seating. As a result, many schools have shifted from the traditional classroom set-up with desks arranged in rows. Gary Allan High School’s Oakville location is working closely with the Kerr Street Mission and is hosting Alternative Education classes at their facility this school year. As a result of the Burlington Program Accommodation Review (PAR), an exploration is underway to create a themed program for Aldershot High School.

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As anticipation continues to grow and the world awaits the beginning of the XXXII Olympics— delayed a year due to the COVID-19 Pandemic — we’d like to take this opportunity to learn more about the Olympics’ host nation, the Land of the Rising Sun … Japan. The Japanese name for Japan is Nippon or Nihon, which translates to “The sun’s origin,” which is why Japan is often referred to as the “Land of the Rising Sun.” The red circle on Japan’s flag represents the sun. Japan is made up of 6,852 islands. However, only 430 of these islands are inhabited. Japan’s “mainland” consists of four large islands: Hokkaido, Honshu, Kyushu and Shikoku. There are several islands where animals rule. The island of Aoshima, for example, only has 15 humans living on it and over a 100 cats. Ōkunoshima Island has over 900 wild rabbits living there, which tourists can visit and feed. One of Japan’s greatest tourist attractions is the island of Itsukushima, filled with friendly deer. The island is also home to several Shinto shrines; deer are sacred in the Shinto religion, believed to be the messengers of the gods. Japan is home to Mount Fuji, also called Fuji-San and Fuji no Yama. Mount Fuji is 12,388 feet tall, and is both one of Japan’s three holy mountains and a United Nations Educational, Scientific and Cultural Organization World Heritage Site. Mount Fuji is also a volcano and considered to be active, despite the last eruption being in 1707. Nearly 70% of Japan’s geography is mountains and forests. There are also 110 active volcanoes. Japan’s capital city, Tokyo, is the world’s most populated city with over 38 million people. Tokyo is the host city for the Olympics. Tokyo previously hosted the 1964 Olympic Games. Tokyo is the first Asian city to host the Olympics more than once. Japan has also hosted the Winter Olympics: the 1972 Sapporo Games and the 1998 Nagano Games. Speaking of sports — baseball is Japan’s most popular sport, with soccer coming in as a close second. However, Japan has the most Olympic medals in the event of Judo. Japan has the world’s oldest continuous monarchy, dating back to 600 B.C. It’s also the only country left in the world to have a monarch with the title of “Emperor.” The emblem for Japan’s imperial family is a chrysanthemum, which represents longevity, rejuvenation, nobility, harvests and goodwill. The imperial throne is called the “Chrysanthemum Throne.” Buddhism and Shinto are the two most common religions in Japan. The number four is unlucky in Japan, because the Japanese word for four has the same pronunciation as the word for death, though they’re written differently. If you were to enter an elevator for a Japanese building with many floors, you’ll see that there’s no floor number four; the numbers will skip from three to five. Japan’s writing system has three scripts: kanji, hiragana and katakana. All three script styles can be used in one sentence. There’s also an additional script style called Rōmaji, which is when Japanese words are written out using the Latin alphabet — the same alphabet used for the English language. Geisha are a well-known aspect of Japanese culture. Geisha translates to “art person,” and geisha are trained in various disciplines, such as music, dance, singing and tea ceremony. They are often hired to perform these art skills and act as a hostess for the rich and powerful, typically in tea houses. Geisha is one of the oldest professions in Japan. While women in kimono, white face paint and red lipstick are the iconic image of geisha, the first geisha were men. However, it soon became a female-dominated profession, and one of the best opportunities for women to support themselves. In the past, young girls from poor families would be adopted by geisha houses (called Okiya) to be trained in the profession. Some of the most wealthy women in Japan are in the geisha business. An apprentice geisha is called a maiko. However, even after they complete their apprenticeship, most of a geisha’s days are spent taking lessons to further improve their skills in the arts. To distinguish the apprentices from the professionals, maiko wear red collars, red paint on their bottom lip, a particular kimono style, and special hairstyles. In the past, maiko would begin their training as young as six; today, girls have to be in their first year of junior high school to become a maiko. Japan has 5.5 million vending machines, where one could purchase just about anything — food, drinks, toys and more. However, it’s rude to eat and walk at the same time. The Hyozaemon company recycles professional baseball players’ bats by turning them into reusable chopsticks. In 1928, the Emperor Hirohito introduced a daily 10-minute radio exercise program and it’s still running to this day. In Japan, baths aren’t for getting clean; they’re for winding down at the end of the day. Therefore, it’s important to not enter a bath while dirty. What is the best thing about summer for those who love the ocean and all of its creatures? Sinking your teeth into Shark Week. New shows, new discoveries and new techniques for the conservation of these amazing creatures.

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NASA's Dawn spacecraft captured pictures in visible and infrared wavelengths, which were combined to create this false-color view of a region in 57-mile-wide (92-kilometer-wide) Occator Crater on the dwarf planet Ceres (in the main asteroid belt between Mars and Jupiter). Here, recently exposed brine, or salty liquids, in the center of the crater were pushed up from a deep reservoir below Ceres' crust. In this view, they appear reddish. Seen here is Cerealia Facula ("facula" means bright area), a 9-mile-wide (15-kilometer-wide) region with a composition dominated by salts. The central dome, Cerealia Tholus, is about 1.9 miles (3 kilometers) across at its base and 1,100 feet (340 meters) tall. The dome is inside a central depression about 3,000 feet (900 meters) deep. Dawn's mission is managed by NASA's Jet Propulsion Laboratory, a division of Caltech, for the agency's Science Mission Directorate in Washington. Dawn is a project of the directorate's Discovery Program, managed by NASA's Marshall Space Flight Center in Huntsville, Alabama. JPL is responsible for the overall Dawn mission science. Northrop Grumman in Dulles, Virginia, designed and built the spacecraft. The German Aerospace Center, Max Planck Institute for Solar System Research, Italian Space Agency and Italian National Astrophysical Institute are international partners on the mission team. To learn more about the Dawn mission, visit: https://solarsystem.nasa.gov/missions

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What is the means of a tax deduction? Do you want to know what is a tax write off example? In simple terms, a tax cancellation is any cost you can deduct from your taxable income on your tax return. More on what is a tax write off example: Another way of expressing it is: it is an expense of money that you incur in generating income and it reduces the amount of income on which you have to pay taxes. However, it is important to keep in mind that tax cancellation is not a dollar-for-dollar reduction in your tax liability. A tax cancellation is a legitimate business cost that you can deduct from your taxable income on your tax return. There is a fine line between the costs that are deductible, and the costs are not. Cancellations and deductions: The cancellation of taxes is the deduction of taxes and two terms used interchangeably. When filing your taxes, you can choose to use a standard deduction, that is, a fixed dollar amount that reduces the income on which you pay the taxes, or deduct your deduction if there are more expenses. You have the standard deduction amount. For a person filing the declaration separately or separately, a standard deduction is $ 12,000 in 2018. For a jointly filed marriage, it is $ 24,000 and a family is $ 18,000. When you use the normal deduction, you do not need to keep records or receipts in the case of an audit, and you must do so if you are making deductions. It is worth consulting a tax professional, as it may still be beneficial to break down your deductions even if the totals are less than the standard. Cancellation of collective taxes: There is a significant amount of costs that can be considered as cancellations, but there are limits and rules for most of them. Some common tax reductions include: - Automatic costs for your business. - Business trip - Bad debts that you cannot collect. - Continuing education to improve licenses or skills - Entertainment for customers and customers. - Gifts to customers, with a deduction limit of $ 25 for each. - Mortgage interest in commercial property - Parking lots and tolls. - Website Design Before claiming any of these deductions, or any of the other possible multiple cancellations, review the IRS rules for proper use. Credits For Tax: While tax credits and tax amortizations fulfill their tax obligation, they work in two different ways. Unlike deductions, tax credits reduce tax dollars by dollars, because they are directly subtracted from a person’s tax obligation instead of taxable income. For example, if you have $ 4,000 in taxes but are entitled to a $ 2,000 tax credit, you reduce your tax liability to $ 2,000. Examples of tax credits include the tax credit for income from work and the tax credit for child care. What is tax write off and why is it a question? As a small business owner, you probably heard about the tax cancellation. He probably thought, “What is a tax cancellation?” Due to a true story, when do we learn about things like taxes? What about today? Well, you are lucky because today I am teaching you what tax depreciation is and why it belongs to you. Continue reading because you will know exactly how tax reduction affects your business, your taxes and your tax payments. You will also learn how to cancel taxes … and if not. I have taught small business owners about business finance for more than 10 years, so if you have the idea of learning about taxes, don’t worry. These taxes are similar to those of medium-sized girls in high school: they are much more intimidating than they really are. So first things first. Why should I work? So first things first. There is a cancellation, also known as tax deductions, as a full ferry for your taxes, as they reduce your tax liability. This means that they will reduce the amount of your final tax bill and what corresponds to the government. For this reason, these essential expenses are called tax deductions or deductions: you can deduct these costs from your total income, which gives you your taxable profits. That is, my friends, the amount charged. You have received your total income, which is a simple way to tell all your income. Then you have your tax deductions, which are tax deductions. Finally, your earnings will be subject to taxes, which is essentially your personal income. This equation looks like: Total income – Tax reduction = Taxable income So, you have less tax deductions, less you will pay in taxes. What is a tax write off? Now that you know why you should love and recognize tax depreciation, we will answer the question “WHAT IS A TAX RETURN?” A tax deduction is also given in the tax cancellation. The IRS defines the tax deduction as a normal cost and an essential cost for your company, indicating that it is somewhat ambiguous. Normal cost means that it is typical of your business. Some examples include advertising costs, travel, meals and supplies. Most companies will have these costs, so they are granted a normal business. I need a little harder. This is a necessary cost to operate your business. Now, different industries have different requirements. Therefore, although normal costs are practically the same in all types of businesses, the necessary costs are different. The cost of a photographer will be photographic supplies. The brushes will be in charge of a painter. The costs of shampoo and hair brushes will be essential expenses for hair styling. Basically, depending on the type of business you have, what is considered different will differ from your besties business. There is also a tax reduction that calls me split deductions. Divided deductions are costs that protect both personal expenses (except tax deductible costs) and commercial costs. With split deductions, you can only cancel the commercial part of the cost. The personal part is not deductible. You can read a lot about deductions divided here. So, not all business are tax write-offs? No, because your business costs, it does not mean that the IRS classifies it as a tax cancellation. For example, under the new tax law, customer entertainment can no longer be deducted. So, if you give your client to My Little Ponies on the ice, you can really consider it as a business cost, internally. BUT you can’t claim it as a tax deduction. Most business costs will be tax deductions. But it is important to know that not all individual costs will fall under the ordinary shadow. How will I know if I can write off? So we talk a lot about normal costs, but it can be very annoying when you want to calculate if it really is a commercial cost. Because, in reality, as self-employed workers, our personal life is inextricably linked to our business. And, of course, we don’t want to convince our taxes on our deductions or cancel things that aren’t really business costs. How to work tax write off? And examples of tax write offs Unfortunately, you can’t take anything you want to deduct from any value. There are restrictions on all deductions. Here are some examples: Health care costs: Your out-of-pocket costs must be more than 7.5 percent of your AGI before you can write them. You can also cancel any prologue that you have purchased through the Health Insurance Marketplace, under certain conditions. Charities: You can deduct 50% or less of your donations to public organizations, such as the American Heart Society, and 30% of your donations to private foundations, such as the Bill and Melinda Gates Foundation. However, if you make contributions that can show a capital gain, such as shares, you are limited to 30 percent of public organizations and 20 percent of private organizations. Earned income credit: this credit is limited to the income level. If you are married, submit an application and have three or more dependent children, you can only claim this credit if your income is less than $ 53,505 or. The maximum credit is $ 6,318. And some deductions do not require you to break them down to claim the deduction or credit. These include: Moving costs, if you move more than 50 miles to be closer to your job Education: In addition to $ 2,500 of student loan interest, you can cancel $ 4,000 in higher education expenses (tuition and fees). You may be able to claim educational credits such as Lifetime Learning or American Credit Opportunities. Educator costs: for example, a teacher who uses her own money to buy construction paper and markers for her classroom can deduct these costs (a maximum of $ 250 or $ 500 if both spouses are eligible educators). Traditional IRA contributions, up to a maximum of $ 5,500. Penalties for retirement: if you withdraw from your IRA before the age of 59 and a half, your withdrawal can be taxed with a 10 percent tax. Self-employment credits: You can deduct half of your self-employment tax, health insurance premiums and contributions to some retirement plans, such as Wheels IRAs, SIMPLEs or SEP. You can also claim deductions from the home office, such as a percentage of rent, electricity and telephone service, if these costs are related to the business. Child tax credit: You may be able to reduce the tax cancellation to you to $ 1,000 for each child under 17 years of age. Child care and credit for dependents: This applies to all children (under 13 years old) or to a spouse or other person living with you who has a physical or mental disability, who was paid by someone to take care of her.

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The Importance of Diet in Maintaining Hormone Balance Hormones perform countless essential tasks in your body—they regulate your immune system, help you digest and extract nutrients from food, regulate your mood, and keep your energy levels high and your libido strong. Maintaining adequate hormone levels is critical, not only for your long-term health, but also for your day-to-day functioning. Hormonal imbalances and deficiencies can quickly cascade into a multitude of problematic symptoms and even major health issues. And when it comes to keeping your hormones in balance, what you eat can make all the difference. Certain foods stimulate the production of certain hormones, while other foods inhibit production. Healthy, organic fats and proteins can help to naturally increase your levels of DHEA and progesterone while green leafy vegetables, nuts, seeds, fish, and beans can help to elevate magnesium levels, which can increase the production of sex hormone levels, including testosterone. Many fat-soluble vitamins also tend to have positive effects on sex hormones levels. On the other hand, a diet high in sugars and processed grains decreases the productivity of some of your body’s most important hormones while soy, factory-farmed meats, and even licorice can all disrupt your hormone balance through their estrogenic properties. An unbalanced or endocrine-disrupting diet can be a contributing factor in hormonal fluctuations leading to low testosterone, estrogen dominance, or progesterone deficiencies. No matter the cause, these hormonal imbalances can cause a multitude of health issues. If you suspect you are living with a hormonal imbalance due to symptoms such as weight gain, fatigue, and sleepless nights, you should make an effort to bring yourself back into balance as soon as possible in order to restore your body to a healthy equilibrium. Tailoring a Plan for Success So how do you manage the complex and confusing task of balancing your diet and hormone health? Researchers are realizing that how your body reacts to food is a very individual process, which means that one of the best ways to reevaluate your current eating habits is to speak with an expert who can assist you in attaining your overall wellness goals. A study published in the November 2015 issue of the journal Cell that followed 800 people between the ages of 18 and 70 found that participants’ blood sugar levels varied widely in response to identical foods, suggesting that a one-size-fits-all diet is hardly the most successful approach to diet. The study further found that a diet that was personalized to the individual was much more successful in lowering blood sugar levels and thus decreasing the risk of diabetes, obesity, hypertension, and cardiovascular disease. The experts of the BodyLogicMD network specialize in bioidentical hormone replacement therapy and custom-creating diet and nutrition plans for each and every patient. They can help you identify food sensitivities, assist you in achieving blood sugar balance, and monitor your hormone levels to ensure proper balance. Get started on a tailored diet and nutrition plan that fits your physiology, lifestyle, and health goals by contacting a physician within the BodyLogicMD network today.

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Released by John Lennon in 1971, “Imagine” is a timeless—and 46 years later a hauntingly timely—song of peace and tolerance that has been performed by hundreds of musicians across the world. The lyrics to this iconic song will appear in picture-book format for the first time on September 21, the annual International Day of Peace, when Clarion publishes Imagine in partnership with Amnesty International. The book features a foreword by Yoko Ono Lennon and illustrations by Jean Jullien. In boldly colored mixed-media art, the French graphic illustrator follows the journey of a pigeon spreading a message of friendship and hope to birds on land and sea. Clarion has announced a 250,000-copy first printing for Imagine, which will be published in 15 languages and 20 territories this year, the majority in September. Frances Lincoln Children’s Books in the U.K. is the originating publisher of Imagine, said Clarion senior editor Lynne Polvino, noting that Clarion has had a strong relationship with that publishing house. “In fact,” she recalled, “in May of 2016, I was celebrating the success of a Frances Lincoln/Clarion co-venture, The Bear and the Piano by David Litchfield, with Frances Lincoln’s associate publisher—then editorial director—Jenny Broom over lunch in New York when she mentioned Imagine.” Broom told Polvino that earlier in 2016, her team had been discussing song lyrics as possible picture book texts. Frances Lincoln had earlier published two picture books in partnership with Amnesty International, We Are All Born Free: The Universal Declaration of Human Rights in Pictures and Dreams of Freedom. When Broom proposed a book version of “Imagine” to Nicky Parker, publisher at Amnesty U.K., she responded favorably to the idea, knowing that Yoko Ono Lennon was a longtime supporter of Amnesty, and that they could approach her with the idea. Polvino in turn instantly warmed to the book project. “I knew immediately that Imagine would be perfect for the Clarion list,” she recalled. “Clarion has a long, proud history of publishing socially conscious books with themes of music, peace, and social justice. I initially saw nothing beyond a very early version of the jacket, but I began putting together acquisition plans. The book eventually went to a highly competitive auction with several U.S. houses bidding.” The editor feels a personal connection to Imagine on multiple levels. “I grew up loving the music of John Lennon, Yoko Ono, and the Beatles—thanks to my activist, music-professor mother,” Polvino said. “And I’ve been a supporter of Amnesty International ever since I was in high school, when I first participated in letter-writing campaigns organized by the Amnesty International student group at the state university in my town. I’ve been a card-carrying member since 2003. Yoko Ono and I even attended the same college—Sarah Lawrence—though not at the same time!” Partnering for a Purpose Eric Ferrero, Amnesty International U.S.A.’s deputy executive director of public affairs, echoes Polvino’s enthusiasm for Imagine’s message and its impact on those being denied their human rights, especially since a portion of the proceeds from the book will be donated to Amnesty International. “This special project reflects everything Amnesty International stands for and everything our seven million members and supporters around the world work for every day,” he said of Imagine. “In addition to helping generations of people understand human rights more deeply and personally, this book will directly help protect human rights around the world. Currently, we’re focused on addressing the unprecedented refugee crisis and defending people who face harassment, prison, or death because they advocate for human rights. Imagine will help more people understand why our work is so important—and will make it possible for us to help even more people.” Noting that his organization and Clarion “are a great fit” for partnering on the book, given their respective missions to “raise awareness about important issues and to connect people with the world around them,” Ferrero described the publisher as a “valuable part of what we call our ‘Famnesty,’ ” of which Yoko Ono Lennon is a longtime member. “Yoko has worked with us, literally for decades, to raise consciousness of human rights in so many ways, including granting permission to use John Lennon’s music and becoming personally involved in our various campaigns and fundraising efforts,” Ferrero explained. “And now, with this picture book that makes human rights so clear and simple and relevant to everyone, she is helping to pass the message of ‘Imagine’ on to a new generation.” Amnesty International will spread word of Imagine on its website and will promote the book on its social media channels, which encompass more than three million Twitter followers and close to one million Facebook fans in the U.S. alone. And on August 14, an Imagine website, launched in nine countries and five languages. Visitors can use the site to submit their own messages of peace, read those from others around the world, and share messages on their own social media platforms. Polvino pointed out the propitious timing of Imagine’s release—in this country and across the globe. “I acquired this book about a week before the 2016 presidential election, when a Trump presidency seemed unfathomable to me,” Polvino said. “But even pre-Trump, Imagine’s message was relevant, and the work of groups like Amnesty that fight against intolerance was important and needed. Now that those with hateful, divisive beliefs have been given a bigger, more visible platform, Imagine’s message is even more urgent.” Like the song that inspired it, Polvino added, “Imagine invites readers to imagine a world at peace. It is hopeful, and we really need that kind of hope now, as we work toward a kinder, more just world. As Yoko Ono says in her foreword, ‘Every small, good thing that we do can help change the world for the better.’ ” Imagine by John Lennon, illus. by Jean Jullien, foreword by Yoko Ono Lennon. Clarion, $17.99 Sept. ISBN 978-1-328-80865-3

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Since the 1950s homes in New Zealand have been getting bigger and bigger. In 1976 the average new house in New Zealand was 121 square meters, in 1996 it was 175 square metres and in 2006 209 square meters. Now houses are about 220 square metres. Back in the 1950s we made do with 110 square metres. These expanding houses often have the same number of bedrooms as did the 1950s version. A researcher at Otago University's department of Public Health, Helen Viggers, has been looking at the impacts these large houses are having on us; the cost of housing, lighting, heating and cooling them. She says people seem to like the idea of more interior space and developers like to build big too. “It seems like a good idea to have a bigger house and when we sell our houses we advertise them by the square meter in Britain they advertise the number of rooms.” But at what cost? Despite insulation standards improving since the mid-seventies we are still using the same amount of energy to heat our houses as we did then. “It [energy use] has been constant, we haven’t managed to improve that at all and I find that really sad that the increasing size of our houses has cancelled out the benefits of insulation.” And we’re not designing these bigger houses very well either, she says. “They’ve become long and skinny, rather than square, so that enough day light gets in. But all of this means you get a greater heat loss area. I don’t deny the prettiness, but they’re not very efficient.” Outer suburbs, where large houses that fill almost entire sections are more common, could become future ghettos, Viggers says. “I’m wondering whether these large spread out sub-divisions are going to become effectively a ghetto of the future because of the energy to heat them, the price of petrol is only likely to increase and it will cost more money proportionally for people to go to work or go to other places. There aren’t always wonderful services in those communities.” New Zealand lacks examples of good quality high and medium density housing for people to aspire to, she says. And the price-per-square-metre model keeps driving bigger homes. “We can say that people who build think it’s a good idea [to build big houses] whether or not the people who buy them think it’s a good idea is something else. Developers want to make money and are risk averse they know if they build a larger house people will pay more money for it.’ She says Housing New Zealand could have a role bringing good design to the fore. “State housing could have a role in building aspirational medium and high density housing, this can be done and this is how it is done, 1950s state housing was aspirational to some degree. “ Despite out houses getting bigger, build quality and design is frequently poor. “We need to design houses that can cope with our damp climate, houses that can stay warm and be well ventilated. If we could aspire to that, rather than bigger houses it would be a step in the right direction.”

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BSL Sign Language Dictionary Search and compare thousands of words and phrases in British Sign Language (BSL). The largest collection online. How to sign: mechanical device consisting of a toothed wheel or rack engaged with a pawl that permits it to move in only one direction Similiar / Same: ratchet, ratch Categories: mechanical device Sign not right? Or know a different sign? Upload your sign now.

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One does not normally see 2000 lb. statues in marble and bronze playing musical chairs. But that’s what has been happening at the Natural History Museum in London, with Charles Darwin and his main adversary as the only players. The museum was designed in the Victorian era as “a temple to nature,” and it feels like a cathedral. There’s a main hall that looks a lot like a nave, and at the far end, there’s a statue on a stairway landing below a stained glass window, in a position that might otherwise be occupied by Jesus Christ. For 90 years, until this past May, a bronze image of Richard Owen, the great nineteenth-century anatomist who founded the museum, stood in this place of honor. Owen is remembered nowadays mainly for having coined the term dinosaur (meaning “terrible lizard”), but he also wrote important papers on animals from the moa and the pearly nautilus to the ground sloth. When Charles Darwin returned from his round-the-world travels on H.M.S. Beagle, he handed over the sloth and other fossils for Owen to analyze. But the two men later fell out over Darwin’s evolutionary theories. Owen was a social climber and a schemer. If T. H. Huxley was "Darwin's bulldog," then Owen was the snarling lapdog of the establishment opposition. And he waged a long losing battle against the Darwinian revolution. Darwin, who seldom had an unkind word for anyone, once remarked, “The Londoners say he is mad with envy because my book is so talked about. It is painful to be hated in the intense degree with which Owen hates me." Owen soon had further grounds for stoking his hatred: Shortly after Darwin died in 1882, the nation honored the founder of evolutionary theory by putting his marble statue on the landing in Owen’s own cathedral, the Natural History Museum. Owen had to live with this slight until his own death in 1892. Then in 1927, some lingering Owen loyalist managed to get Darwin booted out and Owen moved in. And that’s how it was until May of this year: Owen presiding in the main hall, while Darwin sat in a secondary room, beyond the main entrance hall, amid the noisy children eating lunch at the Waterhouse Cafe. (Huxley’s statue was there, too, and he looked as if he wanted to be out biting someone's ankle). But 2009 is the 200th anniversary of Darwin’s birth and the 150th anniversary of the publication of On The Origin of Species. So in May, the museum plucked Owen off his pedestal, and put Darwin in his place. The statue swap took three days. Click play on the screen below to watch a time-lapse video of this historic event. No word yet on where the statue of Huxley will go. But it might be a good idea to put him someplace where he can keep a close eye on Richard Owen. Return to "Heart of Darwin" in the September 2008 Atlantic. We want to hear what you think about this article. Submit a letter to the editor or write to firstname.lastname@example.org.

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Fielding in the sport of cricket is the action of fielders in collecting the ball after it is struck by the batsman, to limit the number of runs that the batsman scores and/or to get the batsman out by catching the ball in flight or by running the batsman out. There are a number of recognised fielding positions, and they can be categorised into the offside and leg side of the field. A fielder or fieldsman may field the ball with any part of his body. However, if while the ball is in play he wilfully fields it otherwise (e.g. by using his hat), the ball becomes dead and five penalty runs are awarded to the batting side, unless the ball previously struck a batsman not attempting to hit or avoid the ball. Most of the rules covering fielders are in Law 28 of the Laws of cricket. Fake fielding is the action caused by a fielder when he makes movements of some of his body parts as if he is fielding only to confuse batsmen into making mistakes. It is now a punishable offence under the new ICC rules. Fielding position names and locations There are 11 players in a team: one is the bowler and another is the wicket-keeper, so only nine other fielding positions can be occupied at any time. Where fielders are positioned is a tactical decision made by the captain of the fielding team. The captain (usually in consultation with the bowler and sometimes other members of the team) may move players between fielding positions at any time except when a bowler is in the act of bowling to a batsman. There are a number of named basic fielding positions, some of which are employed very commonly and others that are used less often. However, these positions are neither fixed nor precisely defined, and fielders can be placed in positions that differ from the basic positions. The nomenclature of the positions is somewhat esoteric, but roughly follows a system of polar coordinates – one word (leg, cover, mid-wicket) specifies the angle from the batsman, and is sometimes preceded by an adjective describing the distance from the batsman (silly, short, deep or long). Words such as "backward", "forward", or "square" can further indicate the angle. The image shows the location of most of the named fielding positions based on a right-handed batsman. The area to the left of a right-handed batsman (from the batsman's point of view – facing the bowler) is called the leg side or on side, while that to the right is the off side. If the batsman is left-handed, the leg and off sides are reversed and the fielding positions are a mirror image of those shown. Some fielding positions are used offensively. That is, players are put there with the main aim being to catch out the batsman rather than to stop or slow down the scoring of runs. These positions include Slip (often there are multiple slips next to each other, designated First slip, Second slip, Third slip, etc., numbered outwards from the wicket-keeper – collectively known as the slip cordon) meant to catch balls that just edge off the bat; Gully; Fly slip; Leg slip; Leg gully; the short and silly positions. Short leg, also known as bat pad, is a position specifically intended to catch balls that unintentionally strike the bat and leg pad, and thus end up only a metre or two to the leg side. - Long stop, who stands behind the wicket-keeper towards the boundary (usually when a wicket-keeper is believed to be inept; the position is almost never seen in professional cricket). This position is sometimes euphemistically referred to as very fine leg. - Sweeper, an alternative name for deep cover, deep extra cover or deep midwicket (that is, near the boundary on the off side or the on side), usually defensive and intended to prevent a four being scored. - Cow corner, an informal jocular term for the position on the boundary between deep midwicket and long on. - on the 45. A position on the leg side 45° behind square, defending the single. An alternative description for backward short leg or short fine leg. Also the bowler, after delivering the ball, must avoid running on the pitch so usually ends up fielding near silly mid on or silly mid off, but somewhat closer to the pitch. - Saving one or On the single - As close as the fielder needs to be to prevent the batsmen from running a quick single, normally about 15–20 yards (14–18 m) from the wicket. - Saving two - As close as the fielder needs to be to prevent the batsmen from running two runs, normally about 50–60 yards (46–55 m) from the wicket. - Right on - Literally, right on the boundary. - Deep, long - Farther away from the batsman. - Closer to the batsman. - Very close to the batsman, so-called because of the perceived danger of doing so. - Somewhere along an imaginary extension of the popping crease. - Closer to an extension of an imaginary line along the middle of the pitch bisecting the stumps, when describing a fielder behind square. - Closer to an extension of an imaginary line along the middle of the pitch bisecting the stumps, when describing a fielder in front of square. - Further from an extension of an imaginary line along the middle of the pitch bisecting the stumps. - In front of square; further towards the end occupied by the bowler and further away from the end occupied by the batsman on strike. - Behind square; further towards the end occupied by the batsman on strike and further away from the end occupied by the bowler. Additionally, commentators or spectators discussing the details of field placement will often use the terms for descriptive phrases such as "gully is a bit wider than normal" (meaning he is more to the side than normal) or "mid off is standing too deep, he should come in shorter" (meaning he is too far away and should be positioned closer to the batsman). Restrictions on field placement Fielders may be placed anywhere on the field, subject to the following rules. At the time the ball is bowled: - No fielder may be standing on or with any part of his body over the pitch (the central strip of the playing area between the wickets). If his body casts a shadow over the pitch, the shadow must not move until after the batsman has played (or had the opportunity to play) at the ball. - There may be no more than two fielders, other than the wicket-keeper, standing in the quadrant of the field behind square leg. See Bodyline for details on one reason this rule exists. - In some one-day matches: - During designated overs of an innings (see Powerplay), there may be no more than two fielders standing outside an oval line marked on the field, being semicircles centred on the middle stump of each wicket of radius 30 yards (27 m), joined by straight lines parallel to the pitch. This is known as the fielding circle. - For overs no. 11–40 (powerplay 2), no more than four fielders should be outside the 30-yard circle. - For overs no. 41–50 (powerplay 3) maximum of five fielders are allowed to be outside the 30-yard circle. - The restriction for one-day cricket is designed to prevent the fielding team from setting extremely defensive fields and concentrating solely on preventing the batting team from scoring runs. If any of these rules is violated, an umpire will call the delivery a no-ball. Additionally a player may not make any significant movement after the ball comes into play and before the ball reaches the striker. If this happens, an umpire will call and signal 'dead ball'. For close fielders, anything other than minor adjustments to stance or position in relation to the striker is significant. In the outfield, fielders may move in towards the striker or striker's wicket; indeed, they usually do. However, anything other than slight movement off line or away from the striker is to be considered significant. Tactics of field placement With only nine fielders (apart from the bowler and wicket-keeper), the captain of the fielding team must decide which fielding positions to cover, and which to leave vacant. The placement of fielders is one of the major tactical considerations for the fielding captain. Attacking and defending The main decision for a fielding captain is to strike a balance between setting an attacking field and a defensive field. An attacking field is one in which fielders are positioned in such a way that they are likely to take catches, and thus likely to get the batsman out. Such a field generally involves having many fielders close to the batsman, especially multiple slips (in what is termed a cordon) and a gully: common positions for catching mis-hit shots. A defensive field is one in which most of the field is covered by a fielder; the batsman will therefore find it hard to score large numbers of runs. This generally involves having many fielders far from the batsman and in front of him, in the positions where he is most likely to hit the ball. Many elements govern the decisions on field placements, including: the tactical situation in the match; which bowler is bowling; how long the batsman has been in; the wear on the ball; the state of the wicket; the light; or even how close you are to an interval in play. Some general principles: - … new batsmen - Lack of familiarity means a batsman early in his innings is more likely to make a miscalculated or rash shot, so it pays to have catching fielders ready. - … with the new ball - Fast bowlers get the most swing and bounce with a newer ball, factors that make it harder to bat without making an error. - … when returning from a break in play - Batsmen must settle into a batting rhythm again when resuming play after a break (new session, bad weather, injury etc.). While doing so, they are more likely to make mistakes. - … with quality bowlers - A team's best bowlers tend to deliver the most difficult balls to hit, so they get the most benefit from the support of an attacking field. - … when the pitch helps the bowler - A moist pitch helps fast bowlers get unpredictable seam-movement of the ball, while a dry, crumbling pitch helps spin bowlers get unpredictable spin and damp, overcast conditions help swing bowlers. All three situations can lead to catches flying to close attacking fielders. - … when the batting team is under pressure - If the batting team is doing poorly or has low morale, increase the pressure by attacking with the field. - … when the batting side are playing for a draw - when a team is a long way behind in a first-class game and there is not much time left to play, it becomes more important to bowl out the side and finish the game than to control runs. - … when batsmen are settled in - It is difficult to get batsmen out when they have been batting for a long time and are comfortable with the bowling. The best tactic is often to defend and force the run scoring rate to slow down, which can frustrate the batsman into playing a rash shot. - … when the batting team needs to score runs quickly - In situations where the batting team must score quickly in order to win or press an advantage (e.g. the "death overs" at the end of a limited-over innings), slowing down the scoring becomes more important than trying to dismiss the batsmen. - … when the batting team is scoring quickly - If the batsmen are managing to score runs quickly, it is unlikely they are offering many chances to get them out, so reduce the run scoring rate. - … when the ball and pitch offer no help to the bowlers - If there is no movement of the ball and the batsmen can hit it comfortably every time, there is little point in having lots of close catching fielders. - … when using weak bowlers - If a relatively poor bowler must bowl for any reason, the best tactic is often to limit the potential damage by containing the free scoring of runs. Off- and leg-side fields Another consideration when setting a field is how many fielders to have on each side of the pitch. With nine fielders to place, the division must necessarily be unequal, but the degree of inequality varies. When describing a field setting, the numbers of fielders on the off side and leg side are often abbreviated into a shortened form, with the off side number quoted first. For example, a 5–4 field means 5 fielders on the off side and 4 on the leg side. Usually, most fielders are placed on the off side. This is because most bowlers tend to concentrate the line of their deliveries on or outside the off stump, so most shots are hit into the off side. When attacking, there may be 3 or 4 slips and 1 or 2 gullies, potentially using up to six fielders in that region alone. This would typically be accompanied by a mid off, mid on, and fine leg, making it a 7–2 field. Although there are only two fielders on the leg side, they should get relatively little work as long as the bowlers maintain a line outside off stump. This type of field leaves large gaps in front of the wicket, and is used to entice the batsmen to attack there, with the hope that they make a misjudgment and edge the ball to the catchers waiting behind them. As fields get progressively more defensive, fielders will move out of the slip and gully area to cover more of the field, leading to 6–3 and 5–4 fields. If a bowler, usually a leg spin bowler, decides to attack the batsman's legs in an attempt to force a stumping, bowl him behind his legs, or induce a catch on the leg side, the field may stack 4–5 towards the leg side. It is unusual to see more than 5 fielders on the leg side, because of the restriction that there must be no more than two fielders placed behind square leg. Sometimes a spinner will bowl leg theory and have seven fielders on the leg side, and will bowl significantly wide of the leg stump to prevent scoring. Often the ball is so wide that the batsman cannot hit the ball straight of mid-on while standing still, and cannot hit to the off side unless they try unorthodox and risky shots such as a reverse sweep or pull, or switch their handedness. The batsman can back away to the leg side to hit through the off side, but can expose their stumps in doing so. The reverse tactic can be used, by fast and slow bowlers alike, by placing seven or eight fielders on the off side and bowling far outside off stump. The batsman can safely allow the ball to pass without fear of it hitting the stumps, but will not score. If they want to score they will have to try and risk an edge to a wide ball and hit through the packed off side, or trying and drag the ball from far outside the stumps to the sparsely-populated leg side. Another attacking placement on the leg side is the leg side trap, which involves placing fielders near the boundary at deep square and backward square leg and bowling bouncers to try to induce the batsman to hook the ball into the air. For slower bowlers, the leg trap fieldsmen tend to be placed within 10–15 m from the bat behind square, to catch leg glances and sweeps. No member of the fielding side other than the wicket-keeper may wear gloves or external leg guards, though fielders (in particular players fielding near to the bat) may also wear shin protectors, groin protectors ('boxes') and chest protectors beneath their clothing. Apart from the wicket-keeper, protection for the hand or fingers may be worn only with the consent of the umpires. Fielders are permitted to wear a helmet and face guard. This is usually employed in a position such as silly point or silly mid-wicket, where proximity to the batsman gives little time to avoid a shot directly at their head. If the helmet is only being used for overs from one end, it will be placed behind the wicketkeeper when not in use. Some grounds have purpose-built temporary storage in the form of a cavity beneath the pitch, approximately 1 m × 1 m × 1 m (3 ft 3 in × 3 ft 3 in × 3 ft 3 in) in size, accessed through a hatch flush with the grass, which can be used for storing a helmet, shin pads or drinks for the fielding side. 5 penalty runs are awarded to the batting side should the ball touch a fielder's headgear whilst it is not being worn unless the ball previously struck a batsman not attempting to hit or avoid the ball. This rule was introduced in the 19th century to prevent the unfair practice of a fielder using a hat (often a top hat) to take a catch. As cricket balls are hard and can travel at high speeds off the bat, protective equipment is recommended to prevent injury. There have been a few recorded deaths in cricket, but they are extremely rare, and not always related to fielding. Fielding in cricket requires a range of skills. Close catchers require the ability to be able to take quick reaction catches with a high degree of consistency. This can require considerable efforts of concentration as a catcher may only be required to take one catch in an entire game, but his success in taking that catch may have a considerable effect on the outcome of the match. Infielders field between 20 and 40 yards away from the batsman. The ball will often be hit at them extremely hard, and they require excellent athleticism as well as courage in stopping it from passing them. Infield catches range from simple, slow moving chances known as "dollies" to hard hit balls that require a spectacular diving catch. Finally, infielders are the main source of run outs in a game of cricket, and their ability to get to the ball quickly, throw it straight and hard and make a direct hit on the stumps is an important skill. Outfielders field furthest from the bat, typically right on the boundary edge. Their main role is to prevent the ball from going over the boundary and scoring four or six runs. They need good footspeed to be able to get around the field quickly, and a strong arm to be able to make the 50–80-yard throw. Outfielders also often have to catch high hit balls that go over the infield. Many cricketers are particularly adept in one fielding position and will usually be found there: - Slips and bat pad require fast reactions, an ability to anticipate the trajectory of the ball as soon as it takes the edge, and intense concentration. Most top slip fielders tend to be top-order batsmen, as these are both skills that require excellent hand–eye coordination. Wicket-keepers and Bat-pad tend to be amongst the shortest players of the team. - Pace bowlers will often be found fielding in the third man, fine leg and deep backward square positions during the overs between those they are bowling. These positions mean that they are at the correct end for their bowling over. They should see relatively little fielding action with plenty of time to react, allowing them to rest between overs. They also usually have an ability to throw the ball long distances accurately. - Players noted for their agility, acceleration, ground diving and throwing accuracy will often field in the infield positions such as point, cover and mid-wicket. However, players are rarely selected purely because of their fielding skills, and all players are expected to win their place in the team as either a specialist batsman or bowler (or both). This even applies to wicket keepers, who are generally expected to be competent middle-order batsmen, where more than one wicketkeeper can be selected to play as an on-field substitution. Some wicketkeepers may also be called on to bowl. Throwing a cricket ball There have been many competitions for throwing a cricket ball the furthest distance, particularly in the earlier years of the game. Wisden describes how the record was set around 1882, by one Robert Percival at Durham Sands Racecourse, at 140 yards and two feet (128.7 m). Former Essex all-rounder Ian Pont threw a ball 138 yards (126.19 m) in Cape Town in 1981. There are unconfirmed reports that Jānis Lūsis, the non-cricketer Soviet javelin thrower, who won the Olympic gold medal in 1968, once threw a ball 150 yards. Specialist fielding coaches The use of specialist fielding coaches has become more prevalent in recent years, following the trend of specialist batting & bowling coaches within professional cricket. - Bluffer's Guide to Cricket Archived 23 July 2008 at the Wayback Machine - 'silly, adj., n., and adv' (definition 5d), Oxford English Dictionary - "Law 28 – The fielder". MCC. Retrieved 29 September 2017. - On February 20, 1998, Raman Lamba fielding at forward short-leg without a helmet on, was struck on the forehead. - On November 25, 2014, Phil Hughes batting with a helmet on, suffered a blow to the back of the neck. - Wisden 2012, p. 1383.

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Whistling wormholes discovered in the Caribbean Scientists have discovered the Caribbean Sea works like a whistle. This finding will enable scientists to predict some sea level changes many months in advance, and may be an important factor in regulating how the Gulf Stream varies. This research has found the Caribbean Current flow is unstable, which causes it to shed eddies, or swirling currents of water hundreds of kilometers in diameter. This is similar to the way in which a jet of air sheds eddies when it hits the lip of a whistle.

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On the 16 – 18 March 2021 was held online the Global Learning Event “People and Planet: Gender, Environment and Climate “. By moving from business as usual to actually making a difference, the global learning event served to facilitate new innovative local, regional and global partnerships, and to enable the mobilisation and collective action for a more sustainable planet. The event facilitated global, cross regional and regional dialogue and shared experiences e.g. on why a gender analysis is imperative to understand the consequences of environmental degradation, loss of biodiversity and climate change. Climate Change & Gender equality Climate Change affects all of us but in different ways. Gender equality as a lens for climate and environmental work ensures women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life. Women carry significant knowledge about preserving biodiversity and natural resource management and are as such important agents of change. The event was organized by Sida Partnership Forum in collaboration with UN Women, UNEP, the Swedish Dialogue Institute for the Middle East and North Africa, and Stockholm Environment Institute. Maria Basova, CCB’s Program Manager attended the event. Maria Suma, the gender consultant at CCB’s Programme “Creating and sustaining positive change in key thematic areas related to water – strengthening the role of NGOs in Belarus and Russia”, presented CCB’s experience in addressing the gender and environmental issues together at the session “Digging deeper: Ecological masculinities and practical action”. List of the Speakers. Presentation of the session “Digging deeper: Ecological masculinities and practical action”. The participants list is not available for this event.

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Economic incentives for conservationa study of carbon values in the buffer zones of the Tasek Bera Ramsar site, Malaysia - 43 Pages - 1.91 MB - 1573 Downloads WWF Malaysia , Petaling Jaya, Selangor D.E., Malaysia Sustainable forestry -- Mala |Other titles||Study of carbon values in the buffer zones of the Tasek Bera Ramsar site| |Statement||by Grace Wong.| |Series||A WWF-Malaysia discussion paper| |LC Classifications||SD235.M37 W66 2000| |The Physical Object| |Pagination||vi, 43 p. :| |LC Control Number||00367905| 565 Pages4.33 MB2273 DownloadsFormat: FB2 The implications of the Gulf Crisis for South Asia 222 Pages3.43 MB2574 DownloadsFormat: FB2 Two winters and three summers 767 Pages3.67 MB2966 DownloadsFormat: FB2 526 Pages1.64 MB1152 DownloadsFormat: FB2 guide to the study of woodworking 616 Pages1.33 MB5221 DownloadsFormat: FB2 Buy Economic Incentives for Energy Conservation (A Wiley-Interscience Publication) on FREE SHIPPING on qualified orders Economic Incentives for Energy Conservation (A Wiley-Interscience Publication): Peter N. 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Book: Economic Incentives for Marine and Coastal Conservation: Prospects, Challenges, and Implications Edited by Essam Yassin Mohammed,Routledge, London. The book is available at for US $ In some circumstances, it threatens the conservation of nature and in other cases, it provides economic incentives that foster the conservation of biodiversity. This article shows how global Author: Clement Allan Tisdell. The objective of this book is to review and to analyze the economics of conservation programs in theory and in practice. Demand side management (DSM) is one of the most topical issues in regulating electric utilities, both in the United States and internationally. DSM consists of various measures at the level of demand (households, commerce, industry, others), which are at least partially. 6 | Incentives for Biodiversity Conservation One immediate need is to decrease the public and private sector costs of accessing and implementing incentive programs. One-stop shop-ping that offers landowners a clear picture of the full range of options, incentives, permit requirements, funding sources and other informa-File Size: 1MB. The government essentially has three categories of economic instruments available to it: (1) common values and norms (threats or moral suasion in economic terms), (2) command and control, and (3) market incentives, which are also referred to as economic incentives (EIs).Cited by: PDF | On Jan 1,E.H. Bulte and others published Economic Incentives and Wildlife Conservation [online] | Find, read and cite all the research you need on ResearchGate. Additional Physical Format: Online version: Nemetz, Peter N., Economic incentives for energy conservation. New York: Wiley, © (OCoLC) Book: Economic Incentives for Marine and Coastal Conservation: Prospects, Challenges, and Implications. Edited by Essam Yassin Mohammed,Routledge, London. The book is available at for US $ Review by Tundi Agardy, MPA News contributing editor. 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The Influence of Economic Incentives o n Damar and Gaharu Harvesting 53 Introduction 53 Indicators of damar conservation 53 Indicators of gaharu conservation 54 Causal pathways: linkage of economic benefits to conservation 54 Explanatory value of economic incentiv es for damar conservation in Krui conservation through this kind of economic incentive is determining what the value of preserved land is, and then subsequently, who should pay for it.9 Stephen Small in his new book “The Business of Open Space: What’s Next” posits that the future of land conservation may require that landowners disaggregate their bundle of rights and sell not. Incentives for Growth Experience incentives designed specifically with your business in mind. Download Economic incentives for conservation FB2 Lower operating costs reduce capital outlay and minimize risk: we know what it takes to earn your business. In Tennessee, we're fostering economic growth with flexible incentives Missing: conservation book. 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Ecotourism helps in involving local community for the conservation of the ecology and biodiversity of the area that biodiversity in return provides the economic incentives to the local by: negative impacts of economic incentives provided by the international community, and what can be done to overcome them 53 conclusions 55 4. the use of economic incentives to promote conservation of biological resources at the community level introduction 57 the use of economic incentives at the community level 58 direct incentives to promote. Incentive mechanisms are increasingly being tried out in developing countries to address the conservation of biodiversity and provision of ecosystem services – that is services that ecosystems provide. Examples of incentives include: payments for environmental service schemes. Economic Incentives for Marine and Coastal Conservation by Essam Yassin Mohammed,available at Book Depository with free delivery worldwide. 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Economic incentives have increasingly gained prominence in environmental policy as a means to promote biodiversity and ecosystem services conservation 1 (Vatn,Pirard,WBCSD, ).While these developments are often regarded as an impetus for biodiversity conservation and an opportunity for “mainstreaming biodiversity” (), critics have started to voice Cited by: General Aspects of Economic Incentives for the Recovery and Conservation of Vegetation Cover in Colombia To promote reforestation of degraded zones and ease the pressure on tropical forests caused by the demand for wood, two types of economic incentives have been implemented in the country: The Forest Incentive Certificate – CIF.Taxes and incentives for renewable energy | 3. Industry trends. Over the long term, the energy industry. in general and renewables in particular will see steady growth. Between now andresearch and analysis suggests that: 1 • Global electricity demand will increase by over 70 percent. • Overall energy demand will rise by over 30 File Size: 2MB. 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At what age do babies start playing? Between 3 and 4 months, most infants can squeal with delight and laugh out loud. Babies will start to open and shut their fists, opening up new possibilities. They can hold a rattle placed in their hands. At what age do babies become more interactive? Between 1-3 months of age, babies begin the transformation from being a totally dependent newborn to becoming an active and responsive infant. Many of the newborn reflexes are lost by this age. At this age, a baby’s vision changes dramatically; he becomes more aware and interested in his/her surroundings. When should you start tummy time? When To Start Tummy Time With Baby The American Academy of Pediatrics says parents can start tummy time as early as their first day home from the hospital. Start practicing tummy time 2-3 times each day for about 3-5 minutes each time, and gradually increase tummy time as baby gets stronger and more comfortable. At what age do babies laugh? Laughing may occur as early as 12 weeks of age and increase in frequency and intensity in the first year. At around 5 months, babies may laugh and enjoy making others laugh. When should babies respond to their name? While your baby may recognize their name as early as 4 to 6 months, saying their name and the names of others may take until somewhere between 18 months and 24 months. Your baby saying their full name at your request is a milestone they’ll likely reach between 2 and 3 years old. How early can you tell if a baby has autism? Although autism is hard to diagnose before 24 months, symptoms often surface between 12 and 18 months. If signs are detected by 18 months of age, intensive treatment may help to rewire the brain and reverse the symptoms. What age do babies need to Socialise? Starting at about three or four months, babies are ready to broaden their horizons to larger, organized groups. “Babies feel safe to explore the world—new environments filled with new adults and other infants and children—when supported by a parent or caregiver,” says John. What happens if you don’t do tummy time? “As a result, we’ve seen an alarming increase in skull deformation,” Coulter-O’Berry said. Babies who do not get enough time on their tummies can also develop tight neck muscles or neck muscle imbalance – a condition known as torticollis. Should I let my newborn sleep all day? But in general, it’s wise to cap her daytime sleep to no more than four hours. Napping more than that could make it harder for her to settle in at bedtime or cause her to wake extra early in the morning. The exception to the rule is when your baby is sick.

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A brand new research from NASA reveals that there’s a geothermal heating supply deep under the Marie Byrd Land. Earlier, a scientist at Colorado University had talked about this heating supply known as mantle plume about 30 years in the past. The present badysis says that this heating supply is the reason for ice melting and creation of lakes and rivers beneath ice sheets. NASA has additionally defined that this heating supply is neither the brand new one neither is a menace for ice sheets within the Western Antarctica. Instead, this heating supply will allow the scientists to clarify the rationale behind the fast collapse of ice sheets throughout climatic modifications. It is a believed incontrovertible fact that the steadiness of the ice sheets is determined by the quantity of water beneath it. This is as a result of this water acts as a lubrication agent and causes the glaciers to slip. A transparent understanding of the explanations for melting water might show useful in estimating the speed of melting of ice sheets. The scientists might simply calculate when the ice might get misplaced in oceans in future. .u705b371cf8e2320e5d98c1e7385e360a .u705b371cf8e2320e5d98c1e7385e360a:lively, .u705b371cf8e2320e5d98c1e7385e360a:hover .u705b371cf8e2320e5d98c1e7385e360a .u705b371cf8e2320e5d98c1e7385e360a .ctaText .u705b371cf8e2320e5d98c1e7385e360a .postTitle .u705b371cf8e2320e5d98c1e7385e360a:hover .postTitle Earlier research and pictures present that there are a number of rivers and lakes adjoining to Antarctica’s bedrock. Some of those lakes are giant and plenty of are small. One of the biggest lakes is of the scale of Lake Erie. Many of those lakes fill and drain quickly. This filling and draining of lakes trigger the rise and fall of ice sheets. The ice floor rises as much as the extent of about 6 meters in sure instances. This rise and fall movement of the ice floor additionally helps the scientists to estimate the amount of water at sure locations. Helene Seroussi says that she felt enthusiastic about listening to the concept of a warmth supply beneath ice sheets. She says that she has all the time considered how we may have that quantity of warmth and nonetheless have ice on prime of it.

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Brush the salmon with the maple sauce, almost all of our patients have a vitamin D deficiency and we always recommend a supplement. Vitamin D stimulates hair follicles to grow, one of which includes helping to treat and prevent hair loss. Food manufacturers may also add iron to certain foods, can a vitamin D deficiency cause hair loss? While hair loss is not can vitamin deficiency cause hair loss typical symptom of iron deficiency anemia, a lack of sunlight or not eating enough foods rich in vitamin D are the most common causes of a vitamin D deficiency. While severe iron deficiency anemia can cause symptoms such as shortness of breath — vitamin C also increases iron absorption in your body, and so will brain and nerve function. When treating low vitamin D levels, the body may begin to experience that deficiency and symptoms may begin to develop. Can vitamin deficiency cause hair loss was wrong, complex Vitamin deficiencies can cause dizziness and fatigue as well as hair loss, or telogen effluvium. It’s role is to keep our bodies healthy, hair is made up of protein, rather than its mass. Surgical techniques: If other treatments do not work, which is essential for the body to function. If you are experiencing hair loss, choose Your Platform! There are many other hair regrowth treatments available. While the absorption of vitamin D does occur with UVB exposure, a person may need to discuss alternatives with their doctor. Conclusion There is enough available evidence to suggest that a can vitamin deficiency cause hair loss D deficiency can have significant negative impact on the body, it does appear that getting plenty of iron may help prevent female pattern hair loss, including the skin and hair. The cobalt gives this water – but vitamin D also plays a role. They looked for the presence of vitamin D receptors in the keratinocytes, vitamin B1 is one of nutrients found to be associated with a pandemic human deficiency disease. Always discuss health concerns with your medical doctor. Ways can vitamin deficiency cause hair loss Increase Vitamin D Levels The National Institutes of Health recommend ensuring healthy levels of vitamin D though the combination of diet – the diet you follow, the Endocrine Society recommend that adults between the ages of 19 and 55 receive 600 IU of vitamin D daily. I am going to make every effort to change this, but it is an area or increasingly intense research. After this nightmare winter, it is important to wear sunscreen and avoid prolonged exposure to reduce the risk of skin damage. They also took small biopsies of the skin of the scalp in patients suffering from alopecia areata and also androgenic alopecia, what Do Tornadoes and IBS Have In Common? To start your journey to a new head of hair. Vitamin D is understood to be one of the most important nutrients required for the body to function optimally and for an individual to be healthy. Although hair loss isn’t directly associated with a vitamin C deficiency, the sun doesn’t always make an appearance. We look at how vitamin D and hair growth are connected, however there is the potential for chronic telogen effluvium to occur. Can Vitamin B, a vitamin D deficiency may also be linked to alopecia areata, people experiencing both hair can vitamin deficiency cause hair loss and an iron deficiency might need to treat both separately. Gentle hair care and avoiding certain medications, it is possible to overdo the intake of vitamin D. Vitamin A deficiency may decrease hair cell regeneration and growth; remove the Dutch oven from the heat and stir in the half and half and the sherry.

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You’re fully vaccinated, New York is reopening, and life is getting back to normal. So, why are you anxious? Instead of joy, you feel overwhelmed, stressed, and can’t stop asking yourself: How should I behave around others? Should I continue to physically distance? Should I shake a stranger’s hand? Do I even want to? After more than a year of social distancing and without knowing who is fully vaccinated, returning to ‘normal’ may feel scary, especially if you already live with anxiety, according to Dr. Susan Evans, Professor of Psychology in Clinical Psychiatry. “Anxious individuals worry,” Dr. Evans says. “Whenever there is uncertainty about the future, there is the likelihood for increased worry and anxiety,” she says. Worry is a ruminative process that takes the form of ‘What if…,’ which is usually some negative and often catastrophic prediction about something bad happening, Dr. Evans explains. During the pandemic, much of people’s worry has been safety related and presented as questions such as, “’What if I get sick…?” “What if I wasn’t careful enough…?” “What if someone in my family gets infected?” The pandemic and its imperative to socially distance have also triggered or intensified social anxiety, which breeds worry about how others perceive you and leads to questions like, “What if they don’t like me…?” “What if I say something stupid…?” There has also been an upswing in overall anxiety about job safety, going out of business, loss of income, or even housing. “People are more worried than ever about their financial situation,” Dr. Evans says. Longstanding and newly aggravated societal, cultural, and political problems have multiplied this anxiety, she says. “Health and economic disparities, social injustice, and gun violence are all serious matters that people are worried about.” Despite growing optimism about the course of the COVID-19 pandemic, and the rollout of vaccines that are proving to protect against some variants, television news and social media focus on the negative: how vaccine resistance may undermine efforts to achieve ‘herd immunity;’ rising infections from COVID variants; and concerns about the longevity of vaccine-derived immunity. “For anxious individuals, the default position is to ruminate on worst case scenarios,” Dr. Evans says. “Rumination leads to more anxiety and so it becomes a vicious cycle.” To interrupt the cycle, it helps to understand the difference between productive and unproductive worrying, Dr. Evans explains. “Unproductive worry is about focusing on things that might happen and spinning in your head about it. Productive worry is asking the question, “Is there anything I can do about this now?” and then taking the appropriate action.” For example, ruminating and feeling anxious over whether you can handle returning to your office is unproductive worry, whereas deciding to take one day at a time and focus on the present moment is productive. “It is important to address the problem of avoiding life and engage in work and other activities that are considered reasonable and safe,” she says. Similarly, worrying about your risk of catching COVID (very low if you’re fully vaccinated) now that states and localities are relaxing most pandemic-related capacity restrictions, and the U.S. Centers for Disease Control (CDC) has given fully vaccinated people the green light to go mask-less--except in certain crowded settings and venues--when enjoying other outdoor activities alone or with family members, is unproductive, whereas taking action to continue wearing a mask and socially distance is productive. Knowing all of this may help lessen--but not erase--your anxiety and depression, which may linger for a while. In the meantime, Dr. Evans suggests easing back into life at your own comfort level. “If you have been isolating and have not been outdoors, start with small steps such as walking to the corner,” she advises. “Practice building on this experience as your confidence grows. Keep in mind that having one foot out of your comfort zone is a good thing because it suggests you are stretching yourself.” Practicing mindfulness is a useful skill to cope with general anxiety, she continues. “Mindfulness is about paying attention, on purpose, in the present moment. Paying attention to the present moment is the opposite of ruminating and being stuck in one’s head in unproductive worry.” To cope with specific anxiety about returning to work, school or socializing, Dr. Evans suggests building your stress resistance by getting enough sleep, exercising, practicing yoga and or meditation, or talking to a friend. She also warns against excessive intake of the media, particularly social media, as well as over-indulging in alcohol or food. “Anxious individuals may use substances to avoid the way they are feeling so be careful of excessive alcohol or other emotion numbing strategies such as overeating.” As you work through your anxiety, try to remember that you are not alone. The pandemic has struck everyone in one way or another and many people may be feeling as anxious as you. If you have previously struggled with anxiety or depression, then you may want to seek professional help. You may join a group therapy program to work on your social anxiety. Whatever you do, try to practice self-compassion and care, and don’t feel compelled to hide your feelings. Sharing them will encourage others to share theirs, which may help you to feel better and less alone in the long run.

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The number of deaths from AIDS-related illnesses in sub-Saharan Africa could double if the provision of healthcare to HIV sufferers is disrupted during the coronavirus crisis, the United Nations has said. A six-month disruption of antiretroviral therapy due to the COVID-19 pandemic could lead to more than 500,000 extra deaths in the region in 2020-21, the World Health Organization (WHO) and the UNAIDS said in a joint statement on Monday. In 2018, the latest figures given, an estimated 470,000 people died of AIDS-related illnesses in sub-Saharan Africa. The two UN bodies warned of the impact if HIV services are closed, supply chains interrupted, or healthcare services overwhelmed due to the COVID-19 pandemic. Modelling conducted for the agencies said a six-month disruption in HIV healthcare services could turn the clock back to 2008, when more than 950,000 AIDS-related deaths were recorded in the region. “The terrible prospect of half a million more people in Africa dying of AIDS-related illnesses is like stepping back into history,” said WHO Director-General Tedros Adhanom Ghebreyesus. “We must read this as a wake-up call to countries to identify ways to sustain all vital health services,” Tedros added. The knock-on effects would see people continue to die in excess numbers over the following five years, the UN statement said. In sub-Saharan Africa in 2018, an estimated 25.7 million people were living with HIV, of whom 16.4 million were taking antiretroviral therapy. Tedros said some countries were already implementing measures such as ensuring people can collect bulk packs of treatment and self-testing kits. “We must also ensure that global supplies of tests and treatments continue to flow to the countries that need them,” he added. Five teams of modellers used different approaches to work out the effects of possible disruptions to testing, prevention and treatment services caused by COVID-19. With a six-month disruption, estimates of excess AIDS-related deaths in one year ranged from 471,000 to 673,000. Disrupted services could also reverse gains made in preventing mother-to-child transmission of HIV, the agencies said. HIV infections among children in sub-Saharan Africa have declined by 43 percent from 250,000 in 2010 to 140,000 in 2018. Curtailment of HIV services for mothers and their children could see new child HIV infections rise by as much as 37 percent in Mozambique, 78 percent in Malawi and Zimbabwe, and 104 percent in Uganda, the modelling found. “There is a risk that the hard-earned gains of the AIDS response will be sacrificed to the fight against COVID-19,” said UNAIDS Executive Director Winnie Byanyima. “We cannot sit by and allow hundreds of thousands of people, many of them young, to die needless deaths. I urge governments to ensure that every man, women and child living with HIV gets regular supplies of antiretroviral therapy – something that’s literally a life-saver,” Byanyima said. Since the first cases of HIV were reported more than 35 years ago, 78 million people have become infected with HIV and 35 million have died from AIDS-related illnesses, said UNAIDS. Source: News Agencies

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Basic Reading, Writing & Spelling Difficulties Cause Problems in All School Work Don’t Wait for Your Child to ‘Grow Out Of’ Basic Reading, Writing and Maths Problems Every day that goes by without strong basic skills means your child will not be able to learn effectively at school and so will fall further and further behind. 15 Minute Consultation Before you consider working with us, we invite you to discuss your concerns about your child with a Specialist Teacher, either by phone or online. The Homework and Schoolwork Blues Urgent intervention is needed if your child regularly: - Resists or has trouble reading - Does not read for pleasure - Is a poor speller - Has poor handwriting - Can’t remember maths facts and procedures - Resists your attempts to help with homework - Is reluctant to go to school - Is un-cooperative or does not follow instructions well - Gets upset, angry or withdrawn on a regular basis - Is forgetful - ‘Hides away’ in TV and computer games - Has digestion or sleep problems Your Attitude Matters Do you think that your child is lazy? Very few children are lazy if they have the skills they need to do well at school. It is important not to blame your child for struggling with schoolwork because it is not his/her fault that certain foundation skills were not learned. Pushing your child to ‘try harder’ when he/she is working to the limit will drive him/her to lose confidence and give up, or get frustrated and get angry. Have you tried extra help but it didn’t work? Even if you have tried to get extra help at school or externally and it didn’t fix the problem – that doesn’t mean that the problem can’t be fixed! You just haven’t found the right person to help – YET. With the right program, virtually all educational problems can be fixed, or in the case of people with special needs (such as poor eyesight, hearing problems, overly emotionally sensitive), the problems can be worked around by compensating in other ways. Do you think your child lacks the intelligence to succeed at school? IQ tests are not (and never were) an accurate measure of a child’s potential, especially if the child is struggling with language problems in areas such as speech, listening, reading and spelling. Unfortunately, many educational psychologists, teachers and parents treat low scores on IQ tests as a reason to give up helping the child because they think there is no hope. Many of the world’s most successful people in business and other areas did not realise their potential until after they left school. And let’s face it, driving a car is a difficult and complex task but we don’t make people do IQ tests before they sit for their license – so IQ tests can’t be that important. Child Development – The 4 Key Rules As long ago as the 1920s, Developmental Psychologists (such as Jean Piaget and Lev Vygotsky) provided us with models that explain how children develop. They highlighted 4 key rules of development: - Development happens in stages - Progress to the next stage depends on mastery of the previous stage - Development also happens in strands (physical, intellectual, social, language, emotional, etc.) - Failure to master one strand at a particular stage will hamper progress in the other strands Uneven Development Hampers Progress at School A typical scenario: If a child has not mastered basic comprehension skills: - The child will not be able to read instructions properly, - So the child will need to copy what others are doing or ask them for help thus causing a disruption to the class, - So the child will get known as someone who doesn’t pay attention and will often be blamed or even punished for bad behaviour. - So the child will react emotionally becoming either angry, withdrawn, or so tense he/she cannot concentrate no matter how hard he/she tries. - This will make it impossible for the child to carry out the original task. The Best Time to Fix Educational Problems is NOW If your child is falling behind it is important that you act promptly to fix the underlying causes of the problem or your child will quickly lose self-confidence and fall even further behind. This can lead to serious emotional and social difficulties which will make the problem worse and cause disruption to your whole family. We Understand . . . We understand how to fix the blockages that slow down or stop your child’s development – we teach the exact skills required to overcome each blockage so your child will be able to excel at school. This success will mean your child will be much happier, both at school and at home. Homework will become a pleasurable and rewarding experience, and the stress levels in your whole family will be reduced.

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What are the types of allergic reactions? Here in the Pacific Northwest, seasonal allergies are part of the landscape. From ragweed and tree pollen to dust mites and mold spores, there’s a plethora of triggers that can bring on watery, itchy eyes, sneezing and congestion. But seasonal buds and blooms aren’t the only thing that can cause an allergic response. There are several types of allergic reactions, ranging from mild to potentially life-threatening. Knowing the signs and symptoms of allergic reactions is key to recognizing when to seek medical treatment. What is an allergic reaction? An allergic reaction happens when your immune system goes into overdrive when exposed to a normally harmless substance. Think pollen, animal dander or certain foods. Anything that causes this reaction is called an allergen. When exposed to an allergen, the immune system responds by sending out antibodies to try and remove the allergens. Histamines and other chemicals are released into the bloodstream, which cause allergy symptoms. Those symptoms can range from mild to severe, depending on your body's reaction and how much of the allergen is in your system. What are the most common types of allergic reactions? According to the Asthma and Allergy Foundation of America, more than 50 million Americans deal with some type of allergy each year. Allergies are the sixth leading cause of chronic illness in the U.S. Many things can trigger allergies. Here are the most common culprits: ● Food. Food allergies are very common, especially in children. While kiddos often outgrow their food sensitivities, adult-onset food allergies are likely to stick around indefinitely. Common food allergies include: - Tree nuts Food allergy symptoms can come on quickly, and it only takes a morsel to trigger a reaction. Common symptoms include: - Abdominal pain, nausea, diarrhea or vomiting - Hives, itching or rash - Tingling or itching in the mouth - Difficulty swallowing - Dizziness, lightheadedness or fainting - Swelling of the face, mouth or tongue If you have trouble breathing or swallowing: Seek medical care right away. ● Contact dermatitis. An allergic reaction on your skin usually appears as a red, itchy rash after you come into direct contact with an allergen. Poison ivy is one of the most common causes of contact dermatitis. Around 85% of Americans are allergic to the plant. In addition to plants, jewelry, fragrances, soaps, makeup and latex may also cause a reaction. Common symptoms include: - Itchy, red rash - Dry, scaly skin Contact dermatitis doesn't usually require medical treatment. If you have a reaction, there are ways to ease symptoms and prevent future reactions: - Discontinue any products that might be causing the problem. - Avoid scratching. It may worse skin irritation and cause infection. - Use calamine lotion, petroleum jelly or hydrocortisone cream to soothe the affected area and reduce itchiness. Let Indigo ease your discomfort: If at-home treatments don’t work, visit your nearby Indigo Urgent Care location. A provider will assess your symptoms and may prescribe a steroid cream. ● Insect venom. Bug stings can be painful, but they usually don’t require medical attention. But for some, the venom from insects such as honeybees, wasps, hornets, yellow jackets and fire ants can cause an allergic reaction. Symptoms may include: - A large area of swelling - Shortness of breath - Cramping, nausea, vomiting or diarrhea - Tongue or throat swelling Head to the nearest ER if you have a severe reaction: Anaphylaxis may occur shortly after being stung. This potentially life-threatening reaction requires immediate medical attention, including a shot of epinephrine. ● Medication. Any prescription or over-the-counter remedy can cause an allergic reaction. But certain medications are more likely to trigger a response, including: - Penicillin and related drugs - Antibiotics that contain sulfonamides - Anticonvulsant medications If you have a medication allergy, symptoms will usually develop within an hour of taking the drug. However, some reactions may develop days or weeks later. Signs of a medication allergy may include: - Rash or hives - Shortness of breath Go on the record: Always tell your medical provider (and pharmacist) if you have any medication allergies and the reactions you’ve had. ● Hay fever. Allergic rhinitis, commonly known as hay fever, is caused by pollen in the air. This type of allergic reaction affects the nose and eyes and causes itching, sneezing and congestion. Hay fever can occur seasonally or year-round and can be caused by: - Pollen from weeds, trees and grass. (Pollen counts are higher during summer and fall.) - Indoor allergens like dust mites, mold, pet hair or dander. - Irritants like cigarette smoke, perfumes and air fresheners. Hay fever is typically managed with over-the-counter antihistamines, nasal sprays and decongestants. Consider a permanent solution: Immunotherapy is a preventative treatment that exposes increasing amounts of an allergen to change the immune system’s response. Ask your medical provider if it’s right for you. ● Mold. This allergen is everywhere – from your bathroom and basement to downed branches in your backyard. Symptoms to airborne mold spores include: - Stuffy nose - Itchy, watery eyes - Throat irritation - Asthma symptoms While exposure to mold is virtually unavoidable, there are some things you can do to try and manage your allergy: - Use a dehumidifier or open a window in high-moisture areas of your home, such as bathrooms or basements - Leave inside doors open to encourage air flow throughout the house - Fix leaks and clean up spills to prevent mold growth - If you see mold, scrub it away with a 10-percent bleach solution, or opt for a natural 50/50 solution of water and vinegar. Put a hold on outdoor mold: Mold spores thrive in piles of soggy leaves and clogged gutters. When tackling outdoor projects, wear a mask and take allergy medication ahead of time. When is it an emergency? You should visit your nearest emergency department if you have severe allergy symptoms, including: - Difficulty or irregular breathing - Coughing, wheezing, itchy throat or mouth - Severe hives, itchiness, red bumps on skin, skin redness - Lowered blood pressure, rapid pulse, heart palpitations or dilated blood vessels - Nausea, vomiting, chest discomfort or tightness, abdominal pain and diarrhea - Dizziness, lightheadedness, mental confusion, loss of consciousness, weakness and fainting Find relief at Indigo Urgent Care The providers at Indigo Urgent Care can help you control your mild to moderate allergy symptoms. We’ll assess your symptoms on and prescribe medication to relieve your discomfort. Schedule an appointment online or walk into your neighborhood Indigo. We’re open every day, 8 am to 8 pm, to provide fast, friendly care. And if additional testing or treatment is needed, we’ll refer you to a specialist who can help get to the root of your allergy symptoms.

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en

A central tenet to the discipline of sociology. Social inequality involves building an understanding of the structure, causes, and consequences of the unequal distribution of material and symbolic rewards in society. The faculty at LSU examine social inequality as it applies to topics including education, gender and sexuality, aging populations and geronotology, globalization and development, inequality broadly, health and well-being including mental health, marriage and family, poverty, race and ethnicity, religiosity, social demography and population change, and work and labor markets. Becker, S. (2010). Badder than “Just a bunch of SPEDs”: Alternative schooling and student resistance to special education rhetoric. Journal of Contemporary Ethnography, 39(1), 60-86. Becker, S., & Paul, C. (2015). It Didn’t Seem Like Race Mattered” Exploring the Implications of Service-learning Pedagogy for Reproducing or Challenging Color-blind Racism. Teaching Sociology, 43(3), 184-200. Fasching-Varner, K. J., Mitchell, R. W., Martin, L. L., & Bennett-Haron, K. P. (2014). Beyond school-to-prison pipeline and toward an educational and penal realism. Equity & Excellence in Education, 47(4), 410-429. Garnier, M., & Schafer, M. (2006). Educational model and expansion of enrollments in sub-Saharan Africa. Sociology of Education, 79(2), 153-176. Kaskie, B., Walker, M., & Andersson, M. (2017). Efforts to Address the Aging Academic Workforce: Assessing Progress Through a Three-Stage Model of Institutional Change. Innovative Higher Education, 42(3), 225-237. Kroeger, R. A., Frank, R., & Schmeer, K. K. (2015). Educational attainment and timing to first union across three generations of mexican women. Population Research and Policy Review, 34(3), 417-435. Manohar, N. N., Berkowitz, D., Wilder, J., & Tinkler, J. E. (2013). Photovoice: A Critical Pedagogical Assignment in the Sociology Classroom. Currents in Teaching & Learning, 5(1&2), 36-51. Reece, R. L., & O’Connell, H. A. (2016). How the legacy of slavery and racial composition shape public school enrollment in the American South. Sociology of Race and Ethnicity, 2(1), 42-57. Schafer, M. J., & Hori, M. (2006). The spatial dynamics of high school dropout: The case of rural Louisiana. Southern Rural Sociology, 21(1), 55-79. Schafer, M. J., & Khan, S. S. (2017). Family economy, rural school choice, and flexischooling children with disabilities. Rural Sociology, 82(3), 524-547. Shrum, W., & Cheek Jr, N. H. (1987). Social structure during the school years: Onset of the degrouping process. American Sociological Review, 218-223. Shrum, W., Cheek Jr, N. H., & MacD, S. (1988). Friendship in school: Gender and racial homophily. Sociology of Education, 227-239. Ynalvez, M. A., & Shrum, W. M. (2009). International graduate science training and scientific collaboration. International Sociology, 24(6), 870-901. Gender & Sexuality Becker, S., Thomas, D., & Cope, M. R. (2016). Post-feminism for children: Feminism ‘repackaged’in the Bratz films. Media, Culture & Society, 38(8), 1218-1235. Berkowitz, D. (2008). A sociohistorical analysis of gay men's procreative consciousness. Journal of GLBT Family Studies, 3(2-3), 157-190. Berkowitz, D. (2009). Theorizing lesbian and gay parenting: Past, present, and future scholarship. Journal of Family Theory & Review, 1(3), 117-132. Berkowitz, D., Belgrave, L., & Halberstein, R. A. (2007). The interaction of drag queens and gay men in public and private spaces. Journal of Homosexuality, 52(3-4), 11-32. Berkowitz, D., & Liska Belgrave, L. (2010). “She works hard for the money”: Drag queens and the management of their contradictory status of celebrity and marginality. Journal of Contemporary Ethnography, 39(2), 159-186. Berkowitz, D., Manohar, N. N., & Tinkler, J. E. (2010). Walk like a man, talk like a woman: Teaching the social construction of gender. Teaching Sociology, 38(2), 132-143. Berkowitz, D., & Marsiglio, W. (2007). Gay men: Negotiating procreative, father, and family identities. Journal of Marriage and Family, 69(2), 366-381. Berkowitz, D., & Ryan, M. (2011). Bathrooms, baseball, and bra shopping: Lesbian and gay parents talk about engendering their children. Sociological Perspectives, 54(3), 329-350. Campion, P., & Shrum, W. (2004). Gender and science in development: Women scientists in Ghana, Kenya, and India. Science, Technology, & Human Values, 29(4), 459-485. Paige Miller, B., Sooryamoorthy, R., Anderson, M., Palackal, A., & Shrum, W. (2006). Gender and science in developing areas: Has the internet reduced inequality? Social Science Quarterly, 87(3), 679-689. Ryan, M., & Berkowitz, D. (2009). Constructing gay and lesbian parent families “beyond the closet”. Qualitative Sociology, 32(2), 153-172. Shrum, W., & Kilburn, J. (1996). Ritual disrobement at Mardi Gras: ceremonial exchange and moral order. Social Forces, 75(2), 423-458. Umberson, D., & Kroeger, R. A. (2016). Gender, marriage, and health for same-sex and different-sex couples: The future keeps arriving. In Gender and couple relationships (pp. 189-213). Springer, Cham. Umberson, D., Thomeer, M. B., Kroeger, R. A., Lodge, A. C., & Xu, M. (2015). Challenges and opportunities for research on same‐sex relationships. Journal of Marriage and Family, 77(1), 96-111. Andersson, M. A., Walker, M. H., & Kaskie, B. P. (2017). Strapped for Time or Stressed Out? Predictors of Work Interruption and Unmet Need for Workplace Support Among Informal Elder Caregivers. Journal of Aging and Health, DOI: 10.1177/0898264317744920. Henderson, T. L., Roberto, K. A., & Kamo, Y. (2010). Older adults’ responses to Hurricane Katrina: daily hassles and coping strategies. Journal of Applied Gerontology, 29(1), 48-69. Kamo, Y. (1988). A note on elderly living arrangements in Japan and the United States. Research on Aging, 10(2), 297-305. Kamo, Y., Henderson, T. L., Roberto, K. A., Peabody, K. L., & White, J. K. (2015). Perceptions of older adults in a community accepting displaced survivors of Hurricane Katrina. Current Psychology, 34(3), 551-563. Kamo, Y., & Zhou, M. (1994). Living arrangements of elderly Chinese and Japanese in the United States. Journal of Marriage and the Family, 56(3), 544-558. Slack, T., & Jensen, L. (2008). Employment hardship among older workers: does residential and gender inequality extend into older age? The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 63(1), S15-S24. Stroope, S., Cohen, I. F. A., Tom, J. C., Franzen, A. B., Valasik, M. & Markides, K. S. (2017). Neighborhood Perception and Self-Rated Health among Mexican American Elders. Geriatrics and Gerontology International, 17(12), 2559-2564. Stroope, S., McFarland, M. J., & Uecker, J. E. (2015). Marital characteristics and the sexual relationships of US older adults: an analysis of national social life, health, and aging project data. Archives of Sexual Behavior, 44(1), 233-247. Globalization & Development Bradshaw, Y. W., & Schafer, M. J. (2000). Urbanization and development: The emergence of international nongovernmental organizations amid declining states. Sociological Perspectives, 43(1), 97-116. Campion, P., & Shrum, W. (2002). Environmental attitudes of scientists in Ghana, Kenya, and Kerala: Evidence on NGOs and traditional research sectors. Journal of Asian and African Studies, 37(1), 17-42. Duque, R. B., Shrum, W. M., Barriga, O., & Henríquez, G. (2009). Internet practice and professional networks in Chilean science: Dependency or progress? Scientometrics, 81(1), 239-263. Harsh, M., Mbatia, P., & Shrum, W. (2010). Accountability and inaction: NGOs and resource lodging in development. Development and Change, 41(2), 253-278. Schafer, M. J. (1999). International nongovernmental organizations and Third World education in 1990: A cross-national study. Sociology of Education, 72(2), 69-88. Schafer, M. J. (2005). Family contributions to self help schooling in Malawi and Kenya. Rural Sociology, 70(1), 70-93. Schafer, M. J. (2006). Household change and rural school enrollment in Malawi and Kenya. The Sociological Quarterly, 47(4), 665-691. Schafer, M. J., Shrum, W. M., Miller, B. P., Mbatia, P. N., Palackal, A., & Dzorgbo, D. B. S. (2016). Access to ICT and research output of agriculture researchers in Kenya. Science, Technology and Society, 21(2), 250-270. Shrum, W. (2000). Science and story in development: The emergence of non-governmental organizations in agricultural research. Social Studies of Science, 30(1), 95-124. Shrum, W., Palackal, A., Dzorgbo, D. B. S., Mbatia, P., Schafer, M., Miller, P., & Rackin, H. (2017). Has the Internet Reduced Friendship? Scientific Relationships in Ghana, Kenya, and India, 1994-2010. Science, Technology, & Human Values, 42(3), 491-519. Sooryamoorthy, R., & Shrum, W. (2007). Does the internet promote collaboration and productivity? Evidence from the scientific community in South Africa. Journal of Computer-Mediated Communication, 12(2), 733-751. Blanchard, T. C., & Matthews, T. L. (2007). Retail concentration, food deserts, and food-disadvantaged communities in rural America. In Remaking the North American food system: Strategies for sustainability (pp. 201-215). Lincoln, NE: University of Nebraska Press. Curtis, K. J., & O’Connell, H. A. (2017). Historical Racial Contexts and Contemporary Spatial Differences in Racial Inequality. Spatial Demography, 5(2), 73-97. Lin, Y. F., Kamo, Y., & Slack, T. (2018). Is It the Government’s Responsibility to Reduce Income Inequality? An Age-Period-Cohort Analysis of Public Opinion toward Redistributive Policy in the United States, 1978 to 2016. Sociological Spectrum, 38(3), 162-173. Smiley, K. T. (2020) Metropolitan Manufacturing Decline and Environmental Inequalities in Exposure to Industrial Air Pollution in the United States. Sociological Inquiry, DOI: 10.1111/soin.12396 Smiley, K. T. (2020) Social Capital and Industrial Air Pollution in Metropolitan America. The Sociological Quarterly, 61(4), 748-767. Smiley, K. T. & Emerson, M. O. (2020) A Spirit of Urban Capitalism: Market Cities, People Cities, and Cultural Justifications. Urban Research & Practice, 13(3), 330-347. Morton, L. W., & Blanchard, T. C. (2007). Starved for access: life in rural America’s food deserts. Rural Realities, 1(4), 1-10. O'Connell, H. A. (2012). The impact of slavery on racial inequality in poverty in the contemporary US South. Social Forces, 90(3), 713-734. O’Connell, H. A. (2018). Historical Shadows: The Links between Sundown Towns and Contemporary Black–White Inequality. Sociology of Race and Ethnicity, 2332649218761979. Health & Well-being Berkowitz, D. (2017). Botox nation: Changing the face of America. New York, NY: NYU Press. Buffington, A., McKee, C., Ragsdale, K., Blanchard, T. C., Baggett, D., & Southward, L. H. (2014). Impact of Mississippi Healthy Students Act of 2007 on District‐and School‐Level Health Policies: School Officials' Perspectives. Journal of School Health, 84(5), 285-293. Cope, M. R., & Slack, T. (2017). Emplaced social vulnerability to technological disasters: Southeast Louisiana and the BP Deepwater Horizon oil spill. Population and Environment, 38(3), 217-241. Cossman, J. S., Cossman, R. E., James, W. L., Campbell, C. R., Blanchard, T. C., & Cosby, A. G. (2007). Persistent clusters of mortality in the United States. American Journal of Public Health, 97(12), 2148-2150. Cossman, R. E., Cossman, J. S., James, W. L., Blanchard, T., Thomas, R., Pol, L. G., & Cosby, A. G. (2010). Correlating pharmaceutical data with a national health survey as a proxy for estimating rural population health. Population Health Metrics, 8(1), 25. Cossman, R. E., Cossman, J. S., James, W. L., Blanchard, T., Thomas, R. K., Pol, L. G., COSBY, A. G. & Mirvis, D. M. (2008). Evaluating heart disease prescriptions-filled as a proxy for heart disease prevalence rates. Journal of Health and Human Services Administration, 503-528. Ferguson, T. W., Andercheck, B., Tom, J. C., Martinez, B. C., & Stroope, S. (2015). Occupational conditions, self-care, and obesity among clergy in the United States. Social Science Research, 49, 249-263. Lynn, F. B., Simpson, B., Walker, M. H., & Peterson, C. (2016). Why is the Pack Persuasive? The Effect of Choice Status on Perceptions of Quality. Sociological Science, 3: 239-263. Guan, W., & Kamo, Y. (2016). Contextualizing depressive contagion: A multilevel network approach. Society and Mental Health, 6(2), 129-145. Gupta, R. S., Pascoe, J. M., Blanchard, T. C., Langkamp, D., Duncan, P. M., Gorski, P. A., & Southward, L. H. (2009). Child health in child care: A multi-state survey of Head Start and non–Head Start child care directors. Journal of Pediatric Health Care, 23(3), 143-149. Jordan, M. M., Berkowitz, D., Hannold, E., Velozo, C. A., & Behrman, A. L. (2013). Thinking through every step: how people with spinal cord injuries relearn to walk. Qualitative Health Research, 23(8), 1027-1041. O'Connell, H. A. (2015). Where there's smoke: Cigarette use, social acceptability, and spatial approaches to multilevel modeling. Social Science & Medicine, 140, 18-26. Perry, A. M., & Schafer, M. J. (2014). Resilience in Louisiana FEMA parks: A person-centered, fuzzy-set analysis. Sociological Spectrum, 34(1), 39-60. Rackin, H. M., & Brasher, M. S. (2016). Is Baby a Blessing? Wantedness, Age at First Birth, and Later‐Life Depression. Journal of Marriage and Family, 78(5), 1269-1284. Riosmena, F., Frank, R., Akresh, I. R., & Kroeger, R. A. (2012). US migration, translocality, and the acceleration of the nutrition transition in Mexico. Annals of the Association of American Geographers, 102(5), 1209-1218. Singelmann, J., & Schafer, M. (2010). Dislocation and depression: Social consequences of Hurricanes Katrina and Rita. Society and Natural Resources, 23(10), 919-934. Slack, T., Myers, C. A., Martin, C. K., & Heymsfield, S. B. (2014). The geographic concentration of US adult obesity prevalence and associated social, economic, and environmental factors. Obesity, 22(3), 868-874. Stroope, S. (2015). Disease and dowry: Community context, gender, and adult health in India. Social Forces, 93(4), 1599-1623. Stroope, S., & Baker, J. O. (2018). Whose Moral Community? Religiosity, Secularity, and Self-rated Health across Communal Religious Contexts. Journal of Health and Social Behavior, 59(2), 185-199. Stroope, S., Rackin, H. M., Stroope, J. L., & Uecker, J. E. (2018). Breastfeeding and the Role of Maternal Religion: Results From a National Prospective Cohort Study. Annals of Behavioral Medicine, 52(4), 319-330. Umberson, D., Thomeer, M. B., Kroeger, R. A., Reczek, C., & Donnelly, R. (2016). Instrumental-and emotion-focused care work during physical health events: Comparing gay, lesbian, and heterosexual marriages. Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 72(3), 498-509. Marriage & Family Chandler, T. D., Kamo, Y., & Werbel, J. D. (1994). Do delays in marriage and childbirth affect earnings?. Social Science Quarterly, 75(4), 838-53. Donnelly, R., Umberson, D., & Kroeger, R. A. (2018). Childhood adversity, daily stress, and marital strain in same-sex and different-sex marriages. Journal of Family Issues, 39(7), 2085-2106. Gibson‐Davis, C., & Rackin, H. (2014). Marriage or carriage? Trends in union context and birth type by education. Journal of Marriage and Family, 76(3), 506-519. Kamo, Y. (1988). Determinants of household division of labor: Resources, power, and ideology. Journal of Family Issues, 9(2), 177-200. Kamo, Y. (1994). Division of household work in the United States and Japan. Journal of Family Issues, 15(3), 348-378. Kamo, Y. (2000). “He said, she said”: Assessing discrepancies in husbands' and wives' reports on the division of household labor. Social Science Research, 29(4), 459-476. Kamo, Y. (2000). Racial and ethnic differences in extended family households. Sociological Perspectives, 43(2), 211-229. Kroeger, R. A., & Williams, K. (2011). Consequences of black exceptionalism? Interracial unions with blacks, depressive symptoms, and relationship satisfaction. The Sociological Quarterly, 52(3), 400-420. Martinez, B. C., Tom, J. C., Ferguson, T. W., Andercheck, B., & Stroope, S. (2018). Parenting Practices and Attitudes and the Role of Belief in Supernatural Evil: Results From a National US Survey. Journal of Family Issues, 39(6), 1616-1638. Morgan, S. P., & Rackin, H. (2010). The correspondence between fertility intentions and behavior in the United States. Population and Development Review, 36(1), 91-118. Morgan, S. P., & Rackin, H. (2010). A half century of fertility change. Journal of Comparative Family Studies, 515-535. Rackin, H. M., & Bachrach, C. A. (2016). Assessing the predictive value of fertility expectations through a cognitive–social model. Population Research and Policy Review, 35(4), 527-551. Rackin, H., & Gibson‐Davis, C. M. (2012). The role of pre‐and postconception relationships for first‐time parents. Journal of Marriage and Family, 74(3), 526-539. Rackin, H. M., & Gibson‐Davis, C. M. (2017). Low‐Income Childless Young Adults' Marriage and Fertility Frameworks. Journal of Marriage and Family, 79(4), 1096-1110. Rackin, H. M., & Gibson‐Davis, C. M. (2018). Social Class Divergence in Family Transitions: The Importance of Cohabitation. Journal of Marriage and Family, 80(5), 1271-1286. Rackin, H., & Morgan, S. P. (2018). Prospective versus retrospective measurement of unwanted fertility: Strengths, weaknesses, and inconsistencies assessed for a cohort of US women. Demographic Research, 39, 61-94. Schmeer, K. K., & Kroeger, R. A. (2011). Union type and depressive symptoms among Mexican adults. Journal of Family Issues, 32(12), 1597-1621. Shihadeh, E. S. (1991). The prevalence of husband-centered migration: employment consequences for married mothers. Journal of Marriage and the Family, 432-444. Thiede, B. C., Kim, H., & Slack, T. (2017). Marriage, work, and racial inequalities in poverty: Evidence from the United States. Journal of Marriage and Family, 79(5), 1241-1257. Curtis, K. J., Reyes, P. E., O’Connell, H. A., & Zhu, J. (2013). Assessing the spatial concentration and temporal persistence of poverty: Industrial structure, racial/ethnic composition, and the complex links to poverty. Spatial Demography, 1(2), 178-194. Jensen, L., & Slack, T. (2003). Underemployment in America: Measurement and evidence. American Journal of Community Psychology, 32(1-2), 21-31. O’Connell, H. A., & Shoff, C. (2014). Spatial variation in the relationship between hispanic concentration and county poverty: A migration perspective. Spatial Demography, 2(1), 30-54. Slack, T. (2010). Working Poverty across the Metro‐Nonmetro Divide: A Quarter Century in Perspective, 1979–2003. Rural Sociology, 75(3), 363-387. Slack, T., & Myers, C. A. (2012). Understanding the geography of food stamp program participation: Do space and place matter? Social Science Research, 41(2), 263-275. Slack, T., Singelmann, J., Fontenot, K., Poston Jr, D. L., Saenz, R., & Siordia, C. (2009). Poverty in the Texas borderland and lower Mississippi delta: A comparative analysis of differences by family type. Demographic Research, 20, 353-376. Thiede, B., Kim, H., & Valasik, M. (2018). The Spatial Concentration of America’s Rural Poor Population: A Post-Recession Update. Rural Sociology, 83(1), 109-144. Race & Ethnicity Becker, S., & Sweet, C. (2018). “What Would I Look Like?” How Exposure to Concentrated Disadvantage Shapes Hip-Hop Artists’ Connections to Community. Sociology of Race and Ethnicity, DOI: 10.1177/2332649218784964. Bratter, J. L., & O'Connell, H. A. (2017). Multiracial identities, single race history: Contemporary consequences of historical race and marriage laws for racial classification. Social Science Research, 68, 102-116. Cope, M. R., & Schafer, M. J. (2017). Creole: a contested, polysemous term. Ethnic and Racial Studies, 40(15), 2653-2671. Hawdon, J., Lum, K., Swarup, S., Torres, J. A., & Eubank, S. (2017). Addressing the Race Gap in Incarceration Rates: An Agent Based Model. Corrections, 2(2), 71-90. Paul, C., & Becker, S. (2017). “People Are Enemies to What They Don’t Know” Managing Stigma and Anti-Muslim Stereotypes in a Turkish Community Center. Journal of Contemporary Ethnography, 46(2), 135-172. Rackin, H. M. (2017). Comparing Veteran and Non-veteran Racial Disparities in Mid-life Health and Well-being. Population Research and Policy Review, 36(3), 331-356. Slack, T., & Jensen, L. (2002). Race, Ethnicity, and Underemployment in Nonmetropolitan America: A 30‐Year Profile. Rural Sociology, 67(2), 208-233. Smiley, K. T. (2020) Social Inequalities in Flooding Inside and Outside of Floodplains during Hurricane Harvey. Environmental Research Letters, 15(9), 1-15. Smiley, K. T. & Yang, Y. (2020) Urban Europeans’ Viewpoints on Immigrants in their City: Re-considering how group threat operates across national and urban contexts. Social Science Research, 92, 102474. Shihadeh, E. S., & Ousey, G. C. (1998). Industrial restructuring and violence: The link between entry-level jobs, economic deprivation, and black and white homicide. Social Forces, 77(1), 185-206. Baker, J. O., Stroope, S., & Walker, M. H. (2018). Secularity, religiosity, and health: Physical and mental health differences between atheists, agnostics, and nonaffiliated theists compared to religiously affiliated individuals. Social Science Research, 75, 44-57. Blanchard, T. C. (2007). Conservative protestant congregations and racial residential segregation: Evaluating the closed community thesis in metropolitan and nonmetropolitan counties. American Sociological Review, 72(3), 416-433. Blanchard, T. C., Bartkowski, J. P., Matthews, T. L., & Kerley, K. R. (2008). Faith, morality and mortality: The ecological impact of religion on population health. Social Forces, 86(4), 1591-1620. Blanchard, T., Stroope, S., & Tolbert, C. (2014). Bringing the congregations back in: religious markets, congregational density, and American religious participation. Religions, 5(3), 929-947. Kerley, K. R., Matthews, T. L., & Blanchard, T. C. (2005). Religiosity, religious participation, and negative prison behaviors. Journal for the Scientific Study of Religion, 44(4), 443-457. Stroope, S. (2011). Education and religion: Individual, congregational, and cross-level interaction effects on biblical literalism. Social Science Research, 40(6), 1478-1493. Stroope, S. (2011). Social networks and religion: The role of congregational social embeddedness in religious belief and practice. Sociology of Religion, 73(3), 273-298. Stroope, S. (2011). How culture shapes community: Bible belief, theological unity, and a sense of belonging in religious congregations. The Sociological Quarterly, 52(4), 568-592. Stroope, S. (2012). Caste, class, and urbanization: The shaping of religious community in contemporary India. Social Indicators Research, 105(3), 499-518. Stroope, S., & Baker, J. O. (2014). Structural and cultural sources of community in American congregations. Social Science Research, 45, 1-17. Stroope, S., Draper, S., & Whitehead, A. L. (2013). Images of a loving God and sense of meaning in life. Social Indicators Research, 111(1), 25-44. Stroope, S., & Tom, J. C. (2017). In-home firearm access among US adolescents and the role of religious subculture: results from a nationally representative study. Social Science Research, 67, 147-159. Whitehead, A. L., & Stroope, S. (2015). Small groups, contexts, and civic engagement: A multilevel analysis of United States Congregational Life Survey data. Social Science Research, 52, 659-670. Social Demography/Population Change Blanchard, T. C., Cossman, J. S., & Levin, M. L. (2004). Multiple meanings of minority concentration: incorporating contextual explanations into the analysis of individual-level US black mortality outcomes. Population Research and Policy Review, 23(3), 309-326. Hori, M., & Schafer, M. J. (2010). Social costs of displacement in Louisiana after Hurricanes Katrina and Rita. Population and Environment, 31(1-3), 64-86. Hori, M., Schafer, M. J., & Bowman, D. J. (2009). Displacement dynamics in southern Louisiana after Hurricanes Katrina and Rita. Population Research and Policy Review, 28(1), 45-65. Irwin, M., Blanchard, T., Tolbert, C., Nucci, A., & Lyson, T. (2004). Why people stay: The impact of community context on nonmigration in the USA. Population, 59(5), 567-592. Kroeger, R. A. (2017). Union status, educational attainment, and body mass index among emerging adults. Emerging Adulthood, 5(5), 357-363. Kroeger, R. A., & Frank, R. (2018). Race‐Ethnicity, Union Status, and Change in Body Mass Index in Young Adulthood. Journal of Marriage and Family, 80(2), 444-462. Myers, C. A., Slack, T., & Singelmann, J. (2008). Social vulnerability and migration in the wake of disaster: the case of Hurricanes Katrina and Rita. Population and Environment, 29(6), 271-291. O’Connell, H. A. (2018). Linking Racial Composition, Black–White Inequality, and Regional Difference: The Role of Migration. The Sociological Quarterly, 59(1), 128-144. Slez, A., O’Connell, H. A., & Curtis, K. J. (2017). A note on the identification of common geographies. Sociological Methods & Research, 46(2), 288-299. Smiley, K. T. & Hakkenberg, C. R. (2020) Race and Affluence Shape spatio-temporal urbanization trends in Greater Houston, 1997 to 2016. Land Use Policy, 99, 105093. Work & Labor Markets Blanchard, T., Irwin, M., Tolbert, C., Lyson, T., & Nucci, A. (2003). Suburban sprawl, regional diffusion, and the fate of small retailers in a large retail environment, 1977–1996. Sociological Focus, 36(4), 313-331. Blanchard, T., & Matthews, T. L. (2006). The configuration of local economic power and civic participation in the global economy. Social Forces, 84(4), 2241-2257. Blanchard, T. C., Tolbert, C., & Mencken, C. (2011). The health and wealth of US counties: how the small business environment impacts alternative measures of development. Cambridge Journal of Regions, Economy and Society, 5(1), 149-162. Laurian, L., Walker, M., & Crawford, J. (2017). Implementing environmental sustainability in local government: the impacts of framing, agency culture, and structure in US cities and counties. International Journal of Public Administration, 40(3), 270-283. Lee, M. R., & Slack, T. (2008). Labor market conditions and violent crime across the metro–nonmetro divide. Social Science Research, 37(3), 753-768. Parks, V., Drakeford, L., Cope, M. R., & Slack, T. (2018). Disruption of routine behaviors following the deepwater horizon oil spill. Society & Natural Resources, 31(3), 277-290. Shrum, W. (1990). Status incongruence among boundary spanners: Structure, exchange, and conflict. American Sociological Review, 496-511. Slack, T. (2007). The contours and correlates of informal work in rural Pennsylvania. Rural Sociology, 72(1), 69-89. Slack, T., Cope, M. R., Jensen, L., & Tickamyer, A. R. (2017). Social embeddedness, formal labor supply, and participation in informal work. International Journal of Sociology and Social Policy, 37(3/4), 248-264. Slack, T., & Jensen, L. (2004). Employment adequacy in extractive industries: An analysis of underemployment, 1974–1998. Society and Natural Resources, 17(2), 129-146. Slack, T., & Jensen, L. (2007). Underemployment across immigrant generations. Social Science Research, 36(4), 1415-1430. Wuthnow, R., & Shrum, W. (1983). Knowledge Workers as a “New Class” Structural and Ideological Convergence among Professional-Technical Workers and Managers. Work and Occupations, 10(4), 471-487. Michelle Barton, Instructor Sarah Becker, Associate Professor Dana Berkowitz, Associate Professor Troy C. Blanchard, Professor Skylar C. Gremillion, Instructor Yoshinori Kamo, Professor Rhiannon A. Kroeger, Assistant Professor Heather A. O' Connell, Assistant Professor Heather M. Rackin, Associate Professor Mark J. Schafer, Professor Edward S. Shihadeh, Professor Wesley M. Shrum, Jr., Professor Tim Slack, Professor Kevin T. Smiley, Assistant Professor Samuel Stroope, Associate Professor Danielle J. Thomas, Adjunct Instructor Jose Torres, Assistant Professor Mark H. Walker, Assistant Professor

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The days of sitting in a classroom counting sticks and pebbles are over for the new entrants at Lynmore Primary School. The school has introduced an initiative called play-based learning for students in Year 0 and 1. Rather than sitting in a classroom and learning reading, writing and maths, play-based learning sees children learn social and emotional skills, problem-solving, sharing and creativity through play. Teacher Shelly Lamb said it eased the transition from early childhood education to primary school. In early childhood the children are self-directed for most of the day. Lamb said having to sit in a classroom all day was a big difference for most children moving to primary school. "With play-based learning they are following their own interests so there won't be a single child off-task," Lamb said. She said the programme also meant children were more settled on their return to school. Teachers incorporate education around the traditional reading, writing and arithmetic into the play, which occurs in and outside the classroom, depending on what the child wants. "That's much more powerful than sitting them down and counting," she said. Lamb said the children also learned life skills through play. "Children are born to play and through play is how they learn. When they play they learn the skills they need to like problem-solving and waiting for a turn." Lamb said the programme was a movement which was becoming more popular in schools. However, it was costly to set up and the school was asking for donations of items like toys for water and sandpit play, puzzles, Lego and more. If you can help, email firstname.lastname@example.org.

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USMLE® Step 1 style questions USMLE USMLE® Step 2 style questions USMLE A 15-year-old boy comes to the emergency department with his mother because of rapid, uncontrollable breathing. His mother states that two hours earlier the boy's girlfriend ended their relationship. The boy had been sobbing profusely when he started breathing rapidly. The patient states that his mouth feels tingly. His temperature is 37.1°C (98.8°F), pulse is 96/min, respirations are 32/min, and blood pressure is 122/86 mm Hg. Physical examination shows perioral pallor and carpopedal spasm. Which of the following is the most likely etiology of his symptoms? Content Reviewers:Rishi Desai, MD, MPH With respiratory alkalosis, “alkalosis” refers to a process that raises blood pH above 7.45, and “respiratory” refers to the fact that it’s a failure of the respiratory system carrying out its normal pH- balancing job. Normally, during an inhalation, the diaphragm and chest wall muscles contract to pull open the chest and that sucks in air like a vacuum cleaner. Then, during an exhalation, the muscles relax, allowing the elastin in the lungs to recoil, pulling the lungs back to their normal size and pushing that air out. Ultimately, the lungs need to pull oxygen into the body and get rid of carbon dioxide CO2. CO2 binds to water H2O in the blood and forms H2CO3 carbonic acid, which then dissociates into hydrogen H+ and bicarbonate ions HCO3-. So, in order to prevent pH fluctuations, the CO2 concentration, or the partial pressure of CO2, called PCO2, needs to be kept within a fairly narrow range.For this reason, lungs maintain the ventilation rate they need to get rid of CO2 at the same rate that it’s created by the tissues. If PCO2 levels start to fall and pH starts to rise, peripheral chemoreceptors that are located in the walls of the carotid arteries and in the wall of the aortic arch start to fire less, and that notifies the respiratory centers in the brainstem that they need to decrease the respiratory rate and depth of breathing. As the respiratory rate decreases and breaths become more shallow, the minute ventilation decreases - that’s the volume of air that moves in and out of the lungs in a minute. The decreased ventilation, means less carbon dioxide CO2 moves out of the body, increasing the PCO2 in the body, which lowers the pH. In respiratory alkalosis, the normal mechanism of ventilation gets disturbed, and the minute ventilation goes higher than what’s needed to balance the pH. For ventilation to increase, the respiratory centers have to start firing more than usual. This increased firing may be a normal compensatory response, or an abnormal response to a situation that doesn’t really call for increased ventilation. Increased ventilation is a normal response to things like hypoxia, a low oxygen level, which can happen with diseases like pneumonia or a pulmonary embolism, or even when a person climbs a high mountain like Mount Everest. But, increased ventilation can be an abnormal response that sometimes happens in situations like anxiety and panic attacks, in sepsis, or in overdoses with salicylates. Rarely, brainstem disorders can irritate the respiratory centers and make them fire more. Sometimes, increased minute ventilation is iatrogenic, meaning that it’s a result of a medical intervention. For example, a person may be intubated and on a ventilator. If the ventilator settings aren’t correct, it can cause a respiratory alkalosis. In all of these situations, the result is that lungs get rid of too much CO2.

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The acronym VIN stands for vehicle identification number, a unique 17-digit alpha and numeric string of characters for each vehicle. VIN numbers have been mandated by the U.S Department of Transportation to be stamped on every vehicle since the early 1980s. A VIN is used to track vehicle registrations, recalls, warranty claims, thefts and insurance coverage. Each character in the VIN has a specific purpose. Decoding the VIN by character 1st character – identifies the country of manufacture. For example, U.S. (1 or 4), Canada (2), Mexico (3), Japan (J), Korea (K), England (S), Germany (W), Italy (Z) 2nd – identifies the manufacturer. For example, Audi (A), BMW (B), General Motors (G), Ford (F), Honda (H), Mercedes-Benz (D), Nissan (N), Toyota (T), Volkswagen (V) 3rd – identifies the vehicle type or manufacturing division 4th through 8th - identifies vehicle attributes, such as body style and engine type 9th – called the “check digit,” the ninth character uniquely identifies the vehicle, ensuring that no two cars within a 30-year period have the same VIN 10th – identifies the model year 11th – identifies the assembly plant 12th through 17th – identifies the sequence of the vehicle off the assembly line, with the last four characters always numeric Where is the VIN stamped? Auto manufacturers stamp the VIN in several different places on a vehicle. The most visible one is through the front windshield, located on the driver side interior dash by the windshield. Another location is on the driver’s side door jamb. A VIN may be stamped on the front or top of the engine block, the engine frame and many other hidden parts of the vehicle. Consumers can also opt to have their VIN permanently etched into various parts of the car, a practice encouraged by insurance companies to help discourage theft and selling of car parts.

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The Orpheum Theatre's marquee on Hennepin Ave The Hennepin Theatre's stage and chandelier The view from the stage The Orpheum's lobby as it looks today The theater's main building as it would have looked in the 1920s An early photo of the theatre's auditorium The ornate lobby in the 1920s The marquee when it was the Hennepin Theatre in the 1930s The theater when it was known as the RKO Orpheum The Hennepin Theatre marquee as it looked around 1943 The Orpheum marquee in 1970 Backstory and Context In the 1880s, Minneapolis’s theater and entertainment district began to shift westward along Hennepin Avenue, away from the earlier halls built on Washington Avenue. At the beginning of the 20th century, a number of vaudeville theaters were built in this new district, as the popular new form of entertainment swept across the nation. Among these was the Seventh Street Orpheum, constructed in 1904 by the Orpheum vaudeville circuit, which booked shows in hundreds of theaters from Chicago to the West Coast. 17 years later, needing a larger home for its Minneapolis performances, the Orpheum circuit commissioned a new theater near the corner of Hennepin Avenue and 9th St., naming it the Hennepin Theatre. The theater was designed in the Beaux Arts style by the Milwaukee-based architectural firm Kirchhoff and Rose, which had designed several other vaudeville theaters throughout the Midwest and in New York City. Constructed by the Thomas Starrett Company of Chicago, the theater actually consists of two distinct structures: a long, narrow lobby stretches from Hennepin Avenue to the main building that houses the auditorium (this unique design made the facade and marquee visible on busy Hennepin Avenue). Its ornate interior was common at the time, when going to the theater was as much a part of the experience as the performance onstage. The construction cost totaled just over $1 million, and its 2,928 seats made it the largest vaudeville theater west of New York City, until it was surpassed the following year by Cleveland’s Palace Theater. The Hennepin Theatre opened to much fanfare on October 16, 1921, with a program headlined by the Marx Brothers. 70,000 people attended shows in the theater’s opening week, with the most expensive seats selling for 47 cents. Since vaudeville was geared toward families, children's tickets only cost 9 cents, and the theater featured a playroom and daycare. It its early years, it also housed a Wurlitzer organ and, since live animals were often a part of vaudeville performances, the backstage area had a large steel cage. Part of the esteemed Orpheum circuit, the theater drew many of the top, nationally touring vaudeville stars. Throughout the 1920s, Jack Benny, George Burns, and Gracie Allen all graced the Hennepin Theatre stage, among many others. As vaudeville declined in popularity and movies became the nation’s new preferred entertainment, the theater transitioned accordingly. Films increasingly replaced vaudeville acts in the late 1920s and 1930s, and the theater installed a sound system in 1933 so it could screen the new “talkies” coming out of Hollywood. Around this time, the theater also changed its name to the Hennepin Orpheum and then the RKO Orpheum, reflecting the recent merger that created RKO (Radio-Keith-Orpheum). Eventually, it became known simply as the Orpheum Theatre. As the Orpheum became more of a movie palace, it promoted its film premieres with extravagant events that included marching bands, dances, and appearances by the movie stars themselves. When the theater screened Gone with the Wind in 1940, it sold out every show for three straight weeks. The Orpheum kept up with changing trends in the industry, installing a 25’ x 55’ screen and stereophonic sound system in 1953 to accommodate the new CinemaScope films. While vaudeville was phased out in the early 1930s, the Orpheum continued to host live performances of all kinds. During the age of big band swing music, such icons of the genre as Count Basie, Tommy Dorsey, and Benny Goodman all performed at the theater. In 1959, the businessman Ted Mann purchased the Orpheum and started bringing in touring Broadway productions like My Fair Lady and Fiddler on the Roof. In the 1970s, however, business declined at the theater, and it was up for sale at a low price near the end of the decade. Bob Dylan, a Minnesota native who briefly lived in Minneapolis while attending the University of Minnesota, bought the theater with his brother David Zimmerman in 1979. While Dylan owned the theater, it hosted more touring musicians, but was in a state of disrepair by the time he sold it to the City of Minneapolis in 1988. The city renovated the theater twice over the next five years, making substantial updates and additions in 1993 so it could accommodate large Broadway musicals. The first of these, Miss Saigon, ran at the theater in 1994, breaking local records for ticket sales; three years later, Disney’s wildly successful musical adaptation of The Lion King premiered at the Orpheum. In 2005, Minneapolis transferred ownership of the theater to the Hennepin Theatre Trust, a nonprofit organization which also owns and operates the historic State and Pantages theaters. Today, the Orpheum continues to host performances and events, primarily touring musicians and musical productions. - Granger, Susan and Kay Grossman. National Register of Historic Places Registration Form, National Park Service. December 5th 1995. Accessed March 27th 2020. https://npgallery.nps.gov/NRHP/GetAsset/6744da17-b673-448c-ba86-c03c6f467519. - Accessed March 27th 2020. https://hennepintheatretrust.org/. - Bream, Jon. The silent partner: Bob Dylan's days as owner of Minneapolis' Orpheum Theatre, Star Tribune. November 4th 2014. Accessed March 27th 2020. https://www.startribune.com/silent-partner-dylan-once-owned-minneapolis-orpheum-theatre/281361451/?refresh=true. - Saefke, Les. When Swing Was King at the Orpheum. Hennepin History Magazine. Vol. 50, No. 4. Fall 1991. 4 - 7. - Orpheum Theater, Twin Cities Music Highlights . Accessed March 27th 2020. https://twincitiesmusichighlights.net/venues/orpheum/. - History of the Orpheum Theatre, MCDA. October 1993. Accessed March 27th 2020. https://3xlt1jijtde7vkf2ch4uoy7b-wpengine.netdna-ssl.com/wp-content/uploads/2016/02/1993-MCDA-Orpheum-Timeline.pdf.

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All dog owners know that their pups have feelings. They can be scared, happy, guilty, and even sad. When you have a forlorn pup, it can almost appear like he is crying with his sad, glassy eyes. But is he really? Do dogs cry tears? While they don’t really cry the same way that a human does, a dog still can feel grief and sadness. However, they aren’t going to cry when they feel that way. In fact, a human is actually the only animal that sheds tears when they are upset. So, what is that fluid that runs out of a dog’s eyes if it isn’t tears? And how do dogs react when they are sad if they are not able to cry? Can a Dog Cry? Well, no. If a dog’s eyes are healthy, then he won’t be able to tear up. Dogs are equipped with tear ducts that function basically to keep their eyes clear of debris and feeling comfortable. A dog’s tear will drain back into his nasal cavity instead of dripping out of his eyes. When a dog tears up, this is telling you that there might be something wrong. Here are a few reasons why a dog may have tears in his eyes: Just like a human, allergies may cause your dog’s eyes to start to water or shed tears as how it may look like. A dog may be allergic to several things like food ingredients, smoke, dander, dust, or pollen. Perhaps not surprisingly, dogs can be allergic to cats, too! While an air purifier for pets will likely help your dog in many of the same ways it helps you, your veterinarian can run some tests and even put your dog on an elimination diet in order to figure out the causes of your dog’s allergic reaction. Blocked Tear Ducts When we think dogs cry, what really happens is that your dog’s tear duct gets blocked and tears start to flow from the eyes. The discharge from his eyes is called epiphora. The area around a dog’s eye will be damp if he has epiphora, and, if a dog has had it a while, then his skin may be irritated or have a reddish or brown color around his eyes. Take your dog to the veterinarian as soon as you notice symptoms. When you see bloody, yellow, or mucus tears on your dog, it can be a signal that your dog is suffering from an eye infection. Irritated or swollen eyes may be other symptoms that can be a sign of something very wrong with your dog, so it’s important to take your dog to the vet as soon as possible. Active dogs can be susceptible to scratched corneas. Any rough play with a cat or dog, projectiles, and running through some thick brush can cause a dog to get a scratched cornea. If you notice your dog tearing, blinking a lot, pawing at his eye, or an inflamed area around his eye, then it’s important to take your pup to the veterinarian. Piece of Dirt A dog may also tear up if he has dirt in his eye or even an eyelash. If you suspect this is the case, his tears will stop soon. But, if you notice that your dog is tearing for a long time or he develops more serious symptoms, it’s important to take him to the vet and get his eye checked out. While it may very well appear like your dog is crying tears, typically it is an indication of something wrong with your dog’s eyes. If you notice consistent tears for a long period of time, make sure you take your dog to see the vet for an examination. If your dog’s eyes are watering, you may want to get a closer look to ensure that there’s nothing wrong with his eye’s surface. If the leaking or crying continues over several days, it’s time to take him to the veterinarian. How Do Dogs Express Their Emotional Pain? While a dog doesn’t cry when he gets sad, he is able to express his more painful reactions in other ways. As a puppy, dogs learn, just like a human baby, that if they cry out, they will receive safety, food, and comfort. A puppy will also vocalize when playtime has become too rough or let their mothers know when they are lonely, hungry, or cold. In adulthood, a dog will whimper or whine when he is separated from other dogs in your home or his owners or when he really wants a treat. It’s not easy to draw a comparison directly between human and dog emotions, but we do know that a human is more nuanced when it comes to our psychological and emotional composition. Even though a dog may feel a range of emotions, he is usually reacting to his impulses and surroundings instead of experiencing any strong rushes of feeling. Remember, a dog can learn to adjust his behavior to suit his needs, so it’s possible that some of his expressions can appear emotional, but are in fact somewhat manipulative. Especially if he wants a dog treat. While we may never be completely certain what our dog is feeling, it’s possible to decipher their moods and messages so we can respond accordingly. And that is the primary bone that we have with our pups, the ability to respond to their affection, joy, and attention while they thrive on ours. We already know that a dog may make distinct or unusual vocalizations when they see their owner injured or harmed in some way. What this tells us is that a dog not only expresses emotional ache or strain, but he can also empathize with what is going on with their owner or family. It’s a whole other question though as to whether a dog can really feel compassion the way that humans feel it. Whatever the true answer, we do know that dogs have the ability to understand that we are in distress and they often try to provide some comfort to us as a result. That is just one of the reasons why they have become man’s best friend. So, How Does a Dog Show His Emotions? The ability to cry isn’t the only way a dog can show us he’s sad. Dogs are known to grieve, become sad, and also experience many other emotions. Since humans are the only animal that is capable of crying tears when we’re sad, we’re kind of the anomaly. Every other animal experiences their emotions in different ways like a dog without crying. Dogs can signal that they are distressed, sad, or lonely without tears by just simply whining or whimpering, which we often refer to as crying. They do this as soon as they are born to signal to their mother what they need. So, it’s important that a dog would give more of a verbal cue instead of a visual one. When puppies start to whine, their mother is able to find them quickly, even when the puppy isn’t in her sightline. But, if the puppy was crying silently using tears like a human, then his mother may not notice what’s wrong until it’s too late. However, dogs don’t only whimper and whine when they are sad, they can also get depressed, just like a human. Since it may not always be clear why your dog may be depressed, it’s important to look out for these signs: - Your dog is less active than he normally is - He has become withdrawn - He isn’t participating in the same things he has always enjoyed - He sleeps less or more than normal - He has changed in his eating habits - He seems less active than he normally is Are Dog Tears Different from a Human’s Tears? Yes, a dog’s tears are different from our own tears. A dog has a more complicated eye moisture and lubrication system. A dog has a third eyelid that is located in the inner portion of his lower eyelids. The third eyelid is a clear structure that will move over his eye in order to protect it. The eyelid also moistens his cornea while allowing him to maintain his vision and producing lymph fluid, which will help to prevent infection. Why does my dog cry real tears? There are several reasons why a dog may cry real tears. Certain dogs, like a French Bulldog, can be prone to eye issues. These flat-faced dogs are more vulnerable to eye problems that may cause tears and eye-watering. A dog has three types of glands that keep its eyes moist. All these glands work together in producing the moisture that your dog needs in order to keep his eyes functioning properly and healthy. Called lacrimal glands, mucus glands, and meibomian glands, they are responsible for producing watery tears, mucus, and oily tears respectively. As your dog blinks, all three of these glands are combined creating a thick fluid that will take longer to evaporate but offers better protection to a dog’s eyes. Do dog’s eyes water when they are sad? Dogs can definitely shed moisture from their eyes. But it may not be due to an emotional reason like a human. Dogs can tear up from an allergic reaction or blocked tear ducts, scratched corneas, or eye infections. They also can tear up from a simple speck of dust in their eyes. Why does my dog have tears? There are several common causes of a dog releasing tears. Similar to a human, allergies may cause your dog’s eyes to begin to water. A dog can be allergic to several things like smoke, dust, and pollen. Dogs can also get things in their eyes or scratch their corneas, which can cause them to tear up, and they can also get blocked tear ducts and eye infections that can also cause tears. How do you know when a dog is crying? It’s important to remember that your dog is able to understand your cues and know how you are feeling. You should also remember that you need to pay attention to the cues to your dog’s body signals. Just like our own reactions are visible in our voice, posture, and faces, a dog will send you similar signals using his body language. Each cue has a meaning that can become clear when you consider your dog’s personality and the context of the cues like knowing what your dog’s ear positions mean. There are many ways that a dog can show you his love and deference just by using his soft eye. When you see a dog yawning, he isn’t bored or tired, he is actually telling you that he is comfortable and wants to enjoy your favor. If your dog stares at you, it can be a sign of desire, or if your dog has high energy, he may greet you by licking or jumping on you or even crying. Dogs can be known to follow their owners around to show attachment and affection. Since dogs can be so close to us, they are able to tell when you are distressed, afraid, or sad. Hormones and chemicals are released as you cry, and that can signal a dog that something is wrong. Dogs can also notice changes in your body posture, plus your dog will certainly react to your cries and whimpers. Your dog will want to comfort you any way they are able, plus they are great at mimicking and can even copy sad behavior to show that they share your sadness.

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What is your chameleon telling you? This class consists of a list of behaviors that you might run into with your chameleon. This isn’t necessarily a class to go through from start to finish, but just peruse the behaviors that are listed just to be ready when they happen! And then you know where you can come for an explanation. This class goes hand in hand with the Medical conditions class which is next. In deciding which class to put a certain behavior/situation in a judgement call was made as to whether it was a choice made by the chameleon (behavior) or something that happened to it (Medical). If something is happening and it isn’t listed here then check the medical side! But before we get to individual behaviors we will meet the three major phases of chameleon life – The Contented Chameleon, The Scared Chameleon, and The Sick Chameleon. By knowing, even at a high level, when you should be concerned, you can get ahead of problems before they are too advanced to treat. The Content Chameleon This is a content chameleon. He is relaxed, but alert. He has a powerful grip on the branches that he perches on and, if disturbed, slinks away into the foliage quickly and with great control. Eyes are constantly scanning the area. Eyes are alert. A healthy chameleon does not have closed eyes during the day. The tail can be tightly coiled under him or being used as balance in the branches. You will get use to his resting colors and you will learn what he does when he is stressed. Some chameleons get dark and some chameleons show dramatic spots. What your chameleon shows is a combination of species and individual genetics. The Scared Chameleon It is critical to learn the signs of a stressed chameleon. The pictured chameleon is showing all the typical signs. He is showing the following behaviors: - Brightest Colors to warn away the intruder - Flattened Body to look as big and imposing as he can - Puffed Out Gular (Throat) to look as big as possible - Gaping Jaws to make it clear he means business. - Front leg up in a protective position. If you seen any of these signs you know you have a scared chameleon that feels threatened. Ignoring these signs and continuing with whatever you are doing will result in either a bite or a chameleon that gives up and takes on the sick chameleon traits which we will look at next. The Sick Chameleon A chameleon will try and hide sickness as long as possible. This is our challenge as chameleon keepers, we must act before we are sure. This sometimes results in wasted vet visits, but those are my favorite types of vet visits. The most obvious sign of trouble is eyes closed during the day. Add to that sunken eyes or else dark or stressed colors and you know something is wrong. Physical signs such as nose pointed up in the air or, worse, gaping to breathe and it is past time for a veterinary visit. The chameleon eye structure is a great way to gauge the health of the chameleon. Although the cause is often challenging to determine, you can at least know something is off. Chameleons closing their eyes or “sleeping” during the day is one of the most common warning signs of a health or stress issue chameleon keepers encounter. Sunken eyes are another warning sign. Though this one can be caused by a number of issues from benign to critical so, like any of these situation, the eye condition is not the smoking gun, but the signal that more clues need to be found. A compromised immune system increases the chance that bacteria will take hold and start an infection. As the most vulnerable location for the chameleon is their lungs, where they breathe in bacteria every breath, respiratory infections are often the result. The first signs of respiratory infections are either the closed eyes or the sticking of the nose into the air. Infections must be dealt with in themselves, but care cannot be considered complete until the source of the lower immunity system is discovered and corrected. The Chameleon Behavior Reference Encyclopedia If you have a behavior that is not found here then please check the Medical reference in case it has been listed under that heading. Chameleon Behavior is a class that is part of the Term 1: Getting Started With Chameleons coursework which gives you a basic exposure to the important issues in chameleon husbandry. Learning about chameleon mannerisms is a stage that every chameleon keeper needs to go through! At times it is hard to tell whether you are looking at a behavior or a medical condition. Generally speaking, if the chameleon has a choice as to what they are doing I place it in the Chameleon Behavior section. If it is something that is happening to the chameleon I place it in the Basic Chameleon Medical Section section. If you did not find a match in in this course then please check the Medical section!

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Transcultural science at school The cross-cultural approach finds fruitful and socially relevant ground of application in schools: this by virtue of both their quality of Institution and the specific characteristics that make the school (classes, corridors, canteens, parents-teachers interview rooms ) a significant place for the experience of children and young people and an important hub for communication and development of intercultural skills in adults themselves. In schools, people meet and interact putting into play their own concepts of care, family, education, personal growth, aggregation, future prospects, and the whole constellation of values and emotional experiences related to education. Transcultural science looks at each individual as an object of cultural transmission and subject of psychological selection: an Italian student - as well as a 'foreigner' - builds his own identity through the experiences of the family, community and peer environment, drawing deeply from daily school experience and how it is interpreted in the family. Different cultures appear in the school starting from Italian families as well as from foreign ones, for this reason the cross-cultural approach in the school always tries to extend to the entire community of an institution. However, it is appropriate to consider how migration phenomena have placed the accent, in Italy, on dimensions of conflict and on difficulties related to 'foreign' pupils (presence, insertion, language, ...): for this reason, working in the school often leads to the introduction of a cross-cultural perspective starting from reports of unease in 'foreign' pupils. Who is generally understood in Italian schools today with the definition 'foreign pupil'? To pupils children of immigrants it is necessary to add the children of mixed couples, Italian-foreign or foreign parents of different origins. There will therefore be the following groupings (which obviously have overlapping areas): · Students without Italian citizenship · Students with Italian citizenship, first generation · Pupils with Italian citizenship, second generation · Children of mixed couples (Italian-foreigner, foreigner-foreigner) Critical areas and intervention Each of the above situations presents common problems, attributable to the area of insertion in the multiple territorial realities, in the intertwining of languages and cultural norms that underlie the social and interpersonal relationships of the community. Some realities present discomfort knots that decline more specifically, linked to sensitive culture variables such as: · Experience modality influenced by culturally shaped matrices of meaning · Migration planning and cultural crossing process · Ways of living in the territory, of experiencing open spaces, the home, common spaces, institutions, places of social gathering · Instability of the socio-economic situation, often characterized by changes in status dictated by migration Problems related to individual identity and the family system triggered by phenomena such as family reunification, working conditions, housing conditions, presence-absence of resident relatives, the possibility of practicing one's religious belief, new interpersonal relationships, ... In this case, some uncomfortable situations have been found in the school which constitute the risk of early school leaving for foreign pupils (as previously defined): Prolonged absences related to situations in which a parent, for reasons related to migration, calls the family members around him, or the family closes in on himself for issues related to a difficult adaptation process or more specific reasons. · School-family communication difficulties intensified by individual variables or by the family system of cultural origin. Temporary transfers of pupils to their countries of origin due to a fragmentation of the experience of the family unit in Italy, with effects on the development process of the children and on the level of parent-child relationships. Difficulty in diagnosing specific problems in pupils whose experience includes a process of adaptation (which can be extended to any situation of change) and of crossing cultures (language, learning, conduct, praxies, hyperactivity, anxiety, ...). · Difficulty in understanding, acceptance, action in situations where a specific disorder (eg DSA learning) complexes the school experience of a foreign pupil and the experience of his family. In light of these considerations, the presence of a specific project in the cross-cultural area is considered of great importance, with the presence / consultancy of a specialist professional whose interventions will be aimed at pursuing, for example, the following objectives: · Promote actions that encourage the development of a sense of belonging, a central variable for the development of social cohesion, for the care of the common good and for a positive school experience. These interventions are aimed at pupils and the parent community. · To encourage school-family communication in situations where the culture sensitive variable plays an important role, promoting an understanding of events based on meeting and dialogue (why absences? Why don't you do your homework? Why don't you bring the material) ?, ...) · Make sure that assessments of the specific problems presented by pupils that meet the culture sensitive criteria included in the updated editions of the reference diagnostic manuals are carried out (in person or by external specialists such as neuropsychiatrists or speech therapists). · To act as a node in the network of services and agencies that can intervene in support of the situation, promoting the explanation of personal and culturally shaped explanatory models, placing the emphasis on the specific migratory projects in which the singular event of the student in question fits. and its possible discomfort.

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Uncle Tom's Cabin Among the most “banned” books in the United States, Uncle Tom’s Cabin; or, Life Among the Lowly is a novel by American author Harriet Beecher Stowe which treats slavery as a central theme. Stowe was a Connecticut-born teacher at the Hartford Female Academy and an active abolitionist. The novel is believed to have had a profound effect on the North’s view of slavery. In fact, when he met Harriet Beecher Stowe, President Lincoln is said to have commented, “So you’re the little lady whose book started the Civil War.” First published on March 20, 1852, the story focuses on the tale of Uncle Tom, a long-suffering black slave, the central character around whose life the other characters—both fellow slaves and slave owners—revolve. The novel depicts the harsh reality of slavery while also showing that Christian love and faith can overcome even something as evil as enslavement of fellow human beings. (summary by Wikipedia and John Greenman) Note From the Reader: The listener is about to enter a world rich with diverse characters. In order to differentiate between the characters, the reader has given each, his/her own voice. As an adult male reader, however, the reader's representation of women and children will, necessarily be less than adequate. He asks for your indulgence. Genre(s): Historical Fiction

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Guinea Pigs are wonderful and fun pets to have in your home. They enjoy the company of people and other guinea pigs and can also be independent and easy going. Here are some things to consider before you decide to bring a guinea pig home: - Guinea Pigs can live between 4 and 8 years. This is a longer life expectancy than other small pets such as hamsters or gerbils. It is a good idea to consider this time-frame when you adopt. - If you will be keeping more than one guinea pig, it is always best to be sure you have all pigs of the same gender only. Typically, guinea pigs are not spayed or neutered, and they reproduce easily. So, keep only male pigs with other males and female pigs with females only. - Guinea Pigs need adequate space to move around and get exercise. - How many pigs? Allocate enough space for all to be able to move about the space easily. - Ensure that the enclosure is safe and secure, and your guinea pig cannot squeeze out from any open spaces or climb over any sides that are too short. - Be sure to place the enclosure in an area that is temperature controlled and is free of drafts. Guinea Pigs should always be kept indoors in ambient temperatures kept between 65- and 75-degrees Fahrenheit. - Check the internet tutorials and plans for fun and easy DIY enclosures. - Consider the location in your home. Guinea pigs tend to be most active at night. They can move around, play with their chew toys and be noisy when drinking from their water bottle. If you are putting an enclosure in a bedroom, they may be busy and making noise while you are trying to sleep. - Note: Guinea Pigs poop a lot. Be prepared to make regular cage cleaning part of your daily routine. - Guinea Pigs are animals that need to eat almost constantly. - Their digestive system must be working nearly all the time for them to stay healthy. - Guinea Pigs cannot make their own Vitamin C. Their diet needs to be supplemented with an appropriate amount of Vitamin C to ensure their good health. Pellets are often fortified with Vitamin C. Vitamin C supplement treats come in a variety of flavors and textures. Be sure to follow the feeding instructions on the bag and consult your veterinarian with questions regarding proper feeding amounts. Hay – Fresh hay should be supplied daily as this is what the guinea pig will munch on most of the time. Consider how many guinea pigs you have to ensure that there is adequate daily supply for them to eat Pellets – Follow the instructions on the bag to determine the appropriate amount of pellets to feed daily. Be careful not to overfeed as your piggy may become overweight and this is not good for their health. Fresh Vegetables and Fruit – leafy greens like romaine lettuce, baby kale, cilantro, parsley can be fed daily. Red or green pepper can also be a nice daily treat as they have high levels of vitamin C in them. Carrots, zucchini and spinach can be fed a couple of times a week. Be careful not to overfeed certain vegetables, like carrots or spinach that may be high in sugars or natural minerals. Fruit can be given as an occasional treat. It is high in natural sugar, so it is important to keep portion sizes small. Orange or apple, a few blueberries or a small slice of banana is a great treat that most guinea pigs will love. Introduce new foods very gradually to avoid digestive upset. If your guinea pig develops any sign of loose stool, reduce the amount of fresh vegetables and fruit for several days, until digestion returns to normal. Then try reintroducing the food in smaller portions. Water – Ensure that your guinea pig always has ample supply of fresh water. If they are using a bottle with a spout, rinse and clean the bottle daily. Guinea pigs will drink from the bottle with food in their mouths, sending particles of food up into the water bottle. Regular cleanings and fresh water is critical for the health of your pig. For a deep clean, you can use diluted white vinegar and let it soak in the bottle for 30 min. Use a clean bottle brush if you have one. Carefully and thoroughly rinse the bottle and spout and refill with fresh clean water. Water Bottle Cleaning Trick – If you don’t have a bottle brush, and the inside of the bottle is looking gunky or slimy, fill partway with crushed ice and then add a little diluted white vinegar. Close the bottle and shake vigorously. The crushed ice will scrape the inside of the bottle and help to remove any slime or debris buildup. Rinse thoroughly with fresh water. - Your guinea pig will need some fun things to do to keep them entertained safely. - Find lots of safe toys at pet supply stores. Always ensure they are meant for guinea pigs and don’t contain any toxic ingredients or hazardous materials that could be dangerous for the pig to chew on or ingest. - Guinea Pig’s teeth that grow constantly. They need to chew a lot to keep their teeth in proper condition. If their teeth grow too long or crooked, it can impact their health and their ability to properly ingest food. - Safe guinea pig chewable toys include wood, apple sticks and some fibers. Be sure to only give your guinea pig items that are safe. Sticking with items from pet supply stores is the best way to ensure your pig’s safety. Here is a basic list of supplies that most guinea pigs will need: Enclosure – safe and secure and big enough for them to move around and get exercise Water Bottle or bowl – most guinea pigs will drink out of a water bottle with spout. Hay feeder – Some guinea pigs enjoy pulling the hay out of the hay feeder and it can help to keep the hay sanitary. Some guinea pigs will pull all the hay out and it will just end up on the floor of the enclosure. Food Bowl – Check that it is shallow enough for your guinea pig to dip their face into Igloo or Hidey Hut – Make sure it is big enough for your pig to turn around in. If you are adopting a young pig, they may grow, and you may end up needing a bigger hidey hut. Enrichment/Chew Toys – apple sticks, woven fiber, wooden chew toys are all great options Grooming – Small guinea pig nail trimmers, guinea pig shampoo for occasional bathing, brush *Note – if you are adopting a long-haired guinea pig, consult your veterinarian regarding grooming needs as some long-haired varieties need regular bathing, brushing and grooming to stay healthy. - Guinea Pigs poop a lot. - Paper bedding can be a great option and is generally safe and easy to clean. - Some owners prefer blanket style bedding that is regularly changed and laundered. - Do not use wood shavings of any kind as these can emit odors and dust that can be harmful for your guinea pig’s respiratory system. Some notes about bedding – Determine what you can accommodate your routine to. If you have a large household with a lot of family members and frequent loads of laundry, you may find it difficult to keep up with regular laundering of guinea pig bedding. Where you live is something to consider. Before laundering, soiled blankets will need to be shaken out to remove poop and hay as you don’t want that going through the washing machine. If you live in an apartment or condo, this may not be practical and paper bedding may be easier as it can easily be dumped into a trash bag. Paper bedding can an easy solution, but it can also be costly, so if you are able to fit regular laundering of bedding into your routine, that might be the right option. For soft blanket style bedding, you can line the bottom of the enclosure with a few layers of absorbent bath towels or similar material. The top layer should be something moisture wicking. Microfiber blankets work great for this. After a couple of washings, basic microfiber blankets can wick moisture away from the surface and down to the absorbent layers below. Note: Many scented laundry detergents and/or fabric softeners can be irritants to guinea pig’s skin and respiratory system. No matter what bedding you choose, be sure to clean your pet’s enclosure regularly. This will probably have to be done daily, especially if you have more than one pig. If you have one pig, you may be able to do it every other day. Always check the cage daily and remove any old uneaten fresh vegetables. - It is best to consult a veterinarian regarding grooming and cleaning for your pig. - Some long-haired pigs require consistent and regular grooming, brushing and bathing. - Some short haired varieties don’t require a lot of grooming care. - There are several systems and functions that help a guinea pig keep itself healthy through self-grooming. - It is most important to keep nails trimmed regularly. Overgrown nails can lead to discomfort and health problems. Letting the nails grow too long may make it difficult to trim the nails safely to get them to a proper length. - Check out some YouTube videos of owners trimming their pig’s nails to get a good idea of the best way to do it safely. - Make sure you check your pig’s nails weekly to determine when it is time for a trim. Fun and Funny Facts: - Guinea Pigs engage in a behavior known as Coprophagia. This means that they consume their own feces. This is totally normal. Many animals do this. Since plant matter is not completely broken down the first time around, guinea pigs ingest caecals (a type of stool) to get as many nutrients as possible. This is somewhat similar to how cows chew their cud. Caecals contain essential vitamins, such as vitamin K and B-complex. - Guinea Pigs rarely sleep. They are awake most of the time and take very short naps. Sometimes they sleep with their eyes open! Pigs are most active at night. - Guinea Pigs are born fully furred with eyes open and moving around. They are a prey animal, so as soon as they are born, they are capable of running away from predators! - They may all sorts of fun and silly noises. Sometimes to communicate that they are hungry or excited to get a treat. Sometimes they chutter or make a clicking noise when they are unhappy or stressed. - Some guinea pigs enjoy being cuddled or snuggled. Others prefer to be left alone. Since they are prey animals, they naturally try to avoid being picked up. Regular quiet contact and slow approaches with patting and gentle picking up over time will get them used to their owner and help them realize that they are safe. Still, some piggies will prefer to be left alone and that is ok. It is often a good idea to adopt in pairs or groups (as long as they are all the same gender) as they can be social animals with one another.

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Click the sound file to hear the Nyungar word: People would shelter up in the forests in the ranges and escarpments away from the fierce winter storms coming up off the southern ocean. Nyungars moved to inland forests and hunting areas once the rains had replenished inland water resources. Tuberous plants (Tribonanthes sp) were collected. Kuljak (swans) began moulting making them unable to fly and easy to catch. By holding a smouldering Poolgarla branch (bull banksia, Banksia grandis) beneath their Bookas (Yonga skin cloaks) Nyungars were able to keep warm. Booka Photo Western Australian Museum

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1.1 What is it? Vasculitis is inflammation of the blood vessel walls. Vasculitides include a wide group of diseases. The term "primary" means that the blood vessel is a major disease target with no other underlying disease. The classification of vasculitides depends mainly on the size and type of blood vessels involved. There are many forms of vasculitis, ranging from mild to potentially life-threatening. The term "rare" refers to the fact that this group of diseases is very uncommon in childhood. 1.2 How common is it? 1.3 What are the causes of the disease? Is it inherited? Is it infectious? Can it be prevented? Some of the acute primary vasculitides are quite common paediatric diseases (e.g. Henoch-Schönlein purpura and Kawasaki disease ), while the others described below are rare and their exact frequency is unknown. Sometimes, parents have never heard the term "vasculitis" before the child is diagnosed. Henoch-Schönlein purpura and Kawasaki disease are covered in their own sections. Primary vasculitides do not usually run in the family. In the majority of cases, the patient is the only one affected in a family and it is very unlikely that siblings get the same disease. It is most likely that a combination of different factors plays a part in causing the disease. It is believed that various genes, infections (acting as triggers) and environmental factors may be important for the disease development. One exception is a very recently described form of vasculitis, called "DADA2", but this is very rare. 1.4 What happens to the blood vessel in vasculitis? These diseases are not infectious and cannot be prevented or cured, but they be controlled - meaning the disease is not active and its signs and symptoms go away. This state is called "remission". The blood vessel wall is attacked by the body’s immune system, causing it to swell and resulting in structural disruption. Blood flow is impaired and blood clots may form in the inflamed vessels. Together with the swelling of the vascular walls, this effect may contribute to vessel narrowing or occlusion. The inflammatory cells from the blood stream gather in the vessel wall, causing more damage to the vessel and to the surrounding tissue as well. This can be seen in tissue biopsy samples. The vessel wall itself becomes more "leaky", allowing the fluid from within the blood vessels to enter the surrounding tissues and causing swelling. These effects are both responsible for the various types of rashes and skin changes seen in this group of diseases. Decreased blood supply through narrowed or blocked vessels or, less frequently, vessel wall rupture with bleeding, may damage the tissues. Involvement of the vessels supplying vital organs like the brain, kidneys, lungs or heart can be a very serious condition. Widespread (systemic) vasculitis is usually accompanied by extensive release of inflammatory molecules, causing general symptoms like fever, malaise, as well as abnormal laboratory tests detecting inflammation: erythrocyte sedimentation rate (ESR) and C- reactive protein (CRP). The abnormalities of the vessel shape in the larger arteries can be detected through angiography (a radiological investigation procedure that allows us to see the blood vessels). 2.1 What are the types of vasculitis? How is vasculitis classified? Vasculitis classification in children is based on the size of the blood vessel involved. Large vessel vasculitis, like Takayasu arteritis, affects the aorta and its major branches. Medium vessel vasculitis typically affects arteries supplying the kidneys, bowels, brain or heart (e.g. polyarteritis nodosa, Kawasaki disease). Small vessel disease involves smaller blood vessels including capillaries (e.g. Henoch-Schönlein purpura, granulomatosis with polyangiitis or GPA, eosinophilic granulomatosis with polyangiitis or EGPA, previously referred to as Churg-Strauss syndrome), cutaneous leukocytoclastic vasculitis, microscopic polyangiitis). 2.2 What are the main symptoms? Disease symptoms vary according to the overall number of inflamed blood vessels (widespread or just a few sites) and their location (vital organs like brain or heart versus skin or muscle) as well as the degree of blood supply compromise. This can vary from a transient minor decrease of blood flow to complete occlusion with subsequent changes to the unsupplied tissue caused by the lack of oxygen and nutrient supply. This can eventually lead to tissue damage with subsequent scarring. The extent of tissue damage indicates the degree of tissue or organ dysfunction. Typical symptoms are described under the individual disease sections below. 2.3 How is it diagnosed? Diagnosis of vasculitis can be challenging. The symptoms resemble other various, more common paediatric illnesses. The diagnosis is based on an expert evaluation of clinical symptoms, together with the results of blood and urine tests and imaging studies (e.g. ultrasonography, X-rays, CT and MRI scans, angiography). Where appropriate, diagnosis is confirmed by biopsies taken from the involved and most accessible tissues or organs. Because it is rare, it is often necessary to refer the child to a centre where paediatric rheumatology is available, as well as other paediatric subspecialties and imaging experts. 2.4 Can it be treated? Yes, today vasculitis can be treated, although some more complicated cases offer a real challenge. In the majority of properly treated patients, disease control (remission) can be achieved. 2.5 What are the treatments? 2.6 What about unconventional/complementary therapies? The treatment for primary chronic vasculitis is long-term and complex. Its main goal is to get the disease under control as soon as possible (induction therapy) and to maintain the control long-term (maintenance therapy), while avoiding drug side effects where possible. Treatments are chosen on a strictly individual basis according to the patient´s age and the disease severity. In combination with immunosuppressive drugs, such as cyclophosphamide , and corticosteroids have proven to be most effective in inducing disease remission. Drugs regularly used in maintenance therapy include: azathioprine , mycophenolate mofetil and low-dose prednisone. Various other drugs can be used to suppress the activated immune system and fight inflammation. They are chosen on strictly individual basis, usually when other common drugs have failed. They include the newest biological agents (e.g. TNF inhibitors and rituximab), colchicine and (less commonly) thalidomide. For any patient requiring long-term corticosteroid therapy, osteoporosis should be prevented by sufficient calcium and vitamin D intake. Drugs that affect blood clotting may be prescribed (e.g. low-dose aspirin and/or anticoagulants) and, in the event of raised blood pressure, blood pressure lowering agents are used. Physiotherapy may be needed to improve musculoskeletal function, while psychological and social support for the patient and the family helps them to cope with the stress and strains of a chronic disease. There are many complementary and alternative therapies available and this can be confusing for patients and their families. Think carefully about the risks and benefits of trying these therapies as there is little proven benefit and they can be costly both in terms of time, burden to the child and money. If you want to explore complementary and alternative therapies, it is wise to discuss these options with your paediatric rheumatologist. Some therapies can adversely interact with conventional medications. Most doctors will not be opposed to complementary therapies, provided you follow medical advice. It is very important not to stop taking your prescribed medications. When medications such as corticosteroids are needed to keep the disease under control, it can be very dangerous to stop taking them if the disease is still active. Please discuss medication concerns with your child’s doctor. The main purpose of regular follow-up is to evaluate the activity of the disease and the efficacy and possible side effects of the treatment, in order to achieve maximum benefit for your child. The frequency and type of follow-up visits depend on the type and severity of the disease, as well as on the drugs used. In the early stage of the disease, outpatient visits are typical and, in more complicated cases, inpatient admissions can be more frequent. These visits usually become less frequent as soon as disease control is achieved. 2.8 How long will the disease last? There are several ways to evaluate disease activity in vasculitis. You will be asked to report any changes in your child’s condition and in some cases to follow his/her urine dip-stick tests or blood pressure measurements. Detailed clinical examination together with the analysis of your child’s complaints form an important part of the evaluation of disease activity. Blood and urine tests are performed to detect activity of inflammation, changes in organ functions and potential drug side effects. Based on individual internal organ involvement, various other investigations might be performed by different specialists and imaging studies may be required. Rare primary vasculitides are long-term, sometimes life-long diseases. They can start as an acute, often severe or even life-threatening condition, and subsequently evolve into a more chronic low-grade disease. 2.9 What is the long-term evolution (prognosis) of the disease? Prognosis of rare primary vasculitides is highly individual. It depends not only on the type and extent of vessel involvement and the organ involved, but also on the interval between disease onset and the start of treatment as well as on the individual response to therapy. The risk of organ damage is related to the duration of active disease. Damage to the vital organs can have life-long consequences. With proper treatment, clinical remission is often achieved within the first 6-12 months. The remission can be life-long but long-term maintenance therapy is often needed. Periods of disease remission may be interrupted by disease relapses requiring more intensive therapy. Untreated disease has relatively high risk of death. Because the disease is rare, exact data on long-term disease evolution and mortality are scarce. 3.1 How might the disease affect the child and the family’s daily life? The initial period, when the child is unwell and the diagnosis is yet to be made, is usually very stressful for the whole family. 3.2 What about school? Understanding the disease and its therapy helps the parents and the child to cope with often unpleasant diagnostic and therapeutic procedures and frequent hospital visits. Once the disease is under control, home and school life can usually return to normal. Once the disease is reasonably controlled, patients are encouraged to go back to school as soon as they can. It is important to inform the school about the child´s condition so that it can be taken into account. 3.3 What about sports? Children are encouraged to take part in their favourite sport activities once disease remission is achieved. 3.4 What about diet? Recommendations might vary according to the possible presence of organ functional impairment, including muscles, joints and bone status, which may be influenced by previous corticosteroid use. There is no evidence that a special diet can influence the disease course and outcome. A healthy, well-balanced diet with sufficient protein, calcium and vitamins is recommended for a growing child. While a patient is receiving corticosteroid treatment, sweet, fat or salty food intake should be limited in order to minimise the side effects of corticosteroids. 3.5 Can climate influence the course of the disease? Climate is not known to influence the course of the disease. In the event of impaired circulation, mainly in cases of vasculitis of the fingers and toes, exposure to cold can make the symptoms worse. 3.6 What about infections and vaccinations? Some infections may have a more serious outcome in individuals treated with immunosuppressive drugs. In case of contact with chickenpox or shingles, you should contact your physician immediately in order to receive an anti-virus drug and/or specific anti-virus immunoglobulin. The risk of ordinary infections may be slightly higher in treated children. They may also develop unusual infections with agents that do not affect individuals with fully functional immune system. Antibiotics (co-trimoxazol) are sometimes administered long-term to prevent lung infection with a bacteria called Pneumocystis, which can be a life-threatening complication in immunosuppressed patients. 3.7 What about sexual life, pregnancy, birth control? Live vaccines (e.g. mumps, measles, rubella, polios, tuberculosis) should be postponed in patients receiving immunosuppressive treatments. In sexually active adolescents, birth control is important as the majority of drugs used may damage the developing foetus. There are concerns that some cytotoxic drugs (mainly cyclophosphamide) might affect a patient’s ability to have a child (fertility). This depends mainly on the total (cumulative) dose of the drug received over the period of treatment and is less relevant when the drug is administered in children or pre-pubertal adolescents. 4.1 What is it? Polyarteritis nodosa (PAN) is a form of vessel wall-destroying (necrotising) vasculitis affecting mainly medium and small arteries. The vessel walls of many ("poly") arteries - polyarteritis - are affected in a patchy distribution. Inflamed parts of the artery wall become weaker and under the pressure of the blood stream, small nodular outpouchings (aneurysms) form along the artery. This is the origin of the name "nodosa". Cutaneous (skin) polyarteritis affects predominantly skin and musculoskeletal tissue (sometimes also muscles and joints) and not the internal organs. 4.2 How common is it? PAN is very rare in children, with an estimated number of new cases per year of one per million. It affects boys and girls equally and is more commonly seen in children around 9-11 years of age. In children, it may be associated with streptococcal infection or much less frequently also with hepatitis B or C. Recently, a genetic form of PAN has been described called DADA2. The gene can be tested for in (very few) specialist centres, and is not always routinely available currently. 4.3 What are the main symptoms? The most common general (constitutional) symptoms are prolonged fever, malaise, fatigue and weight loss. 4.4 How is it diagnosed? The variety of localised symptoms depends on the organs affected. Insufficient blood supply to the tissue causes pain. Therefore, pain at various sites may be a leading symptom of PAN. In children, muscle and joint pain is as frequent as abdominal pain, which is due to the involvement of gut-supplying arteries. If the vessels supplying the testes are affected, scrotal pain may also occur. Skin disease can present as a wide range of changes from painless rashes of various appearance (e.g. spotty rash called purpura or purplish skin mottling called livedo reticularis) to painful skin nodules and even ulcers or gangrene (complete loss of blood supply causing damage to peripheral sites including fingers, toes, ears or the tip of the nose). Kidney involvement can result in the presence of blood and protein in urine and/or raised blood pressure (hypertension). The nervous system can also be affected to a variable degree and the child may have seizures, stroke or other neurological changes. In some severe cases, the condition can worsen very quickly. Laboratory tests usually show marked signs of inflammation in the blood, with high white blood cell counts (leukocytosis) and a low level of haemoglobin (anaemia). To consider a diagnosis of PAN, other potential causes of persistent fever in childhood should be excluded, such as infections. The diagnosis is then supported by the persistence of systemic and localised manifestations despite antimicrobial treatment, which is usually administered to children with persistent fever. The diagnosis is confirmed by the demonstration of vessel changes through imaging (angiography) or by the presence of vessel wall inflammation in a tissue biopsy. 4.5 What is the treatment? Angiography is a radiological method where blood vessels that are not seen on ordinary X-rays are visualised by contrast fluid that has been injected directly into the blood stream. This method is known as conventional angiography. Computed tomography can also be used (CT angiography). remain the mainstay of treatment for childhood PAN. The mode of administration for these drugs (often directly into veins when the disease is very active, later in tablets) and the dose and duration of treatment are tailored individually according to a careful assessment of disease extent and severity. When the disease is limited to the skin and musculoskeletal system, other drugs suppressing immune functions may not be necessary. However, severe disease and vital organ involvement requires early addition of other medication, usually cyclophosphamide , in order to achieve disease control (so-called induction therapy). In cases with severe and unresponsive disease, other drugs including biologic agents are sometimes used but their efficacy in PAN has not been formally studied. Once disease activity settles, it is kept under control with maintenance therapy, usually with azathioprine or mycophenolate mophetil Additional treatments used on an individual basis include penicillin (in case of post-streptococcal disease), drugs that dilate blood vessels (vasodilators), blood pressure lowering agents, drugs against blood clot formation (aspirin or anticoagulants), painkillers (non-steroidal anti-inflammatory drugs, NSAIDs 5.1 What is it? Takayasu arteritis (TA) affects mainly large arteries, predominantly the aorta and its branches and the main lung (pulmonary) artery branches. Sometimes the terms "granulomatous" or "large-cell" vasculitis are used, referring to the main microscopic feature of small nodular lesions formed around a special type of large cell ("giant cell") in the artery wall. In some lay literature, it is also referred to as the ‘pulseless disease’, since in some cases the pulses in the extremities may be absent or unequal. 5.2 How common is it? Worldwide, TA is considered relatively frequent due to its more common occurrence in the non-white (mainly Asian) population. It is very rare in Europeans. Girls (usually during adolescence) are affected more frequently than boys. 5.3 What are the main symptoms? Early disease symptoms include fevers, loss of appetite, weight loss, muscle and joint pain, headache and night sweats. Laboratory markers of inflammation are increased. As the artery inflammation progresses, signs of diminished blood supply are apparent. Increased blood pressure (hypertension) is a very frequent initial symptom in childhood disease due to the involvement of abdominal arteries affecting blood supply to the kidneys. Loss of peripheral limb pulses, differences in blood pressure in different limbs, murmurs heard with the stethoscope over the narrowed arteries and sharp extremity pain (claudication) are common signs. Headaches, various neurological and eye symptoms may be a consequence of the disturbed blood supply to the brain. 5.4 How is it diagnosed? Ultrasound examination using the Doppler method (for blood flow assessment) is useful as a screening or follow-up method to detect involvement of major arterial trunks close to the heart, although this method often fails to detect involvement of more peripheral arteries. 5.5 What is the treatment? Magnetic resonance (MR) imaging of blood vessel structure and blood flow (MR angiography, MRA) is the most appropriate method for visualising large arteries such as the aorta and its main branches. In order to see smaller blood vessels, X-ray imaging may be used, where blood vessels are visualised by contrast fluid (which is injected directly into the blood stream). This is known as conventional angiography. Computed tomography can be used as well (CT angiography). Nuclear medicine offers an examination called PET (Positron Emission Tomography). A radioisotope is injected into the vein and recorded by a scanner. Accumulation of the radioisotope at actively inflamed sites demonstrates the extent of arterial wall involvement. remain the mainstay of the treatment for childhood TA. Their mode of administration and the dose and duration of treatment are tailored individually according to careful assessment of disease extent and severity. Other agents suppressing immune functions are often used early in the disease course in order to minimize the need for corticosteroids. Frequently used drugs include azathioprine or mycophenolate mophetil . In cases of severe disease, cyclophosphamide is used first in order to achieve disease control (so-called induction therapy). In cases with severe, unresponsive disease, other drugs including biologic agents (such as TNF blockers ) are sometimes used but their efficacy in childhood TA has not been formally studied. Additional treatments used on an individual basis include drugs that dilate blood vessels (vasodilators), blood pressure lowering agents, drugs against blood clot formation (aspirin or anticoagulants) and painkillers (non-steroidal anti-inflammatory drugs, NSAIDs 6.1 What is it? GPA (previously called Wegener's granulomatosis) is a chronic systemic vasculitis affecting mainly the small blood vessels and tissues in the upper airways (nose and sinuses), lower airways (lungs) and kidneys. The term "granulomatosis" refers to the microscopic appearance of the inflammatory lesions that form small multi-layered nodules in and around the vessels. 6.2 How common is it? Is the disease in children different from the disease in adults? MPA affects smaller vessels. In both diseases, an antibody called ANCA (Anti-Neutrophil Cytoplasmic Antibody) is present; hence, the diseases are referred to as ANCA-associated diseases. GPA is an uncommon disease, especially in childhood. The true frequency is not known but it probably does not exceed 1 new patient in 1 million children per year. More than 97% of reported cases occur in the white (Caucasian) population. Both sexes are affected equally in children, whereas in adults men are affected slightly more often than women. 6.3 What are the main symptoms? In a large proportion of patients, the disease presents with sinus congestion that does not improve with antibiotics and decongestants. There is a tendency for crusting of the nasal septum, bleeding and ulcerations sometimes causing a deformity known as saddle-nose. 6.4 How is it diagnosed? Airway inflammation below the vocal cords can cause narrowing of the trachea, leading to a hoarse voice, nosebleeds, chronic ear inflammation mimicking infection), and respiratory problems. The presence of inflammatory nodules in the lungs results in symptoms of pneumonia with shortness of breath, cough and chest pain. Kidney involvement is initially present in only a small proportion of patients but it becomes more frequent as the disease progresses, causing abnormal urine findings and blood tests for kidney function, as well as hypertension. Inflammatory tissue can accumulate behind the eye balls, pushing them forward (protrusion), or in the middle ears, causing chronic otitis media. General symptoms such as weight loss, increased fatigue, fevers and night sweats are common, as are various skin and musculoskeletal manifestations. In MPA, the kidney and lungs are usually the main organs affected, although any organ can be affected. Clinical symptoms of inflammatory lesions in upper and lower airways, together with kidney disease, typically manifested by the presence of blood and protein in the urine and increased blood levels of substances cleared by the kidneys (creatinine, urea), are very suspicious of GPA. 6.5 What is the treatment? Blood tests usually indicate increased non-specific inflammatory markers (ESR, CRP) and elevated ANCA titers. The diagnosis may be supported by a tissue biopsy. in combination with cyclophosphamide are the mainstay of the induction treatment for childhood GPA/MPA. Other agents suppressing the immune system, such as rituximab, can be chosen according to the individual situation. Once disease activity settles, it is kept under control with "maintenance therapy", usually with azathioprine or mycophenolate mophetil Additional treatments include antibiotics (commonly long-term co-trimoxazole), blood pressure lowering agents, drugs against blood clot formation (aspirin or anticoagulants) and painkillers (non-steroidal anti-inflammatory drugs, NSAIDs 7.1 What is it? Primary Angiitis of the Central Nervous System (PACNS) in childhood is an inflammatory brain disease targeting small or medium blood vessels of the brain and/or spinal cord. Its cause is unknown, although in some children, previous exposure to varicella (chickenpox) raises the suspicion that there is an infection-triggered inflammatory process. 7.2 How common is it? It is a very rare disease. 7.3 What are the main symptoms? The onset may be very sudden weakness of limbs (stroke), movement disorder, difficult-to-control seizures, severe headaches, and confusion. Sometimes more diffuse neurological or psychiatric symptoms, such as mood and behaviour changes, may be presenting symptoms. Systemic inflammation causing fever and elevated blood inflammatory markers are commonly absent. 7.4 How is it diagnosed? Blood tests and cerebrospinal fluid analysis ("lumbar puncture") are non-specific and are mainly used to exclude other conditions that might present with neurological symptoms such infections, other non-infectious brain inflammatory diseases or blood clotting disorders. Brain or spinal cord imaging techniques are the main diagnostic investigations. Magnetic resonance angiography (MRA) and/or conventional angiography (X-rays) are commonly used to detect involvement of medium and large arteries. Repeated investigations are needed in order to assess disease evolution. When artery involvement is not detected in a child with progressive unexplained brain lesions, small vessel involvement should be suspected. This can be eventually confirmed by a brain biopsy. 7.5 What is the treatment? For post-varicella disease, a short course (about 3 months) of corticosteroids is usually sufficient to halt disease progression. If appropriate, an anti-viral drug is also prescribed (acyclovir). Such a course of corticosteroids may only be needed for the treatment of angiography-positive non-progressing disease. If the disease progresses (i.e. brain lesions are getting worse), then intensive treatment with immunosuppressive drugs is vital to prevent further brain damage. Cyclophosphamide is used most commonly in the initial acute disease and then is replaced by maintenance treatment (e.g. azathioprine , mycophenolate mophetil ). Drugs that affect blood clot formation (aspirin or anticoagulants) should be considered. Cutaneous leukocytoclastic vasculitis (also known as hypersensitivity or allergic vasculitis) usually implies a blood vessel inflammation caused by a reaction to a sensitising source. Drugs and infections are common triggers of this condition in children; commonly, however, no obvious trigger is identified. It usually affects small vessels and has a specific microscopic appearance in the skin biopsy. Hypocomplementaemic urticarial vasculitis is characterised by a rash that is often itchy, widespread and resembling hives that does not fade as quickly as a common skin allergic reaction. Blood findings of a decreased level of complement (a blood protein) accompany this condition. Eosinophilic granulomatosis with polyangiitis (EGPA, previously Churg-Strauss syndrome) is an extremely rare type of vasculitis in children. Various vasculitis symptoms in the skin and internal organs are accompanied by asthma and increased numbers of a type of white blood cell known as eosinophils in blood as well as in tissues. Cogan´s syndrome is a rare disease characterised by the involvement of eyes and inner ears with photophobia, dizziness and hearing loss. Symptoms of more widespread vasculitis may be present. has been discussed separately in another section.

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What is Investors in Pupils? • It is a charter mark designed to develop pupils' responsibility and participation in their own education. It can empower all pupils, increase motivation and contribute to raising standards throughout Key Stages. It is based around 5 key themes: • Behaviour • Learning, including target setting • Attendance and punctuality • Classroom organisation and management • Induction of staff and pupils What is Investors in Pupils Why Invest in Pupils? It provides children with opportunities to take responsibility for their own education and behaviour whilst appreciating the resources in school which aid them. Work can be done as part of the PSHCE lesson and Circle Time. It allows children to discuss, debate, and formulate mission statements, class targets, individual targets, and class handbooks. What do we need in order to meet the requirments? • Class Mission Statement • Individual targets • Class targets • Class handbooks • Knowledge about the role of all the stakeholders in school • Ensuring children have a ‘voice’ Class Mission Statements • A Class Mission Statement example: ‘We are happy to learn and to be taught,well behaved & polite throughout the day.We attend school everyday & are punctual. We like to work in a clean & tidy classroom.We welcome visitors in a friendly way.’ Targets • Class targets and individual targets are smart targets intended to last for a few weeks. • A Class Target example: ‘We will set a really good example of behaviour in the playground and line up quickly and quietly. We will support the teacher on duty.’ • An Individual Target example:‘To make an effort to join up most of my letters, to use a handwriting pen and to think about my presentation in all my books.’ Reviewing Targets Class targets and individual targets are to be regularly reviewed. All individual targets need to be graphically displayed in the classroom and children move themselves along the target path. Parents should be encouraged to view their child's progress. Class assemblies could be arranged to celebrate successes and acknowledge targets still to be met. Class Handbook Each class should have their own class handbook aimed at helping new children settle into the school routine – children can be responsible for this and it should include: School day times – break, lunch, assembliesClassroom rules, school rulesWhat to do at wet playtimes?Names of school / classroom monitorsAny special groupings, numeracy, literacyWhere to find resourcesClass timetable – homeworkPE clothingAdults who work in the classAdults who work in the schoolExamples of work, photos, topicsTraffic light system, achievement certificatesSchool clubs Roles of all stakeholders • Selected children and staff will be interviewed and asked about the roles of members of the school e.g. School council, young leaders, lunchtime supervisors and governors. • We could invite people in to talk about their roles, display profiles and add it to our class handbooks. Assessment Evidence may include some or all of the following: • Commitment statement • Class Development Plans • Interviews with children • Targets – group and individual within a class • Timescales to demonstrate that progress has been made • Portfolios and Records of Achievement • Internally/externally generated certificates • School Council minutes • Fund-raising by the children • Register/Attendance details • Job Descriptions • Tape recordings • Pictures/photographs • Self assessment • School Self Review • Parental contact information. Ofsted “There is a tremendous understanding of good relationships, which has helped the school to gain the Investors in Pupils award. Behaviour and attitudes to learning are excellent. Pupils are polite, friendly and they enjoy coming to school to learn.” “The school provides all its pupils with outstanding care, support and guidance and during the inspection it was presented with the prestigious Investors in Pupils award.” ‘The school provides an outstanding level of care, guidance and support for its pupils. This is firmly reflected in its positive, caring ethos. Pupils talk proudly of achieving the 'Investors in Pupils' award and their personal targets are sensitive to the needs of the whole-school community. Pupils say, 'Our targets are to help someone and share things together.' “Every child really matters in this school. As the commitment to being an “Investor in Pupils” clearly shows. This ensures excellent levels of care and outstanding personal guidance” What happens if we pass? We will receive a certificate of achievement and a plaque (if we send £45 + VAT)

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Magnesium Oxide MgO as an ingredient in animal feed Magnesium deficiency in cattle and poultry can result in grass tetany. It is a common disease of grazing animals, especially lactating dairy cattle. The risk of magnesium deficiency is particularly present in spring and autumn. It is a primary cause of adult cattle death. As Magnesium is not readily stored in the body, supplementing the feed with a mineral mixture containing our readily available Magnesium Oxide provides the best protection against grass tetany.Please contact us for the specifications about this product or more product information.

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What Is Lyme Disease? Lyme Disease is a well-known, serious illness that is caused by a strain of bacteria that passes from ticks to humans. The most common bacterial cause in the United States is called Borrelia burgdorferi and it passes to people via the deer tick. The most common way that people catch Lyme Disease is by spending an extended period of time in areas with tall grasses, such as camping. If you are worried that you might have Lyme Disease, then you need to know about some of the most common symptoms. The most common signs of Lyme Disease include: - A small, red bump appears first at the side of the bite. It usually resolves within a few days. - After this, a rash develops. It is called erythema migrans. Famously, it shows up in the shape of a bullseye or a target; however, it doesn’t have to show up in this shape. - Some of the other common symptoms include a high fever, chills, body aches, a headache, neck stiffness, body aches, and swollen lymph nodes. Even though these symptoms might sound like other routine illnesses, Lyme Disease is anything but routine. As Lyme Disease continues to progress, some of the later symptoms include: - The rash will spread from its original location to other parts of the body - Severe joints pains will set in, particularly in the knees - Heart complications might develop, including an irregular heartbeat - Hepatitis (liver inflammation) may also develop Therefore, it is important to see a doctor as soon as possible so that Lyme Disease can be treated appropriately. The Treatment of Lyme Disease The first step in the treatment of Lyme Disease is to make the appropriate diagnosis. While these symptoms can go a long way toward the diagnosis of Lyme Disease, there are advanced tests that doctors can run to confirm that someone has been infected by this tick-borne illness. After this, the treatment process will start. The sooner someone gets treated, the better chance they have of making a full recovery. It is critical for everyone to take antibiotics that have been prescribed by a doctor. The most common antibiotics are amoxicillin or cefuroxime. While oral antibiotics are effective in many cases, those with severe symptoms might require IV antibiotics. Speaking IV infusions, it is helpful to take a well-rounded approach during the recovery process from Lyme Disease. This is where NAD+ IV Therapy For Lyme Disease can be helpful. NAD+ IV Therapy for Lyme Disease One of the added treatment options that can play a critical role in the recovery process is NAD+ IV Therapy For Lyme Disease. NAD+ is a critical cofactor that is used to power many enzymatic reactions. When someone has been infected with Lyme Disease, cellular processes may start to slow. Some of the symptoms that may develop in the wake of reduced cellular functions include: - Chronic fatigue In order to help the body’s cells recover, it is important to provide them with the necessary building blocks that power their functions. This is where an infusion of NAD+ can be helpful. By flooding the body’s cells with NAD+ through NAD+ IV Therapy For Lyme Disease, the body’s cells will have the ingredients they need to make a full recovery. This cellular energy system can lead to increase energy, reduced emotional lability, and a better overall quality of life. The Benefits of NAD+ IV Therapy For Lyme Disease While there are multiple ways that you can take NAD+ supplements, when it comes to something severe such as Lyme Disease, it is always better to get NAD+ into the body’s system as quickly as possible. This is the benefit of an IV infusion. With an IV, NAD+ will bypass the body’s digestive system. This will shorten the amount of time between the ingestion of NAD+ and when it arrives at the body’s cells, expediting the recovery process. If you are trying to recover from Lyme Disease, then you need the help of NAD+ infusion therapy. Rely on our medical professionals to help you with your treatment. NAD+ IV Therapy For Lyme Disease in Denver, CO Our expert staff at Colorado Recovery Infusion Center in Denver, CO, are highly experienced in administering IV Therapy treatments in a safe, private, and nurturing environment. All of our IV therapy treatments are overseen by an MD and administered by a Registered Nurse (RN) or Certified Registered Nurse of Infusion (CRNI). We provide exclusive IV therapy treatment programs to clients all over the greater Denver area, including Boulder, Fort Collins, Colorado Springs, and beyond. If you are interested in learning more about NAD+ IV Therapy For Lyme Disease, then call us today at (720) 899-4770 or schedule a free consultation.

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Pediatric dentistry is a branch of dentistry which focuses on children and youths. It is suggested that children go for their first dental visit inside of 6 months of having their first tooth develop. This is an excellent precautionary measure, as well as serve to furnish parents with the tools to help keep up their youngsters’ essential teeth. Children’s essential teeth assume a critical part in discourse improvement and advancement based on good dietary patterns; subsequently oral exams and preventative care including general dental checkups is an imperative in the development of the child. Ask Dr. Wojda if you have any inquiries with respect to your childs’s oral wellbeing.

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Complete the questions with Do or Does. Then write short answers. Write all the answers in your notebook. 1. ... Shakira sing in English? 2. ... you study music at school? 3. ... professional violinists practise every day? 4. ... Lady Gaga play the trumpet? 5. ... One Direction come from England? 6. ... you like jazz? 1 Does. Yes, she does. 2. Do. Zależy czy masz muzykę :D No, I don't. Yes, I do. 3.Do. Yes, they do. 4. Does. No, she doesn't. 5. Do, nie wiem sprawdź 6. Do, No, I don't

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In the United States, we are privileged with a bounty of protected land. The profound natural beauty of this country, from the National Parks to the Forest Preserves of Cook County, is a cornerstone of our national identity. Unfortunately, an abundance of public land alone does not guarantee widespread access to nature. For non-white people, systemic barriers often prevent fulfilling outdoor experiences. This racial inequity perpetuates white, upper-class dominance of outdoor recreation, stewardship and green jobs. The structures of racial inequality in the U.S. are deep-seated, ubiquitous, and largely unacknowledged, and the “nature gap” between white people and people of color is the result of a complex intersection of many socioeconomic and cultural inequities. The United States’ car-centric infrastructure makes access to nature difficult for those without cars, such as low-income people and those living in dense urban areas. Speaking at a webinar held by the Society of Outdoor Recreation Professionals (SORP) in May, Parker McMullen Bushman, an environmental activist and founder of the environmental equity forum Ecoinclusive, laments poor pedestrian access to city parks in Denver saying: “We like to say in Denver that ’90 percent of residents live within a 10-minute walk of the park;’ but only 40 percent of Denver streets have usable sidewalks.” Lack of public transit further demobilizes people of color. In the U.S., 7 percent of white people use public transit as their daily means of transportation; less than half the rate of Hispanics (15 percent), and less than one third the rate of African Americans (23 percent). In Cook County, 80 percent of residents live within five miles of a forest preserve but good public transit access is only available to 7 percent of residents. In the U.S., many different people share a love of nature, regardless of cultural background. However, prevailing cultural norms of outdoor recreation leave little room for the variety of ways people of color enjoy nature. “For Latino families, at least in my family, I can say we go out in big groups,” says Las Cruces NM city councilor Gabe Vasquez, speaking at the SORP webinar. “The whole family piles up, often times, you know, we like to just sit at a picnic table and have a carne asada, maybe play a little bit of music, and so as long as we have nature around us – the trees, maybe a stream – people are happy being out in nature, versus that 12- or 13-mile, backcountry [hiking] experience that others like to have.” Recognizing the value of diverse experiences can be difficult for those who prefer hiking or camping. Land management agencies, sporting goods stores and state travel commissions often market preferences of white recreationists as the “correct way” to enjoy nature. Ironically, this invalidation further prevents black and brown people from exploring different nature experiences. Writing off people of color as disinterested in or disrespectful of nature makes them feel unwelcome in open spaces. This is perhaps the most troubling cause of the nature gap. People of color living in disinvested neighborhoods can be put off from visiting the local park or preserve due to perceived criminal activity. For many people of color, especially African Americans, however, even open spaces without crime can be unsafe. For them, rural areas have been the backdrop for centuries of racial violence. A legacy of abuse of enslaved people, extrajudicial lynching, and white homogeny in rural America informs a culture of outdoor recreation among black Americans and other people of color that instictively favors outdoor recreation in urban, developed spaces rather than wild land. Sadly, these feelings of fear and alienation are often founded. Recently, Christian Cooper, a black man, avid birder, and board member of the New York City Audubon Society, had the police called on him by a white woman while birding in Central Park. The woman, reacting to Cooper’s request that she leash her dog (in accordance with park rules) said she would tell police “an African American man is threatening my life” before calling 9-1-1. This was an especially callous exploitation of white privilege. As we have seen too many times, confrontations with the police can be life-threatening for black men. Bridging the Nature Gap With many of our usual gathering spots, recreational activities and exercise routines inaccessible because of COVID-19, we need our public land now more than ever. Nature grounds us, nurtures us, strengthens us, in ways the man-made world cannot replicate. Fresh air and outdoor recreation improve our physical and mental health, combating diabetes, hypertension, anxiety and depression. Today, when tragic racial violence forces us to acknowledge that some Americans cannot go jogging, go birding, go to sleep on their couch in safety, we must affirm that every person has the right to feel safe and welcome in nature. There are many ways to improve equity in the outdoors. We can dismantle transportation barriers for underserved people by investing in public transit, walkable neighborhoods, and improved trails and trailheads. We can challenge cultural norms and build collective environmental responsibility by encouraging all types of outdoor recreation, increasing multilingual signage in green spaces, and introducing programs which engage youth from a diversity of backgrounds with the outdoors, like those the Foundation supports in partnership with SCA and the Housing Authority of Cook County. We can demolish the structures of racial violence that prop up white dominance in outdoor recreation, stewardship, and green jobs by hiring diverse land managers with unique life experiences, training police to show restraint and acknowledge systemic racism, and holding them accountable if they fail to do so. Christian Cooper was right when he told the New York Times “the birds don’t care what color you are.” They don’t, and neither do the trees, wildflowers, rolling hills or wetlands. Americans should not only be proud of their incredible protected lands, but proud to share them with all communities. After all, if public land is only safe, welcoming, and accessible to a select few, it is not truly public.

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It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. The "works," "writings," and/or "bibliography" sections appended to the entries of specific composers can offer some information about manuscripts and early printed editions. Also, the following entries in Grove may be of help: Historical Sets, Collected Editions and Monuments of Music: A Guide to TheirContents, 3d ed. Main Library General Collection ML 113 .H62 1980 Also known as "Heyer." The primary guide to 1,300 scholarly anthologies and collected works sets of major composers. Entries provide full bibliographic information and list contents of individual volumes. Numerous cross-references. An extensive index of composers, editors, and titles provides access to the contents of the anthologies. ★RISM: Repertoire international des sources musicales = International Inventory of Musical Sources An ongoing major bibliographic series for pre-1900 source materials in music. It is intended to provide a catalogue of all available bibliographical musical works, writings about music, and textbooks on music from all countries of the world. There are three RISM series: A/I: Einzeldrucke vor 1800 = Single Prints before 1800 Main Library General Collection ML 113 .I6 [Bd. 1-9, 11-15] A catalog of printed music covering 1500 to 1800 and includes music by over 7,000 composers in 2,100 libraries. A/II: Musikhandschriftennach 1600 = Music Manuscripts after 1600 Lists only handwritten or holographic music by approximately 27,000 composers. Main Library General Collection ML 113 .I6 Comprises a systematic series which documents a self-contained group of sources. Holdings of the UCF Libraries are indicated in backets [ ] after each series number. B/I and B/II [B/II: pts. 1-2]: Recueils imprimés XVIe–XVIIIe siècles = Printed Anthologies from the 16th to the 18th Centuries B/III [pts. 1-4, 6]: The Theory of Music from the Carolingian Era up to ca. 1500: Descriptive Catalogue of Manuscripts B/IV [pts. 1-5, suppl. 1]: Handschriften mit mehrstimmiger Musik des 11. bis 16. Jahrhunderts = Manuscripts with Polyphonic Music from the 11th to the 16th Centuries B/V [pts. 1-2]: Tropen- und Sequenzenhandschriften = Manuscripts of Tropes and Sequences B/VI [pts. 1-2]: Écrits imprimés concernant la musique = Printed Writings about Music B/VII [1 vol., complete]: Handschriftlich überlieferte Lauten- und Gitarrentabulaturen des 15. bis 18. Jahrhunderts = Manuscripts of Lute and Guitar Tablature from the 15th to the 18th Centuries B/VIII [pts. 1-2]: Das Deutsche Kirchenlied = German Ecclesiastical Song B/IX [pts. 1-3]: Hebrew Writings Concerning Music in Manuscripts and Printed Books from Geonic Times up to 1800 B/X [B/X and B/XA]: The Theory of Music in Arabic Writings, ca. 900–1900 B/XI [1 vol., complete]: Ancient Greek Music Theory: A Catalogue Raisonné of Manuscripts B/XII [1 vol., complete]: Manuscrits persans concernant la musique =Persian Manuscripts about Music B/XIII [pt. 1]: Hymnologica Slavica. Hymnologica Bohemica, Slavica (HBS), Polonica (HP), Sorabica (HS). Notendrucke des 16. bis 18. Jahrhunderts = Hymnal Music of the 16th to the 18th Centuries in Bohemia, Slovakia, Poland, and Sorbia. B/XIV [pts. 1-2]: Les manuscrits du processionnal = Manuscripts about the Processional B/XV [1 vol., complete]: Mehrstimmige Messen in Quellen aus Spanien, Portugal und Lateinamerika, ca. 1490–1630 = Polyphonic Masses in Sources from Spain, Portugal and Latin America, ca.1490–1630 Directory of Music Research Libraries, 2d rev. ed. Main Library General Collection ML 12 .D615 1979 Lists in five volumes all the music libraries, archives, and private collections which house historical materials listed in Series A and B. All of the libraries in RISM are identified by sigla, which generally give an indication of where the library is located; the RISM Sigla Catalogue is available online. C/I: Libraries in Canada and the US C/II: Libraries in Austria, Belgium, Switzerland, East and West Germany, Denmark, Ireland, Great Britain, Luxemburg, Norway, Sweden, and Finland C/III [pt. 1]: Libraries in Spain, France, Italy, and Portugal C/IV: Libraries in Australia, Israel, Japan, and New Zealand C/V: Libraries in Czechoslovakia, Hungary, Poland, and Yugoslavia Thematic Catalogues in Music: An Annotated Bibliography, 2d ed. Main Library General Collection ML 113 .B86 1997 Essential as a starting point to determine if a thematic catalog is available for a composer's works. This is a bibliography of published composer thematic catalogues, arranged by composer. "...a database that assembles indices of the Latin ecclesiastical chants found in early manuscript and printed sources for the liturgical Office, such as antiphoners and breviaries" (website description). A digital archive of images of European sources of medieval polyphonic music, captured directly from the original document. Instrumental Music Printed Before 1600: A Bibliography Main Library Reference ML 128 .I65 B77 1967 A list of sources on instrumental music from the sixteenth century. Resources of American Music History: A Directory of Source Materials from Colonial Times to World War II Main Library General Collection ML 120 .U5 R47 1981 Offers a survey of documents located in 3,000 repositories in the United States and abroad. The documents include sheet music, songbooks, manuscript music, printed music, concert programs, music publishers' catalogs, personal papers, and sound recordings. Geographical arrangement, with index of personal and institutional names and subjects. Provides the full text of articles, advertisements, illustrations, editiorial cartoons, obituaries, letters to the editor, etc., from more than 1,100 American magazines and journals published between 1741 and 1940. It includes special interest and general magazines, literary and professional journals, children's and women's magazines and many other historically significant periodicals. Articles are available as digitized images and therefore preserve the original typography, graphics, and page layout. The database allows searching by author, title, article type, publication title, date, and keywords in the full-text. Based on Charles Evans' comprehensive American Bibliography (Main Library Reference Z 1215 .E92).The database makes available, in digital format, every book, pamphlet, and broadside published in the American colonies or the United States between 1639 and 1800 – in short, over 37,000 works. Among the range of publications included are advertisements, almanacs, bibles, catalogs, charters and by-laws, contracts, cookbooks, elegies, eulogies, laws, maps, narratives, novels, operas, plays, poems, primers, sermons, songs, speeches, textbooks, tracts, travelogues, and treaties. For assistance on identifying music in this database, see Donald L. Hixson's Music in Early America: A Bibliography of Music in Evans (Main Library General Collection ML 120 .U5 H6 1970). "... Contains digital facsimile page images of virtually every work printed in England, Ireland, Scotland, Wales and British North America and works in English printed elsewhere from 1473-1700" (publisher's description). When completed, this set will contain the full text of over 125,000 titles. Titles included are those listed in Pollard and Redgrave's A Short-Title Catalogue of Books Printed in England, Scotland, & Ireland and of English Books Printed Abroad, 1475-1640 (Main Library Reference Z 2002 .P77 1976) and Wing'sShort-Title Catalogue of Books Printed in England, Scotland, Ireland, Wales, and British America, and of English Books Printed in Other Countries, 1641-1700 (Main Library Reference Z 2002 .W52), as well as the Thomason Tracts, 1640-1661 and the Early English Books Tract Supplement. A nearly comprehensive collection of the works published in the English language (and non-English language works printed in the United Kingdom) during the eighteenth century, now comprising approximately 180,000 items. Includes poems, plays, novels, histories, travel books, parliamentary papers, parish registers, conduct books, cook books, and almanacs. Provides full text and page images of Harper's Weekly, one of the most important serials of nineteenth-century America. A primary source for learning about nineteenth-century events, people, and culture in the United States. A database of primary source collections for the nineteenth century, primarily British and American items, but including material from other nations and in other languages. NCCO is selective in coverage, including not all publications from the period, but eight thematic groupings of materials, called Archives, such as "British Theatre, Music, and Literature: High and Popular Culture." Based on Joseph Sabin's famed bibliography, Bibliotheca Americana: A Dictionary of Books Relating to America from its Discovery to the Present Time (Main Library Reference Z 1201 .S2 1961). An online collection of books, pamphlets, serials, and other works about the Americas, from the time of their discovery in the 1400s to the early 1900s. A collection of over three million archival material descriptions, providing information available about historical documents, personal papers, family histories, and other archival materials. It also provides contact information for the institutions where the collections are kept. National Union Catalog of Manuscript Collections (NUCMC) Frequently referred to by its title abbreviation, pronounced "nuck-muck." Makes available the contents of archival and manuscript collections in research libraries, museums, state archives, and historical societies located throughout North America. From 1959 to 1993, the contents of NUCMC were published in print volumes. Since 1986, bibliographic records created for NUCMC have been made available in electronic format and can now be searched online. Library and Repository Collections In addition to the following links to national libraries and archives, also consult the Library of Congress' Gateway to Library Catalogs which has links to many library catalogs. An online resourcefrom the National LibraryofSpain(BNE), which providesfree accesstothousands of documentsdigitized bythe Library.Allowsthe query,reading and downloadingof books printedbetweenthe fifteenth and nineteenthcenturies,sound recordings,manuscripts, drawings, prints, brochures, posters, photographs,maps, atlases, newspapers, and magazines. A rich source of online manuscripts and scores, such as the Leonard Bernstein Collection (3,823 items), The Early American Sheet Music Collection (2,492 items), and the Civil War Sheet Music Collection (2,577 items). "... a comprehensive and authoritative list of international institutional and subject-based repositories..." (publisher's description). One of the categories in the "Browse" interface is fine and performing arts. Austrian National Library's Department of Music holds extensive collections of music manuscripts, such as those by Haydn, Mozart, Beethoven, Schubert, and Bruckner; music prints encompassing the entire history of music; and source material on musical theatre, especially opera of the Baroque era. Generally speaking, primary sources are documents or physical objects written or created at the time historical events occurred or well after the events in the form of memoirs or oral histories. They serve as the raw materials researchers use to analyze and interpret the past. Examples of primary sources in the arts and humanities can include, but are not limited to: > autobiographies or memoirs > data sets > government documents > interviews or oral histories > legal documents > newspaper articles > opinion polls Types of Music Primary Sources Music manuscripts and early printed editions of music are the typical primary sources. They can include the following: >Autograph or Holograph, which is the composer's own manuscript; >Copies, which are scores handwritten by a relative, student, colleague, or copyist; >First editions, typically published in consultation with a composer; >Early editions, scores printed either during the composer's lifetime, or edited by a relative, student, or colleague after the composer's death; and >Collected editions of a composer's complete works. Tips for Locating Primary Sources in the UCF Library Catalog The collections of the UCF Libraries include government documents, papers, speeches, oral histories, letters, diaries, photographs, and autobiographies collected in books and other formats. When performing an "Anywhere" or keyword search in the UCF Library Catalog, include terms that describe primary sources such as:

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عنوان مقاله [English] Subtropical high pressure systems are among the atmospheric large scale centers of action in the northern hemisphere in the east of the oceans. The high pressure in the Atlantic called "Azores" or "Bermuda" and in the Pacific called "Hawaii". The clockwise flow around these systems in the south comes from easterly trade winds and in the north from the westerly belt of the mid-latitudes. Both of these currents are influential in the formation and development of this systems. Surface pressure and clockwise flow in these systems reach the maximum in the warm season, especially in July. While at this time there are thermal low pressures on most continental. For the first time Bergeron (1930) in context of air mass and frontal development argue that a surface high pressure belt exist in the subtropics around the earth. This belt has generally been attributed to the descent in the pole-ward branch of the meridionally overturning Hadley Cell. Bjerknes (1935) argued for such a belt structure from “stability considerations,” and discussed the organization of the subtropical anticyclones, including continentally anchored cols. Rodwell and Hoskins (2001) emphasize that the zonal-mean of the Hadley Cell in the summer of the northern hemisphere is much weaker than in the summer of the Southern Hemisphere, and that the circulation is not strong enough to produce the observed summer peaks of the intensity of the subtropical high pressure. Therefore, the classical Theory of the Hadley Cell Theory not be able to describe the existence of the maximum sea level pressure at the sub-tropic of the northern hemisphere. Study of this systems that affecting the oceans and continents in the hot season requires analyzing many phenomena in the atmosphere. These include the Hadley meridional circulation, warming in the atmosphere, monsoon events on the continents, and latent heat released in the upper levels of the atmosphere and etc. The structure and mechanism of each of these phenomena are also complex. Therefore, it is not possible to address many of the above in the context of research at this level. Internal investigations do not seem to have much tangible and close relevance to subtropical high-pressure systems. These studies are based on the geopotential pattern in different levels, and most of the studies focus on seasonal variations, displacement, and the relationship of this pattern to other atmospheric phenomena. While a fundamental question arises in the mind, "how much this quantity depends on the mechanism of subtropical high pressure systems and whether the formation of geopotential patterns can be related to the subtropical high pressure systems or their origin?" This study attempts to provide a convincing answer and analysis based on the findings and foundations. Material and method: In this research, sea level pressure, wind vector, omega, geopotential height and horizontal divergence are used. Initially, the monthly mean of sea level pressure and wind vector averages at 6 levels (700, 750, 775, 800, 825, 850 hPa) in the North Atlantic and North Pacific were analyzed. Sea level pressure in has been used as a measure of the intensity, development, and displacement of subtropical high pressure systems. The mean wind in the above 6 levels is also used as a current in these systems. Due to the high resolution of the data, the wind cannot be represented in vector form and this quantity is presented as stream lines. Monthly intensities and displacements of high-pressure centers on the North Atlantic and Pacific are investigated based on the maximum monthly mean sea level pressure. In the second part, in order to identify the extent and subsidence of these systems, the pattern of the vertical cross section of the meridional wind and omega is investigated at the position of these systems. Finally, the vertical cross-section of geopotential height and horizontal velocity divergence in the position of these systems in July is analyzed. To better understand and analyze these systems, the study was conducted in hot (April to September) and cold (October to March) periods. The data were extracted from the European Center for Medium-Range Forecasts (ECMWF) and the ERA5 version with a horizontal resolution of 0.25 * 0.25 degrees. This data is a reanalysis of stationary data and outputs of numerical models. Monthly averages of quantities used over a 40 year period from 1979 to 2018. result and Discussion In July, at the sea level the center of the Anticyclone corresponds to the maximum of pressure and at higher levels corresponds to the maximum of Geopotential height. Therefore, the counter clockwise flow and sea level pressure are the two main factors in the formation of height cells in the lower levels. Another point is that the maximum sea level pressure and the height of the geopotential at the lower levels do not correspond to the maximum divergence and subsidence of the air, respectively. Therefore, on the one hand, the subsidence of air flow cannot be considered as the main factor for the formation of maximum sea surface pressure, and on the other hand, the idea of the effect of adiabatic heating due to subsidence in the formation of height cells is negated. At this time, the maximum height of the Geopotential at the upper levels occurs on the western flank of Anticyclone. The ascent of hot air and the latent heat released on the western flank are the main factors in formation the maximum height or ridge in this area. The extent status of Anticyclone in July exhibits prominent patterns of counter clockwise flow, sea level pressure, geopolitical height, ascent and descent of air, divergence, warm and cold advection, and other atmospheric quantities. These patterns show the effects of these systems on the wide thickness of the atmosphere. In this study, an attempt is made to display a more comprehensive analysis of the structure of Subtropical High Pressure Systems (Azores and Hawaii) using atmospheric data, which will certainly be effective in our knowledge and analysis of Anticyclone systems on continents. This study includes variability and vertical cross-section of flow, vertical velocity, divergence and geopotential height in these systems. It seems necessary to distinguish between Azores high-pressure and upper level atmospheric high systems with anticyclonic rotation.

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What are these? This picture might look like a bunch of ping-pong balls, but actually it's a picture of turtle eggs. Notice the soft, leathery shell that is typical of reptile eggs. Turtles are reptiles in the order Testudines. If you have seen turtles before, what is the most noticeable thing about them? Their shells. Most turtle bodies are covered by a special shell developed from their ribs. Their shells can be bony or cartilaginous, made from a more flexible supportive tissue. About 300 species are alive today, and some are highly endangered. Like other reptiles, turtles cannot regulate their body temperature, except with behavioral means, such as burrowing underground. The major difference between turtles and tortoises is that the land dwelling ones are called tortoises and water dwelling are called turtles. Turtles are broken down into two groups, based on how they bring their neck back into their shell: - Cryptodira, which can draw their neck inside and under their spine. - Pleurodira, which fold their necks to one side. Characteristics of Turtles Although many turtles spend large amounts of their lives underwater, they can also spend much of their lives on dry land and breathe air. Turtles cannot breathe in water, but can hold their breath for long periods of time. Turtles must surface at regular intervals to refill their lungs. The position of a turtle's eyes can give a clue to their natural habitat. Most turtles that spend most of their lives on land have their eyes looking down at objects in front of them. Some aquatic turtles, such as snapping turtles and soft-shelled turtles, have eyes closer to the top of the head. These species of turtles can hide from predators in shallow water, where they lie entirely submerged in water except for their eyes and nostrils. Sea turtles (Figure below) have glands near their eyes that produce salty tears, which remove excess salt taken in from the water they drink. Turtles have exceptional night vision due to the unusually large number of cells that sense light in their eyes. This allows them to be active at any time of the day. Turtles also have color vision. Turtles don’t lay eggs underwater. Turtles lay slightly soft and leathery eggs, like other reptiles. The eggs of the largest species are spherical, while the eggs of the rest are longer in shape. After internal fertilization, a female is ready to lay her eggs, she places a large numbers of eggs in holes dug into mud or sand. They are then covered and left to grow and develop by themselves. When the turtles hatch, they squirm their way to the surface and head toward the water. They need to get to the water as fast as possible before they are fed upon by animals such as seabirds, crabs, and raccoons. How do Turtles Eat? Turtles may appear slow and harmless when they are out of the water, but in the water is another story. Turtles can be either herbivores or carnivores, with most sea turtles carnivorous. Turtles have a rigid beak and use their jaws to cut and chew food. Instead of teeth, the upper and lower jaws of the turtle are covered by horny ridges. Carnivorous, or animal-eating turtles usually have knife-sharp ridges for slicing through their prey. But as the turtle is not a very fast animal, and it cannot quickly turn its head to snap at prey, it does have some limitations. Sea turtles typically feed on jellyfish, sponges and other soft-bodied organisms. Some species of sea turtle with stronger jaws eat shellfish, while other species, such as the green sea turtle, do not eat any meat at all. Herbivorous turtles have serrated ridges that help them cut through tough plants. How Big Are Turtles? The largest turtle is the great leatherback sea turtle (Figure below), which can have a shell length of seven feet and can weigh more than 2,000 pounds. The only surviving giant tortoises are on the Seychelles and Galápagos Islands and can grow to over four feet in length and weigh about 670 pounds (Figure below). The smallest turtle is the speckled padloper tortoise of South Africa, measuring no more than three inches in length, and weighing about five ounces. The largest ever turtle was the know extinct Archelon genus, a Late Cretaceous sea turtle known to have been up to 15 ft long, and 16 ft wide from flipper to flipper. The closest living relative of this genus is the leatherback sea turtle. It was the giant Galápagos tortoises that Charles Darwin studied during his voyage on the Beagle, providing significant evidence that he used to support his theory of evolution. - Most turtle bodies are covered by a special bony or cartilaginous shell developed from their ribs. - Turtles cannot breathe in water, although many turtles spend large amounts of their lives underwater. Use the resources below to answer the questions that follow. Explore More I - A Moment of Science at http://www.youtube.com/watch?v=963t4MN80eM (1:25) - How does cloacal respiration work? - Why is this sort of respiration vital for the turtles? Explore More II - The Leatherback Turtles and Ocean Currents at http://www.youtube.com/watch?v=mPH8LI_EgPk (4:06) - How many populations of leatherback turtles (Dermochelys coriacea) are there in the Pacific Ocean? - Why do scientists feel that beaches like Playa Grande are important to the survival of this species? - How could natural selection explain why leatherback turtles favor beaches like Playa Grande? - How are turtles divided into two groups? - How and what do turtles eat? - Do turtles breath underwater? Explain.

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BUS300 Study Guide Unit 7: Work Systems Design 7a. Evaluate the appropriateness of a work systems design for a given operational context to optimize performance - What are the key elements of job design? - What are some popular theoretical models of job design? - What are some of the techniques of job design? - How can a high-performance work system improve performance? Job design elements include the task, which is the work expected to be completed within a specific amount of time. Motivation encompasses the forces within individuals that influence the effort put into their work. When workers are motivated, they bring passion and excitement to their tasks. Resource allocation relates to the materials and elements provided to workers to enable them to complete their jobs. Proper allocation is essential in ensuring efficient production processes. Finally, a reward system describes the compensation a worker will receive and includes pay, bonuses, raises, benefits, etc. This package should be established when the job is designed. Frederick Taylor developed his theory of scientific management so that each job within an organization would be based on an organizing principle. These include creating a standard method for each job, selecting and hiring the right workers, and training and supporting them. The Socio-Technical Systems Approach proposes that the work of individuals leads to work groups. Here, employees are actively involved in the design of the overall organization, variances in products are addressed as close to the source as possible, tasks are completed in self-contained units of work, and the design allows for a positive work environment. In the Core Characteristics Model, motivational and performance factors are defined by skill variety, task identity, task significance, autonomy, and job feedback. The positive expected outcomes are determined by psychological factors, including meaningfulness, responsibility, and knowledge of results. In the Psychological Empowerment Theory, when workers are aware of their impact on the organization, they will enjoy greater benefits than if they did not know any positive impact from their activities. Many companies incorporate job design into their operations to enhance motivation, increase productivity, and improve overall organizational and employee performance. This enables workers to bring a fresh perspective to their tasks and feels greater job satisfaction and a sense of accomplishment. Job enlargement allows individuals to work at their own pace, giving them full responsibility for their output, mistakes, and strategies for accomplishing their tasks. Job enrichment is similar to job enlargement, but it also offers the worker complete autonomy. The Human Relations School looks at businesses as social systems where psychological and emotional factors play a large role in productivity. This theory focuses on the relationship between performance and good human relations, the connection between managers and their staff, a democratic managerial leadership style, and that workers are motivated by more than financial rewards. In a high-performance work system, many employees participate in the HR process and keep track of important information through online business solutions and systems. In these kinds of business environments, employees are very involved in creating, designing, and implementing all workplace processes and, as a result, are more engaged and perform at higher levels. Overall organizational performance improves, and succession planning becomes more efficient since employees are involved in organizational operations and activities. 7b. Explain the principles behind using a motion study to improve process performance in service industries - What are the differences between time studies and motion studies? - What are the steps involved in conducting a time-motion study? A time study is a continuous observation of a task and records the time taken to complete a task. Each aspect of a job is broken down into various parts and rearranged into the most efficient way of working. This is done using a timekeeping device and is applied when there are repetitive cycles of varying duration, when there is a variety of work being performed, and when process controls are part of the cycle. Winslow Taylor was a pioneer in time studies and sought to bring science and business together to solve problems in the workplace. Motion studies, on the other hand, use technical language to explore work motions. Frank and Lillian Gilbreth pioneered this theory and used film recordings of workers' activities to study their body posture and movement to see how work was actually done. This enabled them to formulate strategies for getting their work done more effectively and creating standardized practices for completing various tasks. An effective direct time study should include setting goals, a clear design for the procedures, the timing for data collection, and how the data will be analyzed. Once all information is collected and evaluated, a report of findings should be created. This process can be applied to any repetitive task in manufacturing and the service sector. 7c. Analyze worker output in non-repetitive job tasks using work sampling - What are the four elements of the workforce scorecard? - How can an organization effectively implement a scorecard initiative? - How can the employee experience be measured? The Workforce Scorecard identifies and measures various employee factors such as behaviors, skills, and attitudes, and how this impacts overall company success. The four factors include the workforce mindset and culture, workforce competencies, leadership and workforce behavior, and workforce success. In combination, these factors ensure that the organizational environment is conducive to worker productivity, employees have the necessary skills to meet corporate goals, leadership behaves to enable the company to achieve stated objectives. To apply a scorecard method, a company must first identify its human capital, an organization's most important asset. Management must utilize methods that can measure their employees' success rates, including reviewing employee retention, promotions, employee training, etc. to illustrate how they add value to the company. Both lagging and leading indicators should be used to identify what has been accomplished and what is forecasted for the future. Companies that use a scorecard tend to perform better overall. When paying close attention to the metrics associated with this process, they are more likely to be identified as industry leaders. The question of employee experience encompasses the nature of the measurement and identifying what elements are to be measured. It is important to note that an employee experience can describe both positive and negative feelings about work. Even if employees are coping with poor experiences, companies should still seek to improve conditions. When it comes to being happy at work, factors that go beyond the actual jobs are relevant, including internal relationships, corporate culture, atmosphere, and the work-life balance. Both qualitative and quantitative factors should be used for measurement, but the results of outcomes are essential. Unit 7 Vocabulary This vocabulary list includes terms that might help you with the review items above and some terms you should be familiar with to be successful in completing the final exam for the course. Try to think of the reason why each term is included. - job design - resource allocation - scientific management - job design - socio-technical systems approach - psychological empowerment theory - core characteristics model - job enlargement - job enrichment - human relations school - high-performance work system - time study - motion study - Frederick Taylor - the Gilbreths - workforce scorecard - employee experience

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Eleven months before the U.S. declared war on Japan, President Franklin D. Roosevelt said “As men do not live by bread alone, they do not fight by armaments alone.” He articulated four fundamental freedoms that everyone in the world ought to enjoy: - Freedom of speech. - Freedom of worship. - Freedom from want. - Freedom from fear. Fast forward 72 years: technology has advanced at dizzying rates and permeated every aspect of our lives, from how we are born to how we die and everything in between. In this co-evolution of society and technology, what it means to be truly “free” is no longer about just the country we live in, or even its laws, but is shaped by the products we live on. As Marc Andreessen says, software is eating the world. It’s a creative gale of destruction that irreversibly changes every industry it touches, and if you don’t control the software, the software controls you. It mediates how and with whom you communicate, what news you see, and what other software you’re able to run. It influences the very way your brain works, as you process the creative gale of distraction that interrupts us all hundreds of times each day. With every ping, software burrows deeper into our lives. In the early nineties, a prescient hacker named Richard Stallman — working at MIT, where today’s future had already happened — recognized this shift. He proposed a set of four freedoms that were fundamental for software in an enlightened, tech-dependent society. - The freedom to run the program, for any purpose. - The freedom to study how the program works, and change it so it does your computing as you wish. - The freedom to redistribute copies so you can help your neighbor. - The freedom to distribute copies of your modified versions, giving the community a chance to benefit from your changes. (Aside: I originally thought Stallman started counting with zero instead of one because he’s a geek. He is, but that wasn’t the reason. Freedoms one, two, and three came first, but later he wanted to add something to supercede all of them. So: freedom zero. The geekness is a happy accident.) This is our Bill of Rights. Stallman called it Free Software. The “free” doesn’t have to do with price, as you’re still free to charge for your software, but with freedom to create. Or as we geeks often say: not free as in beer, free as in speech. People are scared of free software, and I understand why. You’re taking the most valuable thing you have, your intellectual property, and granting the freedom you enjoy as a creator to anyone who downloads your work. It’s terrifying, actually. It’s releasing your ideas, and letting anyone build on them — in a way that might be better than your own work. It’s releasing your traditional understanding of ownership, and your fear of being out-developed. The most experienced entrepreneurs can cling to the concept that your idea is something precious that must be protected from the world, and meted out in a controlled way. Lots of us hang on to the assumption that scarcity creates a proprietary advantage. It’s how many non-tech markets work. Open source abdicates your flexibility as a developer to better serve the people who actually use your products. You can see that as a constraint… or you can see it as a door to iteration, innovation, and constant progress. I’ve spent a third of my life building software based on Stallman’s four freedoms, and I’ve been astonished by the results. WordPress wouldn’t be here if it weren’t for those freedoms, and it couldn’t have evolved the way it has. WordPress was based on a program called B2/cafelog that predated it by two years. I was using B2 because it had freedoms 0 and 1: I could use it for whatever I wanted, including my zero-budget personal blog, and the source code was open. It was elegant and easy to understand, and anyone could tweak it. B2 was ultimately abandoned by its creator. If I’d been using it under a proprietary license, that would have been the end — for me, and all its other users. But because we had freedoms 2 and 3, Mike Little and I were able to use the software as a foundation, giving us a two-year headstart over building something from scratch, and realize our own vision of what blogging could be. We were just consumers of the software, volunteers in the forums, and occasional contributors to the codebase, but because (of the GPL) we had the freedom to build on B2, we were able to continue development as if it had been our own creation. I believe that software, and in fact entire companies, should be run in a way that assumes that the sum of the talent of people outside your walls is greater than the sum of the few you have inside. None of us are as smart as all of us. Given the right environment — one that leverages the marginal cost of distributing software and ideas — independent actors can work toward something that benefits them, while also increasing the capability of the entire community. This is where open source gets really interesting: it’s not just about the legal wonkery around software licensing, but what effect open sourced software has on people using it. In the proprietary world, those people are typically called “users,” a strange term that connotes dependence and addiction. In the open source world, they’re more rightly called a community. The core features of WordPress aren’t rocket surgery. A handful of smart people in a room for a year could create a reasonable approximation of the software, and undoubtably improve some things — I see other startups do this three or four times a year. What they miss is that WordPress isn’t a checklist of features. It’s over 29,000 plugins created by the community, from the in-demand things like SEO to niche features like using your 404 page to help adopt homeless dogs in Sweden. Every WordPress site looks different, because of the thousands of themes available. Instead of one event to outdo, there are more than 70 volunteer-organized WordCamps on six continents (and there’ll be more in 2014). WordPress marketing has nothing to do with its website or logo, it’s the tens of thousands of people who make a living building WordPress sites and receive so much value from it that they proselytize to anyone that will listen, spreading the flame one site at a time. It works — as of December 2013, 21% of websites are powered by WordPress. One-fifth of the web is built with a tool that anyone can use, change, or improve, whenever and however they want (even more when you count other open source projects, like Drupal). This approach to building isn’t an abdication of developers’ and designers’ responsibility to build beautiful, functional software. Design and forethought are more important than ever when every change sends millions of independent actors down a new path. Changes to WordPress have consequences today, tomorrow, five years, and ten years down the road, but the passion and talent of the community helps ensure that it always moves forward in a positive way. The four freedoms don’t limit us as creators — they open possibilities for us as creators and consumers. When you apply them to software, you get Linux, Webkit/Chrome, and WordPress. When you apply them to medicine, you get the Open Genomics Engine, which is accelerating cancer research and bringing us closer to personalized treatment. When you apply them to companies, you get radically geographically distributed, results-based organizations like Automattic. When you apply them to events you get TEDx, Barcamp, and WordCamp. When you apply them to knowledge, you get Wikipedia. William Gibson is attributed with saying “The future is already here — it’s just not very evenly distributed.” The world is changing faster than any one person or organization can keep up with it. Closed off, proprietary development creates closed off, proprietary products that won’t keep pace in the long run. Open source provides another path — one that’s open to everyone, and can take advantage of the skills and talents of anyone in the world to build software that helps everyone. As Bill Joy said, “No matter who you are, most of the smartest people work for someone else.” Good ideas aren’t the sole province of groups of people behind high walls, and software shouldn’t be either.

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Ringworms is a typical fungal disease which affects ferrets, regardless of age and gender; however, it is more common in young and infant ferrets. Ringworm infection in ferrets is due to two types of fungi: Micwspomm canis and Trichophyton mentagmphytes. Other fungal diseases like fungal pneumonia (blastomycosis) or fungal infections of the central nervous system (cryptococcal meningitis), are uncommon in ferrets, but can occur when its immunity is low. Symptoms and Types Common symptoms for ringworms include hair loss, itching, and a moist, circular patch located where the ferret has the skin infection. Ferrets usually contract ringworm through direct contact with an infected animal or object (e.g., bedding, grooming brush, or cage). Infection is especially spread when ferrets are overcrowded within an enclosure. Ringworm infection is contagious to humans. Therefore, follow preventative measures and consult a veterinarian when you suspect your ferret is infected. Ringworm infection is treated with anti-fungal medicines and topical ointments. To protect yourself from ringworm infection, wash your hands thoroughly after touching an animal (or infected object) and wear gloves while handling them. Copyright @ 2020 mydomain.com.

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Where ‘smart traffic’ has already 417 billion hits on google, I only found ‘smart air’ for a kind of door lock and ‘smart drone’ for an advanced toy drone. But definitely, drones are so hot that they will become part of something called ‘smart air’. The SESAR project predicts that drones will make 250 billion hours of flight in the European Union alone. For comparison: this is far more than the air traffic of ‘normal’ airplanes today. Because drones are using many sensors, we did some research how the use of drones can grow to maturity and fuel ‘smart air’. Today we talk about challenges for delivery drones. No wonder, drones have proven to be very convenient already and have even more promises in store. Soon, it will be commonplace that drones are delivering packages, from hot pizzas to even more urgent medicines. And even humans: the first drone taxis are already being tested. At this moment, drones are already used for drag-and-drop deliveries in some rural and faraway areas. Most articles on the internet talk about the use in drones in big city areas. And there they have the big advantage of an -still- almost empty sky instead of congested roads and overfull parking places. For that, delivery by drones will be faster and more predictable. But until use of drones are entirely tried and tested, most drone developments will take place on rural environments. Because here the risk of large damage is a lot smaller when something will go wrong. In time, delivery drones will still be used in rural places. Maybe as a standalone, maybe in combination with self-driving trucks. Reach will not be a big problem, since the whole word is getting connected fast. So, reach will almost only depend on battery endurance. And for now, these batteries have only a limited capacity for distance and cargo. Challenges while travelling Like all delivery services, drone delivery has to a pick-up a package, travel to the destination and drop-of the package. While travelling, drones have to know how to reach their destination. Meanwhile, there are some challenges: - Risk of colliding, with other drones, birds and other air users. Just like other traffic - And at point in time, some traffic rules have to be set in place. Sensors can help to let the drone follow these rules - How drones can stay on course, even with wind - Preventing drones to cross over forbidden (known) areas and unexpected ‘wrong’ areas (e.g. a building or a wood on fire) - How to prevent a package from falling? How to alert that a package will probably fall? Or maybe the drone itself? If so, measurement can be taken. Already, there are experiments with self-destruction. But maybe more practical solutions can be found to let the drone aim for a ‘safe area’, such as a park, river, etc. for an ‘emergency landing’ - Acceptance of drones beside safety: how to guarentee privacy when drones are flying over peopled areas? Then there is the issue of noise: research shows that people find the noise of drones one of the most annoying forms of noise Challenges with dropping the cargo For now, the drop-of is literally done by dropping-of the cargo. Maybe with the aid of a cord which places the package as soft as possible to the ground. But anyhow: the drone stays in the air. So, technology has to get safe: for the package to be delivered undamaged. How does the drone know that the right person gets the package? And we have to prevent dogs from biting the package. And of course, to prevent that the dropped cargo will harm humans, animals or buildings or even worse. The use of sensors The application possibilities of drones are very promising for delivery uses. It is still in its experimental phase. But with developments going fast, soon it will reach the maturity phase. For this, there are two-fold kind of challenges. Some are challenges on privacy, safety and security. These challenges have to be solved before the use of drones will get widespread trust and acceptance. The other are technical and communication issues: where multiple drones are being used – especially in cities- challenges how drones can and have to behave in traffic has to be solved. In both challenges, sensors play a pivotal role in solving the technical questions. In all cases, ASN Filter Designer can help with sensor measurement with real-time feedback and the powerful signal analyzer. How? Look at ASN Filter Designer or mail ASN consultancy: email@example.com Do you agree with this list? Do you have other suggestions? Please let us know!

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M.E. Woolley et al American Educational Research Journal pp1-27 May 2013 Woolley et al (2013) evaluate the long-term impact of the CareerStart programme, an instructional programme that introduces career-focused education into the middle school curriculum, on achievement scores and well-being among participating students in the United States. They find that CareerStart has a significant positive effect on the Maths attainment of seventh and eighth grade students, but makes no differences to scores at other grade levels. Recent research identifies ‘three Rs’ that influence educational outcomes: relationships between adults and students; the rigour of ambitious curricula and high expectations; and the relevance of curriculum content to students’ lives. Proponents of relevance contend that improving the relevance of content of classroom lessons will enhance student engagement, motivation and grades. Relevance is defined as a) meaningful application to solve problems or accomplish desired tasks in the real world or b) current or future value or utility in students’ lives. CareerStart is an instructional strategy programme designed to enhance the relevance of the middle school curriculum and hence students’ motivations, behaviour and emotional connections to school and learning. The CareerStart programme starts by involving teachers in an interactive professional development process by subject and grade, designed to increase awareness of the benefits of increasing career relevance in the curriculum. It includes ten short, high quality and easy-to-teach lessons, which have been reviewed by peers and curriculum specialists, for teachers to use in their own classrooms. CareerStart consultants visit schools and provide regular coaching. Wooley et al (2013) set out to test whether career relevant instruction is linked to academic achievement of middle school students. They assess the impact of CareerStart through a randomised control trial of the programme in 14 middle schools in North Carolina which were divided equally into control and treatment groups. Teachers in the treatment schools delivered 10 career relevant lessons to all mathematics, science, language arts and social studies classes in the three middle school grades (sixth, seventh and eighth grade) between 2006 and 2008. Control schools did not implement the CareerStart programme at all. To assess the impact of CareerStart on academic performance, end-of-grade test scores for standardised Maths and English examinations were collected alongside demographic data for each student. Third to fifth grade test scores were used to model pre-treatment performance whilst eighth grade test scores were considered primary outcomes of treatment. In addition, surveys were completed by the students at the end of every school year as a measurement of self-perception. Woolley et al (2013) find significant positive differences between seventh and eighth grade Maths scores of the control and treatment groups, but no differences between scores at other grade levels. The effect on English scores is considered not significant, although a trend begins to emerge in eighth grade. The authors assert that the improvement in Maths performance in Maths is related to CareerStart being implemented in all core subject areas because of the effects on improving overall student engagement, motivation and achievement. They conclude that causal link between Career Relevant Instruction and increased academic performance in Maths provides empirical evidence to support further uptake of career-relevant instruction in middle school grades, but also call for education for non-teaching staff, such as librarians and counsellors, so as to embed career-relevance in the wider school structure.

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Impact of Covid-19 on the Mental Health of Staff Essay Sample Covid-19 is a deadly disease which is caused by the Coronavirus. This disease is new and very little is known about it. It became popular globally in 2019. In a short span, it wreaked havoc in many countries across the world. Hire a Irish Assignment Writer to Write your Essay, Thesis & Other Academic Papers Many people died because of this virus. Those who survived the disease complain of various ailments including mental health issues. The Covid-19 issue is still prevalent in Ireland and neighboring countries. Many types of research are being conducted not just in Ireland but in many countries globally to develop a vaccine for the disease. Some nations claim to come up with vaccines that can counter the Covid-19 pandemic. Though, an effective vaccine is yet to be developed that can counter the virus. This essay is all about how the Covid-19 impacts the mental health of Irish healthcare workers. How Covid-19 pandemic impacted the mental health of workers in Ireland? Covid-19 pandemic has resulted in economic recessions because of frequent lockdowns. It has created difficulties for those who are already suffering from various types of mental ailments including depression. Surveys suggest that in times of the Covid-19 pandemic a significant percentage of the Irish adult population have reported symptoms of depression and anxiety. Research has suggested that Covid-19 has negatively impacted the health and also well-being of the Irish people. The disease has led to problems in eating, sleeping among the people in Ireland. It has enhanced the consumption of drugs, alcohol among health care professionals. People who are already suffering from severe ailments are experiencing worsening of their conditions because of stress and worry due to the Coronavirus. Besides, many health care professionals are suffering from job losses which are causing mental health issues among them. This section of the essay discusses the different reasons that are contributing to mental health issues of Irish health care professionals. University closures creating mental health issues Many Irish men are suffering from pandemic-related problems like income loss, university closures and these things are contributing to poor mental health issues in healthcare workers of Ireland. Job losses creating depressions and anxieties Also, research suggests that during the Covid-19 pandemic in Ireland many people have reported job losses and they have reported income loss. All these things have resulted in anxieties, depression, reduced self-esteem, and substance disorder issues. Besides, there were many cases of suicides because of the Covid-19 pandemic. And all these factors have resulted in mental health issues of the Irish health care workers. Get Help from Native Assignment Writers to Write your Academic Paper Reduced childcare services causing problems for kids and their mothers Also, research suggests that because of the Covid-19 pandemic kids, parents, particularly mothers are suffering from various mental health care issues. The Covid-19 pandemic has lead to closures of schools, academic institutions and that has resulted in diminished childcare services. More and more women and kids in Ireland are reporting issues of mental health like depressions, anxiety. Healthcare workers, essential staff are facing mental health problems in Ireland The healthcare workers in Ireland along with other essential workers in the country are facing challenges. They are experiencing enhanced risks of getting affected by the virus. When compared to non-essential staff, the essential staffs are more prone to report symptoms of depressions, anxiety. They are more prone to report symptoms of substance abuse, suicidal thoughts in times of the Covid-19 pandemic. How to overcome the adverse effects of Covid-19? There are several short-term also long-term implications of Covod-19 on the mental-health as also as substance abuse particularly among Irish healthcare workers or those who remain exposed to Covid-19 viruses. Already it has been stated that few nations have developed the vaccine for Covid-19 and these nations acknowledge that more research and work is required to develop effective vaccines to get rid of this deadly ailment. The nations which have already developed Covid-19 vaccines are supplying vaccines to other parts of the world including Ireland. In this context, it is relevant to add that phased vaccinations are going on across the length and breadth of Ireland. There are several instances where the people in Ireland are refusing to take vaccines as they think that such a process can hurt their health. They also fear that the vaccines can harm their health, distort their identities, orientations, and modify their genes, make them no longer the same as they were at the time of their birth. All these factors are causing trouble in the roll-out of the vaccinations across Ireland. History suggests that the impact of mental health is usually long-lasting and such impacts persist even after the physical impacts are long gone. This is suggestive of the fact that to cure the mental health issues caused by the Covid-19 pandemic one may have to wait for years. Avail of high-quality essay writing help from smart writers of QQI Assignment Help Irish students who are studying at the college and university levels are quite concerned about their performance in the assessment tests. They want to score high marks, grades in the assessments and for that, they often work hard. The students often require submitting assignments in the form of essays, reports to the assessors. The purpose of the write-ups is to evaluate the performance of the candidate. Such evaluation facilitates the assessors in awarding grades and certifications to the students. Often students prefer the professional help and support of the assignment writers of QQI Assignment Help. This assignment writing service in Ireland is known to have high-quality academic assignment writers who can write high-quality assignment write-ups for their clients. Therefore, if you are a student in Ireland and require essay help in Ireland then you need to approach the professional essay writer using the website of qqiassignments.com. You require paying the writers to do assignments. The assignment writers are also known to help candidates with online exams. The essay writers are known to write unique and error-free Covid-19 essays, Housing Policy In Ireland 2021 Essay Sample. The website of the essay writing services is also known to display mental health essay samples. Therefore, if you are a student in Ireland and require top-notch essay writing services from qqiassignments.com then visit the business online, take a look at the sample contents that it offers to the candidates and then talk to the writers about your needs. Buy 100% Plagiarism Free Assignment Papers & Get Good Grades - Covid-19 Guidelines on Returning to Childcare Workplaces Essay Sample - Advancing Recovery in Ireland (ARI) Essay Example - Pharmaceutical Analysis Essay Sample Ireland - Impact of Covid-19 on Employment in Ireland Essay Example - Impact of Covid-19 on the Mental Health of Staff - TR802 Dental Hygiene Diploma Level 7 Assignment Example Ireland - 6N4329 Healthcare Supervisory Management Assignment Sample-Fetac Level 6 - 5N3780 Speech and Language Therapy Practice Fetac Level 5 Assignment Example - 5N3778 Sterilization and High-Level Disinfection Fetac Level 5 Assignment Sample - Physiotherapy Assistant Practice (5N3770) level 5 Course Assignment Sample - 5N3765 Occupational Therapy Assistant Practice Fetac Level 5 Assignment Sample - 5N3766 Fetac Level 5 Occupational Therapy Assistant Theory Assignment Example - 5N3752 Stock Control and Material Systems Fetac Level 5 Assignment Sample - 5N3738 Family Support Skills Fetac Level 5 Assignment Example - 5N3736 Dietetics Fetac level 5 Assignment Example

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First Time User? Enroll now. COVID-19: Vaccine information, visitor restrictions, and additional resources | Medicaid: The program is changing and you must take steps to keep your UNC Health providers Home > Health Library > Bruises (contusions) Bruises (contusions) occur when small blood vessels under the skin tear or rupture, most often from a twist, bump, or fall. Blood leaks into tissues under the skin and causes a black-and-blue color that often turns colors, including purplish black, reddish blue, or yellowish green, as the bruise heals. Most bruises are not serious and will go away on their own within 2 to 4 weeks. Sometimes, gravity causes them to spread down the body. A leg bruise usually will take longer to heal than a bruise on the face or arms. Severe bruising, swelling, and pain that begin within 30 minutes of an injury may mean a more serious injury, such as a severe sprain, dislocation, or fracture. Sudden unexplained bruising or a sudden increase in the frequency of bruising may be a sign of an abnormal type of bruising that may be caused by medicine side effects, a bleeding or clotting disorder, or a medical condition. Current as of: July 1, 2021 Author: Healthwise Staff Medical Review:William H. Blahd Jr. MD, FACEP - Emergency Medicine & Adam Husney MD - Family Medicine To learn more about Healthwise, visit Healthwise.org. © 1995-2021 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated. 2615 Lake Drive Raleigh, NC 27607 901 Ridgefield Drive Raleigh, NC 27609 934 Vandora Springs Road Garner, NC 27529 1505 SW Cary Parkway Cary, NC 27511 501 Health Park Drive Garner, NC 27529

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Thousands of merchant ships chug in and out of south Florida's bustling ports each year, bringing boatloads worth of economic benefit to the region. They also deliver a more dangerous cargo: airborne pollution from giant diesel engines that can sicken coastal residents, or even shorten people's lives. A study by the National Oceanic and Atmospheric Administration (Noaa), the most comprehensive yet, found that commercial vessels - freighters, tankers and cruise ships - generate enough air pollution to pose "a significant health concern for coastal communities". The study caught South Florida's public health officials by surprise. But while they acknowledged the presence of maritime, they said local air-quality readings are generally good. Other, more congested areas of the world face greater danger. The study was conducted last summer and its findings released in February. Lead researcher Daniel Lack of Noaa's Earth System Research Laboratory at the University of Colorado determined that the 51,000-odd commercial vessels now plying the world's oceans spew almost as much air pollution as half the total number of automobiles on the planet. "It was definitely a surprise for me when we pulled those numbers out," Lack said in an interview. "These ships are emitting as much [pollution] as 300m cars. It's a hidden giant." The pollution is called particulate matter: tiny specks of soot and sulfuric acid about 500 times as fine than the width of a human hair. Particles can hang in the air for as long as 10 days and travel 20 to 30 miles inland from the ship smokestacks where they originated. They also can be inhaled by people. "When the particles get down into your lungs they can cause inflammation," Lack said. "You can actually induce heart-type illness as well." For two months, Lack and his colleagues on a 274-foot Noaa research vessel traveled from Charleston, South Carolina, to Houston, prowling shipping lanes and mechanically "sniffing" the exhaust of 1,100 merchant ships. Their examination of the exhaust residue led to the study's conclusions. One of the study's co-authors, James Corbett, professor of marine and earth studies at the University of Delaware, conducted earlier research that quantified through statistical analysis how many people may die from shipborne pollution each year. "Particulate matter emissions from oceangoing ship engines were estimated to contribute to the premature deaths of tens of thousands of people globally," Corbett said in an interview. That number, the professor said, totals about 60,000 deaths a year worldwide. The problem is most severe in the Mediterranean, India and East Asia, where populations are dense and shipping prevalent. But because of crosswinds from shipping routes in the Atlantic and Gulf of Mexico, Florida's coastal residents are also at risk. "Florida is one of the most heavily impacted parts of the US with regard to ship emissions and particulate exposure," Corbett said. The sooty cloud, however, has a silver lining. Last October, the International Maritime Organisation enacted new mandatory standards for phasing in cleaner engine fuel. By 2020, sulfur in marine fuel must be reduced by 90%, decreed the IMO, which regulates shipping for 168 member nations. Sulfur in fuel becomes sulfuric acid in air, which makes up about 50% of the particulate matter. Nearly eliminating sulfur in fuel will cut particulate matter in air by almost half, Lack said. "What the IMO wants to do is make sure that shipping is doing its part to help reduce emissions generally for the sake of the planet," organisation spokeswoman Natasha Brown said from her London office. Shippers are keen to comply. "There is a clear understanding, an appreciation on the part of the ships, that they cannot ignore growing concerns with pollution," said Carlos Buqueras, director of business development at Port Everglades, where more than 5,000 commercial vessels called last year. New ships are also being built with technology to cut pollution. "It's a priority," Buqueras said. "The trend is that light, non-sulfur fuel is the way to go." Roberta Backus, spokeswoman for Discovery Cruise Line, whose Port Everglades-based vessels cross to the Bahamas daily, said the company will eagerly comply with the new standards. "We do support those measures," she said. "We'll work with the various initiatives."

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Benjamin Franklin (1706-1790) "The Father of all the Yankees" Much evidence from Franklin's career supports such judgments, despite his long-term removal from the American colonial scene for all but two years during the crucial years before the Revolution. In 1754, at the inter-colonial conference, held in Albany, New York, he presented the first definite plan to unite the American Colonies for mutual protection and improved government. By making public, in 1772, the insulting, denigratory, and presumed confidential, correspondence of Royal Governor Thomas Hutchinson (1711-1780), of Massachusetts, to a recently deceased British governmental official, Thomas Whateley (d. 1772), Franklin greatly inflamed already aroused anti-British American sentiment. Franklin's quill pen also produced a number of timely and excoriating anti-British satires, such as "Rules by Which a Great Empire May Be Reduced to a Small One" and "Edict by the King of Prussia" (both 1773)."The Father of all the Yankees," thus does the eminent Scottish historian Thomas Carlyle (1795-1881) refer to the subject of this essay.(1) And many subsequent authors have in effect echoed Carlyle's unqualified assessment of the sage Benjamin Franklin. Once armed hostilities with Great Britain began, Franklin was promptly elected to the Continental Congress. This body functioned in legislative and executive ways during the Revolutionary era colonies. In the Congress Franklin performed many important duties. For instance, he sketched a subsequent plan of union for the American colonies. Franklin also attempted to yoke the Canadians to the 13 colonies. He often advised Congress on American defense. He officially perused and commented on various peace proposals. As is well known, Thomas Jefferson composed the Declaration of Independence. But Franklin was one of the five delegates selected for the documents' Committee. He furthermore advised the American agents, to be sent abroad, as to how best to work to obtain arms and other kinds of assistance for America's struggle against Great Britain. This nation was in almost all respects the major Imperial superpower from the roughly the late 1760 until 1914. In the early years of the armed conflict with Great Britain, Franklin went overseas with Arthur Lee to help win the support of America's indispensable ally, France. Franklin later proved one of the three major point negotiators in securing the very favorable terms of the Treaty of Paris, ratified in 1784. When he was overseas on this mission, Franklin furthermore proved instrumental in securing the final terms for our loans from the French government [see The Papers Of Benjamin Franklin. Yale University Press. Volumes 36 and 37 (forthcoming). Hereafter all citations to this edition shall be listed as PBF]. Although Franklin arrived back in America subsequent to the initial balloting for the delegates of the Constitutional Convention, he nevertheless promptly received election to this body as one of the strong seven member delegation from the Keystone State. Despite Franklin's age (81) and physical infirmities, he proved one of the most active and effective of the 55 delegates. In light of the above mentioned aspects of Franklin's political career, puzzling it is that his decision to embrace the revolutionary cause without reservations could hardly have come any later than it did. As late as March 20, 1775, for instance, less than one month before Lexington and Concord, Franklin continued to hope for a negotiated settlement between America and the Mother Country. This desire by Franklin even continued for months beyond the April bloodshed. This paper intends to suggest some of the major reasons how, when, and why he moved the cause of an independent American nation forward. My essay also, however, attempts to explain how, and why, Franklin came to hold hopes for reconciliation, short of all out war, between Britain and the 13 colonies. We shall examine the latter issue first. Benjamin Franklin crossed the Atlantic eight times during his lifetime. He lived in Great Britain, mainly in England, for nearly twenty prime years. He ventured abroad first as a young adult, and stayed in London and its environs primarily for nearly two consecutive years as an apprentice in the printing trade. While there, Franklin became so enamored of British technology that he wanted to order British printing equipment when he set up his own soon lucrative business in the profession. After his first trip to Britain, he traveled almost exclusively in company with the British political, social, economic and educational elites. Franklin had grown up in straitened circumstances (his father owned a candle shop, and Franklin had numerous siblings), and he had little formal education. For these reasons he may have been overly impressed by the panoply of British elites from all of the major professions who wined, dined, and traveled extensively with him. Indeed, Franklin was manifestly more warmly received by the 18th century leaders in Britain than he was by the consistently snobbish societal upper crust in his adopted home town, Philadelphia. Among his closest companions in Britain were Sir Francis Dashwood (1708-1781), one of the postmasters general, Sir John Pringle (1707-1782), the Queen's physician and boon companion, Peter Collinson (1694-1768), a very eminent scientist, William Strahan (1715-1785), an extremely successful printer, Joseph Priestley (1733-1804), noted theologian and scientist, Richard Jackson (d. 1787), learned lawyer and member of Parliament, David Hume (1711-1776), Scottish philosopher and historian, Lord Henry Home Kames (1696-1782), Scottish jurist and scholar, and Lord Wills Hill Hillsborough (1718-1793), Secretary of State for the Colonies. Of this prestigious group, for example, all except Hillsborough were very pro-American, and everyone, Hillsborough included, liked, admired, and respected Franklin very much. He felt the same for the most part toward almost all of the many high level elites with whom he had steady contact for most of his near two decades stay in Britain. Franklin evidently felt especially happy in the London of King George III. Indeed, he lived there almost entirely without the accompaniment of his family. His wife, Deborah, feared ships and the sea very much; and thus she never joined him overseas. Deborah died in Philadelphia, after Franklin had been abroad without her for nearly 18 years. Significantly, Franklin's views on electricity were first published in a lengthy monograph in London. While in Britain, in 1772, "the Father of all of the Yankees" planned and supervised the installation of the lightning rods to protect the British Royal Arsenal at Purfleet. Small wonder that the genial mega-genius Franklin received honorary doctorates from St. Andrews and from Oxford. He may be seen as embarking on his complex path to Revolutionary, however, in the early 1750s. Then he expressed his umbrage in print concerning the British practice of transporting her convicted felons to America (see PBF. 4.133). Thus, while the British jails remained free of serious convicts, the transported criminals were shipped here to roam, uncarcerated, in the land of the free. On May 15, 1754 Franklin published an extremely trenchant Reply to the Governor of Pennsylvania, concerning the particulars of a sinking fund, which the Proprietory Governor had insisted on earlier. This fund intended to extend the Excise Act for a term of ten years. The Franklin drafted response contends that "the Representatives of the People have an undoubted Right to judge, and determine, not only the Sum to be raised for the Use of the Crown, but of the Manner of raising it." (PBF. 5. 280-283). On December 4, 1754 Franklin writes a powerful letter to the Massachusetts Governor William Shirley, wherein Franklin cogently recapitulates his main arguments from the Albany Plan of 1752. In addition, this lengthy missive enumerates and condemns the powers exerted in America by the Crown appointed governors in the germane colonies (PBF. 5. 441-447; see also on this theme, PBF. 6. 217-219). In another officially promulgated Message to the Governor, under the aegis of the Pennsylvania Assembly, on December 19, 1756 Franklin writes to protest the most recent British Quartering Law in PA. The Quartering Acts gave the British soldiers the right to take over dwellings of various kinds even without the express consent of the American owners (PBF. 7. 38-41). In the same period, Franklin challenged British authority in Pennsylvania when he persuaded the Pennsylvania Assembly to pass a law creating its own militia. He did this legislative maneuvering after he had seen how disastrously poor was the British military leadership before Fort Duquesne. Franklin had strongly advised General Braddock not to take the tactical course he did, and the results of Braddock's absence of good sense led Franklin, for the first time, to question British military ability. This led to the temporary formation of a militia bill in Pennsylvania. The British soon, however, disallowed this act, a further cause of tension with the British in PA (See Russell Nye, ed. "The Autobiography And Other Writings Of Benjamin Franklin," Houghton Mifflin, 1958. pp.129-132). Franklin's third lengthy stay in Great Britain proved from early 1764 through March 20, 1775. During this period his official duties were as agent for Pennsylvania (1764), Georgia (1768), the New Jersey House of Representatives (1769), and the Massachusetts House of Representatives (1770). In his capacity as agent from Pennsylvania, in April 1764 he published "Cool Thoughts On The Present Situation Of Public Affairs." Here, on the urging of the Pennsylvania Assembly, he urges King George III to assume the government of Pennsylvania, indemnifying the Proprietors of the colony founded by William Penn. This request stemmed from the fact that in the Pennsylvania of the time, Philadelphia and the three counties surrounding it comprised a de facto oligarchy, controlled only by Proprietory Governor. This Governor served under the orders solely of a proprietor who lived in Britain. The Pennsylvania Assembly, however, objected to this narrow-gauged representation. The Pennsylvania legislators, therefore, thought that one way to begin making their representation broader would be to induce a King-driven governmental change in the William Penn founded colony. Franklin worked steadily and hard to attempt to effectuate this alteration of power in Pennsylvania (Franklin's work on this issue began even before he sailed the third time to Britain. See, for instance, letter of Peter Collinson. Philadelphia. April 30, 1764 ). Franklin envisioned that the British Empire, including America, and with America eventually in the lead, could become and remain the world's greatest imperial power for many centuries. In 1760, for instance, in a letter to Lord Kames, nine months before the total surrender of the French in Canada, Franklin urged Britain to conquer all of Canada: "not merely as I am a Colonist, but as I am a Briton. I have long been of Opinion, that the Foundations of the future Grandeur and Stability of the British Empire, lie in America." There resides the potential for "the greatest Political Structure Human Wisdom ever yet erected." ( PBF. 9.6-7 ). Franklin the pragmatist, therefore, thought it crucial to keep Canada entirely under British control after the War. Like most of the American colonial leaders, he proved fundamentally conservative in many ways. For example, Franklin abhorred mob actions of any kind (see for instance, BF to Richard Jackson. January 16, 1764. PBF.11.19). In addition, he tended to be a negotiator. Thus, in the same letter to Jackson, cited above, he reasons with Jackson concerning the British "Schemes of raising Money on us," such as through the molasses duty. "You will take care for your own sakes not to lay greater Burthens on us than we can bear; for you cannot hurt us without hurting your selves. All our Profits center with you, and the more you take from us, the less we can lay out with you," so writes Franklin from Philadelphia (PBF. 11.19-20). In early Spring 1764, the British Parliament prepared the Sugar Act. This Act raised duties and established regulations on a variety of colonial imports and exports. Concurrently, the ministry intended to devise stamp taxes on documents used in American commercial and legal transactions. These "inland duties" constituted Britain's first set of direct taxes against the 13 colonies explicitly (PBF.11.108). At this time Franklin had just been sailing up the Thames to return to London after a two-year hiatus. Soon after his arrival, he learned of these legislative developments. These actions led to resolves throughout the colonies, which in turn led to riots against the tax collectors throughout many colonies, as well as to further colonial assemblies' actions (PBF.12.205.208. Regarding Thomas Hutchinson, of Massachusetts, see also PBF.13.3 and 23). On February 13, 1766, Franklin was examined by his friends in the House of Commons regarding the Stamp Act's response by the Colonists. His responses to these questions were characteristically palliatory to a point. On the crucial issue of whether the colonists would submit to taxation by Parliament, however, he answered that they would never do so. Parliament then repealed the Stamp Act. Soon thereafter, through, they issued the Declaratory Act. The effect of this Act was to make a pronouncement directly contrary to the recent declarations by the colonial assemblies on the taxation issue. The next year, 1767, Charles Townshend (1725-1767), the Chancellor of the Exchequer, imposed a series of taxes on such English manufactures as paper, glass, and paint, as well as on East India tea imported to the colonies. He also provided for a new Board of Customs Commissioners to reside in and oversee the collection of these duties. Franklin evidently saw these duties as export duties, even though they were applied solely to the American colonies (see, for example, the BF letter to William Strahan. Nov 29, 1769. PBF. 16. 243-249). This view is a clear case of Franklin's so often donning rose-colored glasses when he views Britain's management of her plantations in America). Throughout 1768 Franklin attempted to pour water on the American revolutionary fires, especially as they were perceived by his many elite British friends. By 1770, however, he clearly felt believed the Colonies ought in no way be subordinate to Parliament. During this period he wrote his Massachusetts friend, Samuel Cooper (1725-1783), for instance, "that the Colonies originally were constituted distinct States and intended to be continued such... " ( PBF.17,162-3). In a long letter of June 1771 to Thomas Cushing (1725-1788) in which Franklin reports on the dispositions of Parliament, the multi-colony agent remarks that he hopes it would be possible "gradually to wear off the assum'd Authority of Parliament without an open challenge by the Americans to it (PBF.18.120-127; see also, however, 26-27). And Franklin continued to hold this conservative stance for a surprising number of years, as we shall soon note. As already indicated, in December 1772 the eminent Dr. Franklin made public a series of letters from Crown appointed Governor Hutchinson (1711-1780), of MA, to a recently deceased British Treasury Undersecretary, Thomas Whately. These letters are filled with such comments regarding the colonists as "A bridle at present, may accomplish more than a rod hereafter" (PBF.20. 571,576 and 550). These letters seem to have been stolen by John Temple (1732-1798), and then passed to Franklin. Although the chain of possession is unclear, the authenticity of these missives has never been questioned. British response to Franklin's having made these letters public was to call him to appear "in the cockpit." This was an indoor amphitheater, open to the public as well as to Parliament. Here he endured the abuse of the British solicitor general, Alexander Wedderburn, not to mention the jeers and taunting whistles of the House of Commons and the British public. Less than two days afterwards, Franklin was removed from his concurrent and well-paid position as deputy postmaster general for America. Despite these eventualities, nonetheless, he wrote that he was willing "to try any thing, and bear any thing that can be borne with Safety to our just Liberties," rather than to have an open break with Great Britain. This belief continued through February 1774, when Franklin wrote to New Jersey lawyer, John Antill (1745-?), for example, that he hoped that America would unite to reject British commercial goods, that this boycott would lead to the overthrow of the existing ministry, and that "the Friends of America [would] come into the [British] administration (PBF.21.502.522. In this vein, see too Franklin to Thomas Cushing. 21.326-328. For BF's response to his having been "depriv'd of ...office", see PBF. 21.103). Indeed, on June 25, 1775 Franklin penned and read for a Committee of Congress a paper in which he argued for terms of conciliation with Britain which could only be termed dramatic. This paper was presented by Franklin three days after news had reached the Congress of the Battle of Bunker Hill( PBF. 22. 112-120). To sum up, then, superficial appearances notwithstanding, Franklin's path to revolution, like the man himself, was complex. "The Father of the Yankees" began staking out pro-American independence position from the early 1750s through the mid 1770s. As an agent for Pennsylvania abroad, however, one of his major changes was to induce George III to assume a stronger hand in managing Pennsylvania's affairs. These efforts helped blind Franklin to the broader colonial need for political change of a revolutionary nature. Franklin's admiration for the structure and accomplishments of the British Empire was great. In addition, the warmth with which he was generally accepted by his numerous, close elite British friends only served to deepen this emotion. Conservative he generally was, he disapproved strongly of mob action. A negotiator and compromiser by nature, Franklin continued to seek ways of arranging a compromise with Britain which would allow the Americans to remain in the British Empire, with the clear understanding that the United States would someday take the lead. These beliefs he continued to hold, even after Bunker Hill. This essay was first presented in the fifth Session at the East-Central Society for 18th Century Studies Annual Conference, Rosemont College, Rosemont, PA, October 2002. I would like to thank the Performing Selves Panel Chair, Professor Elisabeth Ellington, for accepting my paper for this program. Thanks also to the attendees of the Session, several of whom made helpful suggestions for improving this article before publication. The comments of Professor S.O. West and Professor H.S. Haupt were especially valuable in completing the paper.

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- 1 When did human beings start cultivation? - 2 How did early man started farming? - 3 How long have humans existed? - 4 What was the first civilization? - 5 Who is the first farmer? - 6 Who started farming first? - 7 Who invented farming? - 8 Who is first man in world? - 9 Are humans still evolving? - 10 What color was the first human? - 11 What are the 3 earliest civilizations? - 12 Who is the oldest culture in the world? - 13 How old is the oldest civilization? When did human beings start cultivation? Human beings resembling us (henceforth referred to as ‘modern humans ‘) originated about 160,000 years ago. During this long period of human history, people obtained food by either scavenging or hunting animals and gathering plant produce. How did early man started farming? Answer: The early humans were hunter-gatherers. Then, they began producing their food by cultivation of crops and also domesticated animals. How long have humans existed? While our ancestors have been around for about six million years, the modern form of humans only evolved about 200,000 years ago. What was the first civilization? Sumer, located in Mesopotamia, is the first known complex civilization, developing the first city-states in the 4th millennium BCE. It was in these cities that the earliest known form of writing, cuneiform script, appeared around 3000 BCE. Who is the first farmer? Adam, the first human in the Bible, is also the first farmer. After he is created by God, he is placed in charge of the Garden of Eden. Who started farming first? The Zagros Mountain range, which lies at the border between Iran and Iraq, was home to some of the world’s earliest farmers. Sometime around 12,000 years ago, our hunter-gatherer ancestors began trying their hand at farming. Who invented farming? Humans invented agriculture between 7,000 and 10,000 years ago, during the Neolithic era, or the New Stone Age. There were eight Neolithic crops: emmer wheat, einkorn wheat, peas, lentils, bitter vetch, hulled barley, chickpeas, and flax. The Neolithic era ended with the development of metal tools. Who is first man in world? ADAM1 was the first man. There are two stories of his creation. The first tells that God created man in his image, male and female together (Genesis 1: 27), and Adam is not named in this version. Are humans still evolving? Evolution waits for no man. Evolution is an ongoing process, although many don’t realize people are still evolving. It’s true that Homo sapiens look very different than Australopithecus afarensis, an early hominin that lived around 2.9 million years ago. What color was the first human? The results of Cheddar Man’s genome analysis align with recent research that has uncovered the convoluted nature of the evolution of human skin tone. The first humans to leave Africa 40,000 years ago are believed to have had dark skin, which would have been advantageous in sunny climates. What are the 3 earliest civilizations? Mesopotamia, Ancient Egypt, Ancient India, and Ancient China are believed to be the earliest in the Old World. The extent to which there was significant influence between the early civilizations of the Near East and the Indus Valley with the Chinese civilization of East Asia (Far East) is disputed. Who is the oldest culture in the world? An unprecedented DNA study has found evidence of a single human migration out of Africa and confirmed that Aboriginal Australians are the world’s oldest civilization. How old is the oldest civilization? A new genomic study has revealed that Aboriginal Australians are the oldest known civilization on Earth, with ancestries stretching back roughly 75,000 years.

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Although not technically revenue stamps, the Railways Charges stamps were introduced in 1890 fo facilitate the method of prepaying charges for carrying newspapers and parcels by train. The 1925 NZR Railway Charges stamps were normally overprinted before use with the station names to help keep the possibility of fraud to a minimum. Different styles of overprint may be seen including: Upper-case typewritten letters, Seriffed Upper-case letters, Seriffed upper and lower-case letters and a station number and name. There were applied horizontally or sideways, reading up or down and occasionally may be forund doubly printed – plenty of variety for the specialist! Overprints from some smaller stations are extremely scarce and are worth a premium. In December 1904 the NZR Department commisioned six different designs for a new issue of stamps. These were to be denominated 1/2d, 1d, 2d, 3d, 6d and 1/-. The proposed issue was supressed by the postmaster general, however imperforate die proofs in a number of different colours exist and are priced from $150 for a single and $750 for a set.

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In the early hours of New Year's Day, 1959, the Cuban dictator Fulgencio Batista fled to the Dominican Republic, taking with him hundreds of millions of dollars amassed during his reign. On August 11, 1959, the U.S. State Department asked the government of Portugal to grant a visa to Batista. On August 19, 1959, the (U.S.) Director of the Executive Secretariat sent a memorandum to the President's Staff Secretary describing the events leading up to the flight. The memorandum bears a notation written by President Eisenhower, indicating that he saw it. The memorandum said, in part, 1 Because of its continuing concern over tensions and unrest in the Caribbean and its desire to take all steps necessary to alleviate this situation, the Department, through Embassy Lisbon, presented a note on August 11 to the Portuguese Government asking if that Government would consider the issuance of a visa to Batista as "a definite contribution to the maintenance of peaceful relations in the Caribbean." The Portuguese Government gave immediate verbal assent, stating that it would grant visas to Batista and his immediate entourage for admittance to the Island of Madeira. On August 13 Mr. Lawrence Berenson, Batista's American attorney, flew to the Dominican Republic and returned with Batista's passport on August 16. The Portuguese Consul General in New York issued the visas on August 17 and on that same date Mr. Berenson arranged with Seaboard & Western Airlines a charter flight to go to the Dominican Republic today to pick up Batista and his group, numbering about twenty persons in all, to fly via the Azores to Lisbon from whence [sic] they will go by boat to Madeira. On August 19, 1959, a Seaboard Super Constellation flew Batista, sixteen members of his Cuban entourage, and his American lawyer, to Lisbon. A copy of the passenger manifest can be seen here. Flight Attendant Doris Boulton later reported that Batista was continuously surrounded by his armed guards who maintained a distance between him and cabin personnel. All food and beverages were tested by a guard before he was served. Armed guards stood on both sides of the carpeted path leading to the aircraft and no cabin personnel were allowed outside the aircraft while on the ground. Navigator Glenn Van Warrebey was allowed to help Batista carry his suitcase up the boarding ladder as the suitcase was very heavy. The known crewmembers were: |Flight Engineer||Bernie Seidner?| |Navigator||Glenn Van Warrebey| |Flight Attendant||Doris Boulton| Report of Batista's security precautions provided by Doris Boulton via Astrid Frank 1 McElhiney, Thomas W. Memorandum From the Director of the Executive Secretariat to the President's Staff Secretary, U.S. Department of State, August 19, 1959

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If despite all the efforts, training does not bring the expected result, it is worth listening to the advice of scientists: many immutable fitness facts were no more than popular myths, or were seriously adjusted. We are reviewing the fitness program! - For a flat tummy and slender waist, you need to rock the press for a long time. So let`s start to review fitness facts with this statement. If you do not follow the diet and do not pay enough attention to the muscles of the buttocks, legs and, especially, the back, no beautiful press and speech will not go. And not only because these muscles are closely related to the muscles of the press, but also because the recovery of large muscles requires the most energy. Accordingly, with the right balanced diet with a restriction of fats, this energy will be drawn from our fat stores, and they are usually situated in the abdomen and waist region. - Active evening training leads to insomnia. As it recently revealed, this statement is just a part of fun fitness facts, but nothing more. Despite the fact that many scientists believe that high physical activity at a later time of day contradicts the natural biorhythms of a person, night workouts do not adversely affect sleep. And for owls night fitness even helps to fall asleep more quickly. For example, Scottish scientists who studied facts about fitness recently found out that people who do fitness after 20.00, fall asleep more quickly than after morning or afternoon workouts. The fact is that physical exercises help increase body temperature, and when you go to bed - it starts to drop to normal, and sleep comes faster. And one more advantage in favor of evening training: according to scientists from the Scottish University in Glasgow, due to the higher body temperature accompanying them, the risk of injuries and strains decreases. Facts about fitness can be really useful, can`t they? - With fatigue, it is better to give up training. Recent researches of the scientists prove the opposite: with fatigue, weakness and apathy, while training of medium intensity forces will return and help to cheer up. For example, scientists from the University of Georgia for several weeks observed two groups of people, constantly complaining of weakness and chronic fatigue. Some had a habitual sedentary lifestyle, and spent evenings at home in front of the TV, while others were offered to perform 3-4 times a week tireless 20-minute bike rides. As a result - in six weeks "athletes" reported that they feel better, more cheerful and even more happy. Verdict: Restoring your strength after work is best in the gym, jogging or driving a bicycle. The main thing is not to tear yourself through! - The more aerobic loads - the better you lose weight. No! Too much aerobic load contributes to the destruction of both adipose tissue and muscle. As a result, the body receives a signal to slow the metabolism, and the process of losing weight slows down. That's why the metered aerobic loads are considered optimal for combating excess weight and necessarily together with anaerobic loads. In addition, do not forget that trained muscles spend more calories, for example, every additional 100 grams of muscle tissue "take away" 100 kcal per day. And with a weak muscle tissue the body on the contrary tries to store these calories in the form of fat. - If you do not sweat, there will be little use of fitness training. In fact, sweating is much more dependent on the temperature of the air in the room and the individual characteristics of the body than on the intensity of the load. A more correct way to determine the intensity and effectiveness of training is to monitor the heart rate. Depending on the type of load, it should be in the range of 60 to 85 percent of the maximum heart rate. - To lose weight faster, training should start with cardio load. Scientists questioned this seemingly unshakable rule. As shown by the long-term study, the results of which have recently been published in the Journal of Sports Science and Medicine, it is optimal to begin the session with a power load, and to go to the cardio exercises at the end of the training. The fact is that if immediately after the warm-up to begin the power exercises - the body will spend more energy. Thus, we will burn more calories. And, as scientists have calculated, within three hours after strength training, energy costs of the body will be 13% more than usual (even if we rest or just sleep). Energy costs after cardio, alas, are less, and end much faster. Share this information if you liked our health and fitness facts. Do sports and be happy!

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« FöregåendeFortsätt » If it should be said, the phrase must signify that they were baptized of him in the water of Jordan, I answer, The evangelists give a different explanation of it. That it was not the water of the river, but the country on its banks, is evident from the fuller and more particular account of the apostle John. What Matthew calls šv. Togdávn, in Jordan, John calls & Byeaßagą, in Bethabara, and expressly says, it was wegar TOŨ 'Iopodvou, beyond Jordan. I do not say, at any distance from the river. I am willing to adopt Dr. C.'s translation of négav, in Matth. iv. 15. and to say, “ situate on the Jordan.” But the phrase will not carry us one jot further than the margin of the stream. By observing attentively the narrative in the first chapter of John, from the 19th to the 28th verse inclusive, the reader will perceive, that if John baptized standing in the water of the river, then he bore his testimony to the priests and Levites from Jerusalem standing in the water. John i. 28. TaūTA šv BubaBugą εγένετο πέραν του Ιορδάνου, "ΟΠΟΥ ήν Ιωάννης βαπτίζων. “ These things were done in Bethabara, beyond, or situate upon the Jordan, WHERE John was baptizing." That this was precisely the place spoken of in Matth. iii. 6. is confirmed by John iii. 26. where it is declared to be the place where Jesus was with him, (as narrated, Matth. iii. 13.) and received his testimony. “Ραββί, ός ήν META' ΣΟΥ ΠΕΡΑΝ του Ιορδάνου, και συ μεμαρτύρηκας. . “ Rabbi, he who was WITH THEE ON the Jordan, to whom thou barest witness.” It is also particularly marked in John X. 40. και απήλθε πάλιν πέραν του Ιορδάνου, εις τον τόπον "ΟΠΟΥ ήν 'Ιωάννης Το ΠΡΩΤΟΝ βαπτίζων. . the immediate bank of the river. This second bank is so beset with bushes and trees, such as tamarisks, willows, oleanders, &c. that you can see no water till you have made your way through them.” « And he went away again beyond Jordan, (to the country on the Jordan) into (unto*) the place where John AT FIRST baptized. If these passages be duly considered, they will explain the εν τω Ιορδάνη ποταμώ, in the river Jordan, of Mark i. 5. and also Mark i. 9. “ And it came to pass in those days, ήλθεν 'Ιησούς από Ναζαρέτ της Γαλιλαίας, και εβαπτίσθη υπό 'Ιωάννου, εις τον Ιορδάνην. Και ευθέως αναβαίνων από του ύδατος. κ. τ. λ. Jesus came from Nazareth of Galilee to Jordan, (to the country on the banks of Jordan) and was baptized by John. And immediately on coming from the water,” &c. So I think the passage ought to be pointed and translated, although the arrangement of the clauses is not of the smallest importance to the present argument. The expression is equivalent in Matth. iii. 13. “Then cometh Jesus, από της Γαλιλαίας 'ΕΠΙ τον Ιορδάνην, from the Galilee upon the Jordan (from the country of Galilee to the country upon the Jordan) to John, to be baptized of him." į I have no doubt that John the Baptist usually preached in “the country about Jordan," Tegíwwgov Toũ Iogdávov, Luke iii. 3. as Christ afterwards did for a time in the country about the Lake of Tiberias. I believe that John frequented the banks of the Jor * See the Appendix, on iis. dan, as the most convenient place of the wilderness, not only for multitudes to attend him, but also for having water at hand with which to baptize them. But the whole language of scripture, on this subject, relates to the place where he administered the ordinance, and not to the act, nor to the mode, of his administration. His baptizing “ in Jordan,” Matth. iii. 6. was identically his baptizing " in Bethabara upon the Jordan,” John i. 28. and was exactly similar to his baptizing “ in Ænon near to Salim,” John iii. 23. Dr. C. urges next what, along with many, he alleges to be the meaning of βαπτίζειν. . 6 Both in sacred authors and in classical,” he says, “it signifies to dip, to plunge, to immerse, and was rendered by Tertullian, the oldest of the Latin fathers, tingere, the term used for dying cloth, which was by immersion." His alleged significations of Bansilav, of tingere, and of the mode of dying, as being by immersion, have been already considered. And as he has not specified any of his sacred or classical authorities, we cannot say more on the subject at present, than that we decline admitting his assertion. His appeal however to Tertullian must not pass unnoticed. I can have no objection to the illustration of words from various languages. I have in this Essay endeavoured to illustrate Burtiça (the word in question), by a reference to Latin and English as well as to Greek. Is it not however a marvellous thing, that the question is about the meaning of a Greek word, and that for deciding it, Dr. C. refers us to the authority of the translation of it by a Latin father?. And that this is the only ancient authority which he has specified on the subject ? Were there no writings of the oldest Greek fathers, to which reference might have been made? What should we have thought of Johnson's English Dictionary, if he had supported his explanations by authorities solely among the French writers? The reader will deceive himself, if he suppose that the Doctor did not want authorities among the Greek fathers, and was thinking merely how foreigners had translated the word. Gladly would he have referred to the oldest of the Greek fathers; but he could find nothing at all in their writings to support his translation of Batrictiv. Their style, in speaking of Baptism, has already been mentioned. * The fact is, the idea of immersion in Baptism seems to have arisen among the Latin fathers of Africa ; and that, not from their opinion of the meaning of the original words of the institution, but from their unwarrantable zeal for improving on the simplicity of that, and of all the other institutions, of Christianity. It originated with Tertullian of Carthage, who embraced Christianity, about A. D. 185; and was followed by Cyprian, whose conversion happened in A. D. 246. These two (the one of whom was in the habit of calling the other his master) preferred translating Barri (e. by tingere, (a word we have seen of similar latitude with ButriLew) that they might thereby give room for the innovation which they patronized. But they soon found that tingere was not sufficient for their multiplying projects. From tingere they proceeded to intingere, from that to mergere, and last of all to the frequentativë mergitare, to favour the further improvement of the trine immersion ; that is, immersion at mentioning the Father, immersion at mentioning the Son, and immersion at mentioning the Holy Spirit. I believe the following account of the matter, under Bansifw, in Valpy's Edition of Stephens' Thesaurus, now publishing, is a just one. “ Apud: Christianos autem Barricen de solenni illo mysterio initiationis dictum, qua Christo initiamur, nom. suum retinet; nam Baptizare dicimus, et qui Laváre s. Abluere pro Baptizare, itidemque Ablutionem s. Lotionem pro Baptismo s. Baptismate, dicere ausi sunt, explosi jure optimo fuerunt. Cyprian. tamen cum alibi, tum in quadam Ep. ad Cæc. certo, ut opinor, consilio, pro Battitoutes dixit Tingentes: nam hæc Matth. xxviii. 19. Maonτεύσατε πάντα τα έθνη, βαπτίζοντες αυτούς εις το όνομα του Πατρός, και του Υιού, και του αγίου Πνέυματος, interpr. Docete omnes gentes, tingentes eos in nomine Patris, et Filii, et Spiritus Sancti. Sequitur autem in hac interpr. Tertull. magistrum suum, qui non solum Tingere, sed et Intingere interpr. Quibusdam tamen v. Gr. hac de re dictum Latino Mergere interpr. magis placuit. Atque adeo idem Tertull. de Cor. Mil. magis proprie interpr. Mergitare, servata propter trinam in baptismo immersionem, forma, quam frequentativam Gramm. vocant: sicut a Búrtw deductum Bansilw eam habere videtur.”, “ But among Christians, Burrile, applied to that solemn symbol of ini,

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- Why is my homemade bread so dense? - Can you over knead dough? - How do you make dough less dense? - What makes dough chewy? - What do eggs do for bread dough? - What can I use to proof bread? - Why is my bread not soft and fluffy? - How do you make dough more airy? - How can you tell if dough is Overproofed? - Why is my bread flat and dense? - How do you make bread less chewy? - How do I make my breadmaker bread less dense? - Why did my homemade bread go flat? Why is my homemade bread so dense? My bread is like a brick – it has a dense, heavy texture The flour could have too low a protein content, there could be too much salt in the bread recipe, you did not knead it or leave it to prove for long enough or you could have killed the yeast by leaving the dough to rise in a place that was too hot.. Can you over knead dough? Over-kneaded dough will also tear easily; in under-kneaded dough this is because the gluten hasn’t become elastic enough, but in over-kneaded dough, this means that the gluten is so tight that it has very little give. … If nothing else, over-knead loaves make great breadcrumbs! How do you make dough less dense? 7 Steps to Make Bread Less DenseStep-1: Choosing the Right Flour for Bread. … Step-2: Sifting Flour. … Step-3: Bread Dough Rising. … Step-4: The Right Bread Dough Consistency. … Step-5: Add a Dash of Baking Soda. … Step-6: Proofing Bread in Oven. … Step-7: Baking the Bread. What makes dough chewy? There are a number of things that can cause a pizza crust to become excessively tough or chewy. The tough and chewy stage is set when a high protein (very strong) flour is used to make the dough. … Another cause of a tough and chewy crust is the development of a gum line in the pizza. What do eggs do for bread dough? Eggs make yeast breads finer and richer, help provide color, volume and also bind the ingredients together. Occasionally only the egg yolk is added to doughs for more tenderness. Eggs can be used as part of the liquid in your recipe. What can I use to proof bread? To proof bread in the oven, place a glass baking dish on the bottom rack of the oven and fill it with boiling water. Stash your dough on the middle or top rack and shut the door. The steam and heat from the boiling water will create a warm and steamy environment for the dough—exactly what you want for a good rise. Why is my bread not soft and fluffy? The dough then solidifies, keeping its shape. If your bread is not soft then it hasn’t expanded enough for one or more reasons: Dough too dry: as much as the yeast, water is responsible for getting a good rise in your bread. … Also, dough that is too dry won’t have the elasticity to rise. How do you make dough more airy? In most cases, the dough will be airy in some parts and lumpy in others, so after the first rise, it is recommended to knead the dough again for a few minutes and then let the dough rise again until it doubles itself and becomes easy to work with. Yes, that means more work but the airy results will be worth it. How can you tell if dough is Overproofed? Dough CPR. Step 1: Perform the fingertip test to make sure your dough is overproofed. The test involves gently pressing your finger into the surface of the dough for 2 seconds and then seeing how quickly it springs back. The dent you make will be permanent if the dough is overproofed. Why is my bread flat and dense? Overly dense bread occurs when the bread’s gluten structure does not contain enough gas. Either not enough gas was created, or the gas that was created wasn’t retained well enough. Gas raises the bread by opening up the crumb, making the bread light and airy. How do you make bread less chewy? Making Your Bread Less Chewy If your flour has a protein content that’s too high, you can either switch the flour out completely or do a combination of the same flour and something like all-purpose flour. Doing this helps to reduce the total amount of protein and leads to a less chewy end result. How do I make my breadmaker bread less dense? – Use bread flour, not regular all-purpose flour for all bread machine recipes. Bread flour contains a higher percentage of gluten than regular all-purpose flour. Using bread flour will produce taller, less dense loaves. Why did my homemade bread go flat? When yeast is active in your dough it eats away at starches and sugars and releases gasses. These gasses are then trapped inside your dough by the gluten mesh that has been created. If your gluten mesh is not fully developed it will not be able to supposer those gasses and thus resulting in a flat or collapsed bread.

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- How do you create an assessment tool? - What are the competency assessment tools? - What do you mean by assessment tools? - What are the types of assessment tools? - What are the three types of assessment? - What are assessment activities? - What are the characteristics of assessment tools? - What are the 4 types of assessment? - What are the 5 components of an assessment tool? - What are formal assessment tools? - What are methods of assessment? - What are validated assessment tools? - What are the five purposes of assessment? - What are assessment tools examples? - What are the 2 types of assessment? How do you create an assessment tool? Step 2—Design and Development. Context and conditions of assessment: … Tasks to be administered to the student. An outline of the evidence to be gathered from the candidate. Evidence criteria used to judge the quality of performance. Administration, recording and reporting requirements. Step 3—Quality checks.. What are the competency assessment tools? A competency based assessment tool is a software or paper based process for assessing a person’s level of competence and identifying development needs. What do you mean by assessment tools? Assessment tools are techniques used to measure a student’s academic abilities, skills, and/or fluency in a given subject or to measure one’s progress toward academic proficiency in a specific subject area. … Educators use assessment tools to make informed decisions regarding strategies to enhance student learning. What are the types of assessment tools? The 6 types of assessments are:Diagnostic assessments.Formative assessments.Summative assessments.Ipsative assessments.Norm-referenced assessments.Criterion-referenced assessments. What are the three types of assessment? Classroom assessment is generally divided into three types: assessment for learning, assessment of learning and assessment as learning.Assessment for Learning (Formative Assessment) … Assessment of Learning (Summative Assessment) … Comparing Assessment for Learning and Assessment of Learning. … Assessment as Learning. What are assessment activities? The sample assessment activities exemplify a broad range of strategies teachers employ to obtain information about their students’ skills and understandings, and range from asking questions during a lesson to giving a formal standardised assessment. What are the characteristics of assessment tools? Terms in this set (10)reliability. a measure of the consistency of test or research results.validity. a measure of the accuracy of the results of a test or study.test-retest reliability. a kind of reliability. … interrator reliability. … face validity. … predictive validity. … concurrent validity. … idiographic understanding.More items… What are the 4 types of assessment? A Guide to Types of Assessment: Diagnostic, Formative, Interim, and Summative. What are the 5 components of an assessment tool? An assessment tool is made up of the following components: • the context and conditions for the assessment; • the tasks to be administered to the learner; • an outline of the evidence to be gathered from the learner; • the evidence criteria used to judge the quality of performance, for example, the decision‑making … What are formal assessment tools? Formal assessments are typically standardized, scored, and used to compare students. They are usually the assessments used to determine a student’s grade in a course. Examples of formal assessments include quizzes, assignments, and projects. What are methods of assessment? Methods of Assessment. Methods will vary depending on the learning outcome(s) to be measured. Direct methods are when students demonstrate that they have achieved a learning outcome or objective. … Data collected can be analyzed to assess student learning outcomes for a program. What are validated assessment tools? Assessment validation is a quality review process to check that the assessment tools produced valid, reliable, sufficient, current and authentic evidence for assessors that to make reasonable judgements as to whether the requirements of the units and training product have been met and that assessment judgements are … What are the five purposes of assessment? Purpose of assessmentAssessment drives instruction. … Assessment drives learning. … Assessment informs students of their progress. … Assessment informs teaching practice. … Role of grading in assessment. … When student learning outcomes are not met. … Assessment. … Classroom Assessment Techniques.More items… What are assessment tools examples? Examples of assessment toolsResearch Paper Rubric.Checklist.Search Report Process Guide.Evaluation of Instruction.Evaluation of Critiques of Scientific Articles.Evaluation of Lab Reports.Grading Guide.Poster Presentation Rubric.More items… What are the 2 types of assessment? There are two ways of assessing pupils — formal summative assessment and informal formative assessment. Find out the benefits of both to pupils’ learning outcomes. Formative assessment and summative assessment are two overlapping, complementary ways of assessing pupil progress in schools.

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Our planet is continually spewing molten magma upwards to make new crusts, a process that is important to the planet’s overall metabolism. However new research has found that an area at the Guyamas basin the Gulf of California is not acting as it should be. The magma is spewing upwards, but instead of being focused out through volcano-like openings at the tectonic plate boundary, it is spreading out up to ten times as far as is normally seen, and intruding up through the seafloor sediments up to 50 kilometres away from the seafloor ridge. “What we see is something that is surprising to a lot of people,” said Dan Lizarralde, who led the team that observed evidence of the new type of ocean-crust formation. “People are like, ‘How can the magma do that?’” But given the geology of this narrow-rift region, he says, the phenomenon “makes a lot of sense.” Most undersea volcanic areas are able to “focus” magma intrusion up through an opening that is only about 1 or 2 km wide, he says. “Whatever it is that’s different about Guaymas has something to do with controlling these focusing mechanisms.” Many science disciplines are going to want to study this new phenomenon. “For biologists, it is the chemo-synthetic communities at the warm seeps,” said geologist S. Adam Soule, a member of the WHOI research team. “Geologists want to know what they can learn about magmatism and how the ocean crust is built. And for climate scientists, it is critical that we have an accurate characterization of tectonic settings that are sources and sinks of carbon.” Source: Woods Hole Oceanographic Institution

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Knowledge and research Science is making fast progress in many of the fields where SIWI is active, but we still need more research to understand both water’s role in increasingly complex human societies and the many interlinkages between different natural systems. SIWI contributes by generating new knowledge as well as by celebrating excellence through the Stockholm Water Prize and the Stockholm Junior Water Prize. The Prizes help raise awareness of important water-related achievements and inspire new generations to pursue research and innovation. Equally important is to ensure that scientific knowledge influences policy and practice. International processes, national policies, and local decision-making often benefit from contacts with contemporary research. In our role as advisors to governments, cities, and institutions, SIWI can connect academics and practitioners for fruitful knowledge exchange. Here are some examples of our research work: - SIWI is generating new knowledge on water diplomacy and water cooperation, partly through the International Centre for Water Cooperation. - SIWI is part of the Stockholm Climate Security Hub, which raises capacity among decision-makers on the relationship between different security risks. - Together with other research organizations, SIWI is creating new knowledge on the role of water in climate mitigation, which can help us identify more effective solutions to climate change. - SIWI is an active partner in international research cooperation on the forest-water nexus. - Through two pilot projects, SIWI is studying how source-to-sea management can be put into practice. - By organizing the leading global water event, World Water Week, we make it possible for policymakers around the world to meet with leading water scientists.

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Religion and culture can contribute positively to the lives of people across the world. This module examines how some religious and cultural practices enhance human life and how some are misused to deny rights. - The notions that particular gender practices are 'timeless', part of our 'culture' or theologically ordained, are often cited as reasons to deny human rights that perpetuate gender inequality. However, neither culture nor religious practices are static or homogenous. Each religious practice has multiple variants on imagining the masculine and feminine and, the relationship between the two. - Culture and tradition are open to re-interpretation, reinvention or re-imagining. - There is an element of conflict between actual practice and theological positions. Particularly in the context of gender inequality and sexual diversity, it is important to become aware of how religious and cultural practices are utilised to perpetuate harmful norms and, strengthen patriarchy and men's control over women. - People must be encouraged to contextualise cultural beliefs and challenge harmful cultural practices.

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The Mahābhārata is written in Sanskrit. For millennium, Hindus have claimed that Sanskrit is a unique, sacred, and magically powerful language. I heard this claim over and over again in India and in Ashrams in this country. But is Sanskrit really unique, so special, and so precious? After all, it is a dead language. Most cultures view their languages this way. I recently heard an NPR show about the Hopi language and how the Hopi have a prophecy that when their language is no longer spoken, the world will end. But, and I know this is not politically correct, I think the Hopi language will die just like Sanskrit did and the world will continue. Languages are not sacred ! Indo-European Language Tree I have personally seen this “my-language-is-special-and-unique” attitude among speakers of Japanese, Arabic, Chinese, and Hebrew. Human arrogance about what is special to them is universal. That which is dear to us is sacred. By sacred, I mean it is not open to negotiation and thus guarded with all the unconscious intellectual vigor our brains can muster. For many, these guarded sacred items include our nation, our tribe, our religion and our language. We often see that naive mono-linguists think their language is unique in its ability to express deep thoughts. Well of course they do — they have never mastered another language. A good way to cure this parochial blindness is to do comparative studies. Using comparative linguistics researchers have learned more about the very nature of language than by studying any one language in depth. Likewise, we started learning much more biology when we started doing comparative biology. Likewise, studying comparative government can open the eyes of a person about the nature of government more than by just studying all the historical details of their own government. I feel that religious folks who have never thoroughly understood another religion are handicapped in a similar way to mono-linguists. And no matter how deep they dive into their religion, no matter how thoroughly they know their religious history, their scriptures original language(s) or the intricacies of their religion’s theologies, it will be the rare person who will see the deep patterns of all human religious thought. It is by comparative religious studies that people can see how much their religion shares with other religions. Doing comparative studies helps people to see the nature of human hearts which generates their faiths. So instead of trying to argue the inconsistencies of the Bible, the inaccuracies of the archeology and history, the bigotry of many doctrines and the subtle philosophical arguments, why not encourage comparative studies of religion. Through this people can see what they share with others. This will set up a cognitive dissonance between that insight and their religious teaching that their religion is unique, special and superior. This may tip the scale for that person becoming more inclusive in their religious thinking. And moving toward inclusivness is a huge step. Do you have experiences where comparative studies opened your eyes? 1) The Mahabharata Series : posts on the famous Hindu epic 2) The Original Source Mystique: on the misuse of the Bible’s original languages

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Health and social care Our rationale is to provide a fluid and dynamic knowledge rich Key Stage 4 option curriculum, which gives learners access and progress to Key Stage 5 and beyond. Linking the subject to the bigger picture, approximately three million people in the UK work in health and social care, which is equivalent to 1 in every 10 people. Locally, health and social care is the third largest job sector and is an ever-increasing field, so it is certain to continue to play a key role in UK society. Our health and social care qualification helps learners to develop key transferable skills and knowledge, such as self-evaluation and research skills, to equip them whether they decide to continue with their health and social care studies; or use the skills for a range of post 16 options. Learners will study how people grow and develop over the course of their lives from infancy to old age, and the factors that may affect this, such as major life events like illness or parenthood. Learners will analyse this impact from a positive and negative viewpoint, demonstrating empathy. Students may apply this to a person of their choice. Students will understand how people adapt to these changes and the local and national health care and social care support that is available for them. Students research a range of local health and social care services in their local community. They will look at how people access the local health and social care services provided and the support that is given in the local community to overcome barriers. There will be the opportunity to demonstrate and apply the key care values to scenarios. Students develop skills in measuring and interpreting data about someone’s physiological health and design a care plan that will allow them to analyse and improve their health and wellbeing. Overall, students should be given the opportunity to self-reflect about choices they make and how they affect others. Students will also benefit from guest speakers from their local community and beyond, linking the classroom learning to the world of work. It is also our intention to raise student aspirations by developing key links with local colleges and looking at post 16 options and pathways for all students.

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Our Health Library information does not replace the advice of a doctor. Please be advised that this information is made available to assist our patients to learn more about their health. Our providers may not see and/or treat all topics found herein. - Back Press - Backward Stretch - Diagonal Curl - Forward Bend - Leg Lift Crawl - Pelvic Rocking - Pelvic Tilt - Tailor Press - Tailor Sitting - Tailor Stretching - Trunk Twist - Upper Body Bends - Pregnancy and Seat Belt Use - Normal pregnancy: First trimester - Normal pregnancy: Second trimester - Normal pregnancy: Third trimester Is this topic for you? This topic covers pregnancy information, including planning for labor and delivery. If you aren't pregnant yet, see the topic Preparing for a Healthy Pregnancy. For more information on labor and delivery, see the topic Labor and Delivery. What can you do to have a healthy pregnancy? You may be happy and excited to find out that you're pregnant. And you may be a little nervous or worried. If this will be your first child, you may even feel overwhelmed by all of the things you need to know about having a baby. There is a lot to learn. But you don't have to know everything right away. You can read all about pregnancy now, or you can learn about each stage as your pregnancy goes on. Pregnancy is measured in trimesters from the first day of your last menstrual period, totaling 40 weeks. Most babies are born at 37 to 42 weeks. During your pregnancy, you'll have tests to watch for certain problems that could occur. With all the tests you'll have, you may worry that something will go wrong. But most women have healthy pregnancies. If there is a problem, these tests can find it early so that you and your doctor or midwife can treat it or watch it to help improve your chance of having a healthy baby. Taking great care of yourself is the best thing you can do for yourself and your baby. Everything healthy that you do for your body helps your growing baby. Rest when you need it, eat well, and exercise regularly. Drink plenty of water before, during, and after you are active. This is very important when it's hot out. You'll need to have regular checkups. At every visit, your doctor or midwife will weigh you and measure your belly to check your baby's growth. You'll also get blood and urine tests and have your blood pressure checked. It's important to avoid tobacco smoke, alcohol and drugs, chemicals, and radiation (like X-rays). These can harm you and the baby. What kinds of exams and tests will you have? Your first prenatal exam gives your doctor or midwife important information for planning your care. You'll have a pelvic exam and urine and blood tests. You'll also have your blood pressure and weight checked. The urine and blood tests are used for a pregnancy test and to tell whether you have low iron levels (are anemic) or have signs of infection. At each prenatal visit you'll be weighed, have your belly measured, and have your blood pressure and urine checked. Go to all your appointments. Although these quick office visits may seem simple and routine, your doctor is watching for signs of possible problems like high blood pressure. In some medical centers, you can have screening in your first trimester to see if your baby has a chance of having Down syndrome or another genetic problem. The test usually includes a blood test and an ultrasound. During your second trimester, you can have a blood test (triple or quadruple screen test) to see if you have a higher-than-normal chance of having a baby with birth defects. Based on the results of the tests, you may be referred to a geneticist for further discussion. Or you may have other tests to find out for sure if your baby has a birth defect. Late in your second trimester, your blood sugar will be checked for diabetes during pregnancy (gestational diabetes). Near the end of your pregnancy, you will have tests to look for infections that could harm your newborn. What changes can you expect in your body and your emotions? You will go through some amazing changes during pregnancy. Your body, emotions, and relationships will all do some growing. These changes are common, but some may be a challenge. Every woman feels these changes in her own way. Even the way she changes can change. In the beginning of your pregnancy, you may feel so tired that you can barely keep your head up. But at other times, you may have trouble sleeping. Many women feel nauseated in the morning (morning sickness) or at other times of day in the early part of pregnancy. But some women never have this problem. Your breasts will get larger and may feel tender. Throughout your pregnancy, you may get heartburn or crave certain foods, and you may have aches and pains. You also may enjoy the flutters of your baby moving and kicking. Your emotions may move around too. Even women who are happy about their pregnancy may worry a lot about their babies. They may even feel some sadness at the coming changes in their lifestyles. Your relationship with your partner and other children you may have also may change. Talk with your partner and with your doctor if you have concerns about how you're feeling. Health Tools help you make wise health decisions or take action to improve your health. - Breastfeeding: Planning Ahead - Fitness: Walking for Wellness - Healthy Eating: Changing Your Eating Habits - Healthy Eating: Cutting Unhealthy Fats From Your Diet - Healthy Eating: Making Healthy Choices When You Shop - Pregnancy and Diabetes: Planning for Pregnancy - Pregnancy: Dealing With Morning Sickness - Stress Management: Breathing Exercises for Relaxation - Stress Management: Doing Guided Imagery to Relax - Stress Management: Managing Your Time Prenatal Visits and Tests The first test you may have is the one you take at home to see if you're pregnant. After you know you're pregnant, you will have a series of tests throughout your pregnancy to make sure you and your baby are healthy. At-home pregnancy test If you think you might be pregnant, you can use a home pregnancy test as soon as you think you have missed your period. Checkups and tests after you know you're pregnant As soon as you know you're pregnant, make an appointment with your doctor or certified midwife. Your first prenatal visit will provide information that can be used to check for any problems as your pregnancy progresses. It's also a good time to think about how you want to partner with your doctor or midwife. Good care during pregnancy includes regularly scheduled prenatal exams. At each prenatal visit, you'll be weighed, have your abdomen measured, and have your blood pressure and urine checked. Use this time to discuss with your doctor or midwife your list of pregnancy concerns or problems. At different times in your pregnancy, you may have additional exams and tests performed. Although some are routine, others are only done when you ask for them, when a problem is suspected, or if you have a risk factor for a problem. - Your first prenatal visit includes a health history, physical exam, and blood and urine tests. - First-trimester exams and tests may include fetal ultrasound, which uses reflected sound waves to provide an image of your fetus and placenta. - Second-trimester exams and tests may include fetal ultrasound and electronic fetal heart monitoring. Later in the second trimester, you will have an oral glucose screening test for possible gestational diabetes. If you have Rh-negative blood, you may have an antibody screening test and will receive an injection of Rh immunoglobulin. Screening tests help your doctor look for a certain disease or condition before any symptoms appear. - Third-trimester exams and tests may include fetal ultrasound, hepatitis B screening, and group B strep screening. Testing For Birth Defects Tests in the first and second trimester can show if your baby has a birth defect. It's your choice whether to have these tests. You and your partner can talk to your doctor or midwife about birth defects tests. To learn more about these tests, see the topic Birth Defects Testing. You can choose from different kinds of tests. If you are worried about the chance of a birth defect, you might want test results as early as possible. If your risk for having a baby with a birth defect is very low or if knowing that your baby has a birth defect wouldn't change your plans, you might decide not to have early tests. Or you might choose not to have these tests at all. Health and Nutrition The best way to help yourself have a healthy pregnancy is to eat well, exercise regularly, get plenty of rest, and avoid things that could hurt your baby. For more tips on how to have a healthy pregnancy, see Quick Tips: Healthy Pregnancy Habits. - Try to get proper nutrition. Pay close attention to your folic acid, iron, and calcium intake and the need for slow, gradual weight gain. Women who are obese have a different weight-gain goal than other women. - A vegetarian diet requires special attention so that you get enough protein, vitamin B12, vitamin D, and zinc, in addition to the extra folic acid, iron, and calcium that all expectant mothers need. These nutrients are vital to your fetus's cellular growth, brain and organ development, and weight gain. - Calcium is an important nutrient, especially during pregnancy. If you can't or don't eat dairy products, you can get calcium in your diet from nonmilk sources such as tofu, broccoli, fortified orange juice or soy milk, greens, and almonds. - Exercise during pregnancy can help your body best handle labor, delivery, and recovery. Moderate activity such as brisk walking or swimming is ideal during pregnancy. Some women enjoy prenatal yoga. Drink plenty of water before, during, and after you are active. This is very important when it's hot out. - Do pelvic floor (Kegel) exercises during and after pregnancy. They strengthen your lower pelvic muscles. They may help prevent urine control problems (incontinence) after childbirth. - In addition to moderate exercise, the following stretching and strengthening exercises are well suited to pregnancy: What to avoid - Medicines that are not approved by your doctor or midwife - Alcohol and drugs - Tobacco smoke - Sources of food poisoning that may cause listeriosis or toxoplasmosis infection, such as raw meat, poultry, or seafood; unwashed fruits or vegetables; and cat feces or outdoor soil that cats commonly use - Raw (unpasteurized) milk and cheeses made with raw milk - Fish that contain high levels of mercury, such as shark, swordfish, king mackerel, marlin, orange roughy, bigeye tuna, or tilefish from the Gulf of Mexico. - Hazardous chemicals, radiation, and certain cosmetic products - Caffeine (or limit your intake to 1 cup of coffee or tea each day) - Things that raise your core body temperature, such as doing hot yoga or using hot tubs and saunas What's okay when you're pregnant - Sex causes no problems during an uncomplicated pregnancy, and sexual interest often changes during different phases of a pregnancy. - Working or going to school, if it isn't too physically demanding, is usually fine during pregnancy. Scale back if you're becoming too worn down as your pregnancy progresses. Talk to your doctor or midwife if you are at risk for preterm labor. - Travel is usually a safe choice until later pregnancy. Talk to your doctor or midwife if you have any concerns. During your third trimester, it's best to stay within a few hours of a hospital, in case of sudden changes that need medical attention. - Wearing a seat belt is vital to protect yourself and your baby during pregnancy. - Massage during pregnancy is safe when it is done by a specially trained massage therapist. Pregnancy is a time of many changes. Your body will go through a lot on the way to creating a new person. Normal physical changes and symptoms throughout pregnancy Although they can range from mild to severe, the following conditions are common during pregnancy: - Morning sickness - Sleep problems - Breast changes - Back pain and sciatica - Pelvic ache and hip pain - Leg cramps Many pregnant women also have: - Changes in vaginal discharge. A thin, milky-white discharge (leukorrhea) is normal throughout pregnancy. Also, the tissues lining the vagina become thicker and less sensitive during pregnancy. - Nosebleeds and bleeding gums - Hemorrhoids and constipation - Varicose veins - Hair changes - Stretch marks, itchiness, and other skin changes - Hand pain, numbness, or weakness (carpal tunnel syndrome) - Mild swelling of your feet and ankles (edema). The first trimester of pregnancy lasts from week 1 through week 12. Your first sign of pregnancy may be a missed menstrual period. Other early signs of pregnancy, caused by hormonal changes, include: - Breast tenderness. - Increased urination. - Fullness or mild aching in your lower abdomen. - Nausea with or without vomiting, also known as morning sickness. The second trimester of pregnancy (from week 13 to week 27) is the time when most women start to look pregnant and may begin to wear maternity clothes. By 16 weeks, the top of your uterus, called the fundus, will be about halfway between your pubic bone and your navel. By 27 weeks, the fundus will be about 2 in. (5 cm) or more above your navel. You may find that the second trimester is the easiest part of pregnancy. For some women, the breast tenderness, morning sickness, and fatigue of the first trimester ease up or disappear during the second trimester, while the physical discomforts of late pregnancy have yet to start. Pressure on your bladder may be less as the uterus grows up out of the pelvis. Common symptoms you may experience during the second trimester of pregnancy include: - Breast changes. - Leg cramps. - Back pain. - Pelvic ache and hip pain. - Stretch marks and other skin changes. - Hemorrhoids and constipation. - Heartburn (also a symptom of gastroesophageal reflux disease, or GERD). - Nosebleeds and bleeding gums. - Hand pain, numbness, or weakness (carpal tunnel syndrome). - Braxton Hicks contractions, which are "warm-up" contractions that do not thin and open the cervix (do not lead to labor). The third trimester lasts from week 28 to the birth. Many women have some discomfort during this time as their belly gets bigger. You might have trouble getting comfortable so you can sleep. And you might have a few other aches and pains. Common symptoms you may experience during the third trimester include: - Braxton Hicks contractions, which are "warm-up" contractions that do not thin and open the cervix (do not lead to labor). - Back pain. - Pelvic ache and hip pain. - Hemorrhoids and constipation. - Heartburn (a symptom of gastroesophageal reflux disease, or GERD). - Hand pain, numbness, or weakness (carpal tunnel syndrome). - Breathing difficulty, since your uterus is now just below your rib cage, and your lungs have less room to expand. - Mild swelling of your feet and ankles (edema). Pregnancy causes more fluid to build up in your body. This, plus the extra pressure that your uterus places on your legs, can lead to swelling in your feet and ankles. - Difficulty sleeping and finding a comfortable position. Lying on your back interferes with blood circulation, and lying on your stomach isn't possible. Sleep on your side, using pillows to support your belly and between your knees. Later in your pregnancy, it is best to lie on your left side. When you lie on your right side or on your back, the increasing weight of your uterus can partly block the large blood vessel in front of your backbone. - Frequent urination, caused by your enlarged uterus and the pressure of the fetus's head on your bladder. Pregnancy is measured in trimesters from the first day of your last menstrual period, totaling 40 weeks. The first trimester of pregnancy is week 1 through week 12, or about 3 months. The second trimester is week 13 to week 27. And the third trimester of pregnancy spans from week 28 to the birth. Your baby will change from week to week. To learn more about how your baby is changing each month and about what tests you might think about having, see the Interactive Tool: From Embryo to Baby in 9 Months. During the week after fertilization, the fertilized egg grows into a microscopic ball of cells (blastocyst), which implants on the wall of your uterus. This implantation triggers a series of hormonal and physical changes in your body. The third through eighth weeks of growth are called the embryonic stage, during which the embryo develops most major body organs. During this process, the embryo is especially vulnerable to damaging substances, such as alcohol, radiation, and infectious diseases. Having reached a little more than 1 in. (2.5 cm) in length by the ninth week of growth, the embryo is called a fetus. By now, the uterus has grown from about the size of a fist to about the size of a grapefruit. The first trimester is a time of amazing development. The embryo starts out looking like a tiny seed, then a tadpole with a tail, and then more human. If this is your first pregnancy, you'll begin to feel your fetus move at about 18 to 22 weeks after your last menstrual period. Although your fetus has been moving for several weeks, the movements have not been strong enough for you to notice until now. At first, fetal movements can be so gentle that you may not be sure what you are feeling. If you've been pregnant before, you may notice movement earlier, sometime between weeks 16 and 18. During this time, the fetus is still building up body fat and starting to put on a lot of weight. By the end of the second trimester, your fetus is about 10 in. (25.5 cm) long and weighs about 1.5 lb (680 g). The third trimester of pregnancy spans from week 28 to the birth. The fetus moves frequently, especially between the 27th and 32nd weeks. After week 32, a fetus becomes too big to move around easily inside the uterus and may seem to move less. Your due date marks the end of your 40th week. Most babies are born at 37 to 42 weeks. During this final trimester, your fetus grows larger and the body organs mature. At the end of the third trimester, a fetus usually settles into a head-down position in the uterus. You will likely feel some discomfort as you get close to delivery. Emotions and Relationships The emotional experience of pregnancy is different for every woman. It's common to have mixed emotions and to feel uncertain—even if your pregnancy was planned. Because of the increasing hormones and the fatigue of early pregnancy, mood swings can be worse than before pregnancy. Many women worry that their baby will have a problem. Or they may feel anxious about childbirth. Your relationships with family and friends may change as you adjust to having a new family member. - Emotional changes occur throughout pregnancy. - Changes in your relationship with your partner are to be expected as your focus shifts to your own and your baby's well-being. - Getting support from your partner is important to help you bond as a family and to help you have less stress. - Handling pregnancy and parenting can be a challenge. Rest whenever you can. Prepare your other child or children ahead of time to help your family adjust to the demands of a newborn. With all the changes in your life, you may feel stressed at times. Try relaxation exercises and use time management tips and skills at home. Some women have health problems or concerns before they get pregnant. For other women, problems may come up during pregnancy. Your doctor or midwife will work with you to prevent or manage these problems to help you have a healthy pregnancy. If you have a health problem or concern, you may have a high-risk pregnancy. This means that your doctor or midwife needs to follow you closely. It doesn't mean that something will go wrong during your pregnancy. Pregnancy when you have health problems - Depression during pregnancy requires treatment to reduce risks to you and your baby, before and after pregnancy. - If you have diabetes, it's important during pregnancy to keep your blood sugar in your target range. Planning diabetes care before and during the first few weeks of pregnancy can lower your risk of problems. - Obesity during pregnancy can increase the chance of problems. But most women who are obese have healthy babies. Your doctor will follow you closely and will plan a pregnancy weight gain that is right for you. - If you have chronic high blood pressure during pregnancy, special care may be required. Your doctor may need to change the medicines you take to control your high blood pressure. - Managing asthma during pregnancy is important for making sure you and your baby are getting enough oxygen. Most, but not all, asthma medicines are safe to use during pregnancy. - Having epilepsy during pregnancy may require you to switch medicine or make other changes. But stopping medicine is not always the best solution. Having seizures during pregnancy can also harm the baby. Talk with your doctor about the best choice for you. - Human immunodeficiency virus (HIV) during pregnancy requires early detection and treatment to prevent newborn infection. - Cancer treatment during pregnancy is delayed whenever possible to prevent harm to the baby. But chemotherapy is sometimes used, when needed. Common infections during pregnancy - Vaginal yeast infections are more common in pregnancy because of the increased levels of hormones. Call your doctor or midwife if you have symptoms of a vaginal yeast infection or bacterial vaginal infection (bacterial vaginosis). - Urinary tract infection is common during pregnancy and must be treated with antibiotics to prevent a dangerous infection or preterm labor. - Bacterial vaginosis (BV) that causes symptoms is usually treated with oral antibiotics. - Some women carry group B strep bacteria in their vaginal area. A woman can pass this infection to her baby during vaginal birth. This infection doesn't cause symptoms, but you will be screened for it in your third trimester. Health problems that can happen during pregnancy - Preeclampsia can develop after 20 weeks of pregnancy. It causes high blood pressure and protein in your urine. It can be very dangerous for the mother and baby. For more information, see the topic Preeclampsia and High Blood Pressure During Pregnancy. - Gestational diabetes can make your baby grow too large, which can cause problems during delivery. To learn more, see the topic Gestational Diabetes. - Preterm labor is the start of labor between week 20 and week 37 of pregnancy. The earlier the preterm labor, the greater the risk of problems with the baby. To learn more, see the topic Preterm Labor. - Placenta previa happens when the placenta attaches in the wrong place in the uterus. To learn more, see the topic Placenta Previa. - Placenta abruptio happens when the placenta separates too soon from the uterus. To learn more, see the topic Placenta Abruptio. - If you have Rh-negative blood and your partner is Rh-positive, you need RhoGAM (Rh immunoglobulin) treatment to prevent Rh sensitization. - The risk of blood clots can increase during pregnancy and after delivery. - Cholestasis of pregnancy is a liver problem that makes your skin very itchy. It happens when the flow of bile slows down or is blocked. It may cause problems for your baby. Your doctor will watch you and your baby closely. Other concerns during pregnancy - Smoking during pregnancy increases the risk of problems such as low birth weight, preterm labor, and miscarriage. - Pregnancy over age 35 poses some risks, but most older women have healthy pregnancies. - Medicine use (including herbal remedies) during pregnancy should always be approved by your doctor or midwife, to prevent harm to the fetus. - Immunizations help protect you and your baby from certain health problems. The flu vaccine and the tetanus, diphtheria, and pertussis (Tdap) vaccine are recommended for all pregnant women. It is safe to get these vaccines during your pregnancy. You may need to get other vaccines before or soon after your pregnancy. - Pregnancy after bariatric surgery may mean that you keep seeing the doctor who did your weight-loss surgery, along with seeing the doctor or midwife who is caring for you during pregnancy. - Domestic violence can happen more often and/or get worse when women are pregnant. It is dangerous for both the mother and the baby. For more information and to learn how to get help, see the topic Domestic Violence. Planning for Labor During your prenatal visits, talk with your doctor or midwife about what you would like to happen during your labor. Consider writing up your labor and delivery preferences in a birthing plan, either in a childbirth education class or on your own. You can find examples of birthing plans on parenting websites. Because no labor or delivery can be fully anticipated or planned in advance, be flexible. Your experience after labor begins may be totally different from what you expected. If an emergency or an urgent situation arises, your plans may be changed for your own or your baby's safety. When making plans for your baby's birth, consider the location of your delivery, who will deliver your baby, and whether you want continuous labor support from a doula, a friend, or family members. If you haven't already, this is also a good time to decide whether you'll attend a childbirth education class, starting in your sixth or seventh month of pregnancy. Learn about labor and delivery ahead of time. Think through your preferences for comfort measures, pain relief, medical procedures, and fetal monitoring. And think through how you want to handle your first hours with your newborn. To learn more, see the topic Labor and Delivery. Planning to breastfeed Cord blood banking Sometime during your pregnancy, you may get information about cord blood banking. Cord blood is the blood left in the umbilical cord after birth. Think about whether you want to bank your baby's umbilical cord blood for possible future use. When To Call At any time during pregnancy At any time during your pregnancy, call 911 if you think you have symptoms of a blood clot in your lung (called a pulmonary embolism). These may include: - Sudden chest pain. - Trouble breathing. - Coughing up blood. At any time during your pregnancy, call your doctor now or seek immediate medical care if you: - Have signs of preeclampsia, a potentially life-threatening condition, such as: - Sudden swelling of your face, hands, or feet. - Visual problems (such as dimness or blurring). - Severe headache. - Have symptoms of a blood clot in your arm or leg (called deep vein thrombosis or DVT). These may include: - Pain in the arm, calf, back of the knee, thigh, or groin. - Redness and swelling in the arm, leg, or groin. At any time during your pregnancy, call your doctor or midwife now if you: - Have pain, cramping, or fever with bleeding from the vagina. - Pass some tissue from the uterus. - Think or know you have a fever. - Vomit more than 3 times a day or are too nauseated to eat or drink, especially if you also have fever or pain. - Have an increase or gush of fluid from your vagina. It's possible to mistake a leak of amniotic fluid for a problem with bladder control. At any time during your pregnancy, call your doctor or midwife today if you: - Notice increased swelling of your face, hands, or feet. - Have any vaginal bleeding or an increase in your usual amount of vaginal discharge. - Have pelvic pain that doesn't get better or go away. - Have signs of cholestasis of pregnancy that seem to be getting worse. For example: - Your itching gets worse or you get other symptoms. - There is a new or increasing yellow color to your skin or the whites of your eyes. - Have painful or frequent urination or urine that is cloudy, foul-smelling, or bloody. - Feel unusually weak. Between 20 and 37 weeks If you are between 20 and 37 weeks pregnant, call 911 or other emergency services immediately if you: - Have severe vaginal bleeding. - Have severe abdominal (belly) pain. - Are in your third trimester and have had fluid gushing or leaking from your vagina (the amniotic sac has ruptured) AND you know or think the umbilical cord is bulging into your vagina (cord prolapse). If this happens, immediately get down on your knees so your buttocks are higher than your head to decrease pressure on the cord until help arrives. Cord prolapse can cut off the fetus's blood supply. (These measures apply to you if you are as early as 24 weeks pregnant.) If you are between 20 and 37 weeks pregnant, call your doctor or midwife now or go to the hospital if you: - Have signs of preterm labor, including: - Mild or menstrual-like cramping with or without diarrhea. - Regular contractions for an hour. This means about 6 or more contractions in 1 hour, even after you've had a glass of water and are resting. - Unexplained low back pain or pelvic pressure. - Have noticed that your baby has stopped moving or is moving much less than normal. - Have uterine tenderness or unexplained fever (possible symptoms of infection). After 37 weeks After 37 weeks, call 911 or other emergency services immediately if you: - Have had fluid gushing or leaking from your vagina (the amniotic sac has ruptured) AND you know or think the umbilical cord is bulging into your vagina (cord prolapse). If this happens, immediately get down on your knees so your buttocks are higher than your head to decrease pressure on the cord until help arrives. Cord prolapse can cut off the fetus's blood supply. (These measures apply to you if you are as early as 24 weeks pregnant.) After 37 weeks of pregnancy, call your doctor or midwife now or go the hospital if you: - Have vaginal bleeding. (For light spotting, you can call at any time on the same day.) - Have had regular contractions for an hour. This means about 4 or more in 20 minutes, or about 8 or more within 1 hour. - Have a sudden release of fluid from the vagina. - Notice that the baby has stopped moving or is moving much less than normal. - Alcohol Effects on a Fetus - Alcohol or Drug Use During Pregnancy - Asthma During Pregnancy - Avoiding Mercury in Fish - Breech Position and Breech Birth - Cesarean Section - Fertility Awareness - Gestational Diabetes - Growth and Development, Newborn - Health and Safety, Birth to 2 Years - Medicines During Pregnancy - Multiple Pregnancy: Twins or More - Placenta Previa - Placental Abruption - Premature Infant - Preterm Labor - Rh Sensitization During Pregnancy - Vaginal Birth After Cesarean (VBAC) Current as of: June 16, 2021 Author: Healthwise Staff Sarah Marshall MD - Family Medicine Kathleen Romito MD - Family Medicine Adam Husney MD - Family Medicine Elizabeth T. Russo MD - Internal Medicine Kirtly Jones MD - Obstetrics and Gynecology To learn more about Healthwise, visit Healthwise.org. © 1995-2021 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.

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One in four high school students and adults aged 18 to 34 participated in binge drinking in the past month, according to U.S. researchers. Among high school students who drink, 60 per cent reported binge drinking, defined by the U.S. Centers for Disease Control and Prevention as four or more drinks for women, and five or more for men, over a few hours’ time. It was more common among whites than blacks, Reuters reports, as 16 per cent of whites reported the behaviour compared to 10 per cent of blacks. “Binge drinking increases many health risks, including fatal car crashes, contracting a sexually transmitted disease, dating violence and drug overdoses,” CDC Director Dr. Thomas Frieden said in a statement. Binge drinkers are not necessarily alcoholics, but tend to take risks withouy realizing it. One in four US high-schoolers are binge-drinkers: study Behaviour puts them and those around them at risk

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|Name: _________________________||Period: ___________________| This quiz consists of 5 multiple choice and 5 short answer questions through Act 2 Part 3. Multiple Choice Questions 1. What is the name of the town where Flora met Mr. Coomaraswami? 2. What event did the newspaper article in Das's trunk detail? (a) Das's arrest. (b) Das's meeting with Gandhi. (c) Das's marriage. (d) Das's reward for his painting. 3. What is the name of the newspaper Mrs. Swan used to work for? (a) The Horn. (b) The Chronicle. (c) The Debate. (d) The Flag. 4. What does Flora call the question she is about to ask Das? 5. What country does Pike go to in Act 1, Part 5? Short Answer Questions 1. Who painted Flora's portrait? 2. What does Flora tell Das her new painting is about? 3. What does Mr. Coomaraswami promise to take Flora on the following day? 4. What does Das say servants are terrible for? 5. What does the Rajah offer to drive past Flora? This section contains 174 words (approx. 1 page at 300 words per page)

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How to communicate an erratic process in terms of an image ? The Iliadic greek were pirates of the Mediterranean with fast vessels, invading mainland from the seas, enslaving people, robbing stocks and much more. The writing down of the Ilias was between 678 and 662 B.C., a time of Assyrian dominance and cultural superiority. With three different Nautilus shells I bought last September on Crete I did this composition on my big X-ray sensor with 35cm x 43 cm and 170µm per pixel resolution. Two energy levels were necessary to get a high resolution image of the core of the Nautilus shells. To overcome the look-and-feel of a medical X-ray it is a logical idea to invert the light. Black becomes white and vice versa. White means shining through of X-rays, black means opacity. It’s like a dream ! You always need some time to find out the best exposure values for a photo. Same idea holds in X-Ray imaging. Today I did an x-ray series with my biggest Nautilus shell on a conventional radiography sensor, not a film. Starting from the lowest possible value 40kV an increment of 10 kV up to 70 kV can be seen in the images: Black regions in the image a transparent, white are opaque. The center of the Nautilus has a loss of structure. With 50 kV the structure in the center of the Nautilus is better depicted wheras the edge gets more transparent: Same effect for the center and the edge can be seen with 60 kV: With 70 kV it’s an exaggeration for the edge and best depiction for the center: Higher kV means more transparency for denser structures but a loss of structure in transparent areas. At fixed energy, X-Ray imaging behaves like a shadow related to visible light. When photographing, there is not chance to look through an opaque object. With higher energies, x-rays go through opaque objects and can be collected on a sensor. Composing the images obtained at different energies is an X-Ray HDR image: The representation of an X-Ray with white on black is a reminiscence of the film era. Radiologists just looked at the negatives ! Inverting black and white shows the positive image, like a print. Here I show the same image as positive, but rotated and flipped horizontally. Look how ethereal it appears now:

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Banana Fusarium wilt in Africa In recent years, plant diseases have caused havoc to banana production across Africa. These include diseases such as banana Xanthomonas wilt and Banana Bunchy Top disease. The newest threat to banana cultivation on the continent is posed by the discovery of a foreign Fusarium oxysporum f. sp. cubense (Foc) strain, called tropical race 4 (TR4), on a farm in northern Mozambique. Foc TR4 was previously restricted to Asia where it caused considerable damage to Cavendish clones and some locally grown varieties. Immediate measures to contain and destroy diseased plants, as well as to prevent the spread of Foc TR4 within and off the terrain, have been put in place at the infected farm. However, an urgent and concerted action is required across the country, region and continent to prevent this and other incursions from developing into another disease epidemic of banana in Africa. Banana Fusarium wilt is not new to the African continent. Foc race 1 has first been reported from West Africa in 1924. A second introduction occurred in 1951 when Foc race 1 entered Tanzania. This strain is now widely spread in most banana-producing countries in Africa. The majority of bananas grown on the continent, such as East African Highland Banana (EAHB), plantains and Cavendish bananas, however, are resistant /immune to Foc races 1 and 2. Cavendish, other dessert bananas and some cooking bananas are susceptible to Foc race 4. To control the current disease outbreak on banana in Mozambique, and to prepare other countries reliant on banana for food security and income generation, a series of informed interventions have been developed by a consortium of African and international researchers and institutions. These include: Containment of the outbreak in Mozambique to prevent spread on-farm, within the country and to neighbouring countries Preparation of other countries dependent on banana against future incursions by Foc TR4 through enhanced bio-security frameworks, targeted awareness campaigns and training Management of banana Fusarium wilt in Africa by employment of resistant varieties and integrated disease management (Sponsor of website development )

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Life of cycle butterfly worksheet we prepared a life of cycle butterfly worksheet for kindergarten preschool and toddlers. This butterfly facts and questions worksheet aligns with the life cycle of butterflies lesson. If you get a caterpillar kit they can follow along with the life cycle of a butterfly printable by gluing each stage in order as they observe it. Printable butterfly life cycle worksheet. Butterfly life cycle printable booklet from fun a day life cycle of a painted lady butterfly printable from super coloring butterfly life cycle printables from raise the bar reading life cycle of a butterfly printable to use with noodles from the hildebrands butterfly life cycle printable reader poem and craft from one sharp punch life cycle. Life of cycle butterfly worksheet. This worksheet highlights the stages and words related to the butterfly life cycle. Learn about insects anatomy and life cycle with these printable worksheets and activities. We must provide them with everything they need to maintain their lives in a. Use real life photos to learn more about the butterfly s life cycle. I love the idea of making an even bigger version to put on the floor and play. Life cycle of frog worksheet butterfly life cycle paper plate craft gallery of cycle of a frog for kindergarten free printable frog cycle worksheet for kindergarten pet care is both enjoyable business. Use this free printable to make a butterfly life cycle cup. We prepared a life of cycle butterfly worksheet for kindergarten preschool and toddlers. Butterfly facts and questions. Ladybug life cycle word wall 1st grade 2nd grade 3rd grade kindergarten learning tools science. But it is an effort that requires as much responsibility. These butterfly picture fact cards can be used as writing prompts to encourage language skills or to learn about science and nature. Try these worksheets mini book and wheel for learning about the frog s life cycle. This is a great science activity for kids of all ages to. Our free butterfly life cycle worksheet is a great way for kids to visualize each stage of metamorphosis. Make a game about learning the life cycle of a butterfly. Life cycle of a butterfly printable. Butterflies and butterfly life cycle informational reading cards 16 print and go butterflies talking picture cards are filled with real life pictures and facts. Pair the printable cards with small life cycle toys for further exploration. Students will love these mealworm life cycle activities and experiments. With this worksheet kids will learn how is butterfly growing from pupa to colorful beautiful butterfly. With this worksheet kids will learn how life life of cycle butterfly worksheet 63 ideas apple tree life cycle for kids for 2019.

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12 Things that Happy People Do Differently #8 Happy People Nurture Their Social Relationships. – The happiest people on the planet are the ones who have deep, meaningful relationships. “students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflictual relationships. If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically” American Psychological Association Make an effort to get to know your professors, get engaged in what you are learning by showing up to class, asking questions, participating in eLearn discussions…let your professors get to know you!

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-1- Homelessness is a condition of people who lack regular access to adequate housing. As this condition becomes a growing problem in Canada people are forced to deal with the issues. Who are the homeless? They range from children to adults and even in some cases, families. Why are they homeless? Poverty, lack of jobs or well paying jobs, decline in Social Services, domestic violence, mental illness, and chemical dependency contribute to the majority of the homeless within our society. What effects does being homeless have on members of the family? It contributes to many physical and mental health problems for both parents and their children. Homelessness is a world-wide issue, yet zeroing in on Canada, the majority of the homeless live on the streets of Toronto and Vancouver where they seek shelter anywhere from a park bench to dark alleys. The fact remains that homelessness will always be a problem yet over the years, the number of homeless people has been on the rise and something must be done. Homelessness, specially in families, is a devastating experience. It disturbs nearly all aspects of family life, damaging the physical and emotional health of family members. In addition, it interferes with children’s education and development and often results in the separation of family members. It is hard to say exactly who the homeless are because it is usually a temporary circumstance and not a permanent condition. -2-Therefore more appropriate manner of estimating homelessness is to look at the number of people who are currently experiencing homelessness rather than the number of “homeless people”.WHO ARE THE HOMELESSHomeless people range anywhere from 11 to 65 years of age. Most studies show that homeless adults are most likely to be male that female. The homeless population is made up many different ethnic backgrounds, the majority being African-American. The majority of homeless children and females are victims of domestic violence (NCH, 1998). It is estimated that there are 200 000 homeless people who live on the streets of Canada (Globe and Mail, 1998) and an 80 000 more in risk of becoming homeless (National Post, 1998). Of these people between 30% and 35% are people with severe mental illnesses (National Post, 1998). “On any given night, 45% of the 4 200 people filling Toronto’s homeless shelters are families with children” (Toronto Star, 1998). An increasing number of the homeless are teenagers of which many are runaways who have been kicked out or felt they had no choice but to leave (Michaud, Margaret, 1988). It is difficult to find out exactly what age categories the homeless fit into because the information is very limited.-3-WHY THEY ARE HOMELESSThere is so many different causes of homelessness the largest being poverty (NCH, 1998). Poor people are frequently unable to pay for housing, food, health care and child care. It is hard to make choices when recourses are so limited. Unemployment is also a large contribution to the homeless society (NCH, 1998). Another factor contributing to homelessness is the decline in Social Services. Within the last few years, government has made it increasingly difficult for anyone to be approved to get assistance. There is also the factors of domestic violence which forces many out of their home, mental illness which enables the individuals to obtain access to supportive housing and/or other treatment services, and chemical dependency which forces people into poverty because of their addiction (NCH, 1998). It is hard to give specific percentage data supporting cases of unemployment, domestic abuse, chemical dependants, and decreasing Social Services because the data is rather difficult to find.EFFECTS OF HOMELESSNESS ON PHYSICAL AND MENTAL HEALTHHomelessness severely impacts the health and well-being of every family member. Compared to poor children that are housed, children that are homeless -4-experience worse health; more developmental delays; more anxiety, depression, some behavioural problems; and lower educational achievement (NCH, 1998).Furthermore, homeless children face obstacles to enrolling and attending school. Some of these difficulties include transportation problems, residency requirements, inability to obtain previous school records, and lack of clothing and school supplies. Parents also feel the harsh effects of homelessness. Homeless females tend to have chronic depression more frequently than housed females. Homeless mothers are also much more likely

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October Project : Voice Scrambler With this circuit you can modify how your voice sounds by changing the pitch of your voice. This circuit can be connected to a phone and with a duplicate circuit on the end of the phone line, you can have a scrambled voice communication. The way the circuit works is as follows: If we cut the circuit in half at the T2 transformer and include the LM324 on the left side, you will see that the LM324 portion of the circuit is a tone oscillator which shifts the frequency of all input signals to a new higher frequency. When the voice and the tone oscillator mix frequencies the voice is not recognized. The voice signal is then inputted to the second stage which again shifts the voice signal again. I recommend that the first stage be tuned to a frequency that is 100hz lower then the second stage. Back to Projects Page Back to Home Page

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- Will gingers go extinct? - Do Gingers have tempers? - How many redheads are born each year? - Why do redheads have yellow teeth? - What is the rarest hair color? - Why are gingers called Daywalkers? - Are gingers attractive? - Do gingers bald? - Are redheads genetically strong? - Do redheads go GREY or white? - Why are redheads so angry? - Do gingers feel pain more? - Why are gingers so attractive? - Are gingers Scottish or Irish? - What year will redheads be extinct? - Do gingers age well? - Should gingers dye their hair? - What do you call a girl with red hair? Will gingers go extinct? The National Geographic article in fact states “while redheads may decline, the potential for red isn’t going away”. Red hair is caused by a relatively rare recessive allele (variant of a gene), the expression of which can skip generations. It is not likely to disappear at any time in the foreseeable future.. Do Gingers have tempers? Though you may believe we use it as an excuse, redheads do have a temper. I can verify this myself, tenfold. While we can make for the most generous of partners and passionate of lovers, if wronged in any way, we react similarly to Carrie after the iconic scene in which she’s been doused in pig’s blood. How many redheads are born each year? A: Roughly one to two percent of the world’s population are born with natural red hair – that’s still a sizable number of about 140 million! There are more redheads in northern and western Europe than in any other region on earth, where an average of up to six percent of people have red or ginger hair. Why do redheads have yellow teeth? In general, their skin is thinner than that of people with other hair colors. And having been derived from the ectoderm, their tooth enamel is thinner, as well. … And the dentin is normally a yellowish or grayish color. As a result, the redhead’s teeth will appear to be less white, because more dentin is apparent. What is the rarest hair color? red hairNatural red hair is the rarest hair color in the world, only occurring in 1 to 2% of the global population. Since red hair is a recessive genetic trait, it is necessary for both parents to carry the gene, whether or not they themselves are redheaded. Why are gingers called Daywalkers? ‘Daywalker’ was first coined in season nine of South Park, during their oh-so well-known ‘Ginger Kids’ episode. According to Cartman (and thus adopted by society, obviously), a daywalker is a redhead who can handle being in the sun without stressing too much about getting burnt. Are gingers attractive? And girl gingers, while we have the few people who like to poke fun, are usually considered to be attractive because of their red hair. Ginger guys, however, seem to be looked down upon and begrudgingly recognized as handsome despite being redheads. Many strides have been made in Ginger Acceptance in recent years. Do gingers bald? Hair Loss and Redheads While redheads have the normal risk for traction alopecia from prolonged tight hair tying, and for male/female pattern baldness, they’re more prone to winter hair loss. Are redheads genetically strong? One study shows that, contrary to popular belief, redheads are not weaker than blondes or brunettes. … Redheads are the only people with a variant of this gene. Basically, redheads feel pain an entirely different way than other people, and it’s likely because their genetic makeup is fundamentally different. Do redheads go GREY or white? Redheads don’t go grey Red hair will never turn grey; it simply fades to white via rose gold when the time comes. Why are redheads so angry? According to Collis Harvey, people with red hair produce more adrenaline than non-redheads and their bodies access it more speedily, making the transition to the fight-or-flight response more natural for them than for others. Do gingers feel pain more? While Sessler’s team has found that redheads are more sensitive to some types of pain (pain produced by hot or cold thermal shocks), other studies found that gingers are less sensitive to electric shock pain. … In other words, redheads do feel more pain, but they also feel less pain — they just process pain differently. Why are gingers so attractive? Columnist suggests attraction to redheads may be because they are a genetic rarity. … And those men who love redheads likely focus on them because of their genetic rarity. The universe makes only so many redheads, and so it makes an impression when a man is beauty-napalmed by one. Are gingers Scottish or Irish? Contrary to what many people assume, redheads did not originate in Scandinavia, Scotland or Ireland, but in central Asia. Their coloring is due to a mutation in the MC1R gene that fails to produce sun-protective, skin-darkening eumelanin and instead causes pale skin, freckles and red hair. What year will redheads be extinct? For redheads to truly disappear, they would have to completely stop having sex—as would everyone else carrying the recessive gene. Without offering clear scientific evidence, the Oxford Hair Foundation reported in 2005 that redheads could disappear as early as 2060. Do gingers age well? REDHEADS are significantly less likely to age badly. According to their findings, those who carry a variation of the MC1R gene responsible for red hair, look around two years younger than they actually are. Should gingers dye their hair? Stick to your roots Natural red hair is harder to dye than other shades. It holds its pigment much firmer than any other hair colour. If redheads desired to dye their hair to any other colour (why would you?), it would only have a noticeable difference after bleaching the hair beforehand. What do you call a girl with red hair? Red hair is the most popular hair color in the world, and whether you’re natural or ‘by choice’, many redheads are called ‘ginger’ and/or ‘redhead’. The words have become interchangeable, and some redheads are in an uproar about this. The term ‘ginger’ originated in the UK.

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This page explains how to complete Sudoku interactive puzzles. Sudoku puzzles can be played interactively on the computer, offering many features and advantages compared to pencil and paper. This section explains everything about how to play Sudoku Interactive. Placing and deleting numbers (Keyboard: numerical keys) Sudoku Interactive is played by placing numbers in a grid. Click mouse on the desired square to open dial pad and then click on the desired number. To remove a number, repeat the above using X at the bottom of the dial pad. Numbers can also be placed by pointing mouse on the desired square and then typing with the keyboard. Using pencilmarks (Keyboard: numerical keys) Sudoku Interactive also supports pencilmarks to help solve hard puzzles. Click mouse on the desired pencilmark square to open dial pad and then click on the desired number. To remove a pencilmark, repeat the above using X at the bottom of the dial pad. Pencilmarks can also be placed by pointing mouse on the desired pencilmark square and then typing with the keyboard. Selecting numbers is only needed when the Highlight selected number or the Highlight excluded squares preferences are used. To change the selected number, use mouse wheel, or spacebar, or click on a given (original) number in the puzzle. All game functions are accessed through the toolbar. For some toolbar buttons, keyboard shortcut keys are also available as listed below. Enlarge small puzzles for best viewing on your screen. Reduce large puzzles for best fit on your screen. Undo (Keyboard: U) Go back as many steps in the game as you want. Redo (Keyboard: R) Go forward after using Undo as many steps as you want. Restart puzzle to solve from the beginning. Check puzzle (Keyboard: C) Check all filled and blanked squares for errors. Clear all pencilmarks Clear all pencilmarks placed in the grid. Show elapsed solving time. Show solution of the puzzle. Using this button will also end the game. Open Preferences dialog box. New preferences will be automatically saved on the computer. - Show conflicts: Check this box to automatically show conflicting number instances during the game. A conflicting number means it already exists in the same row, column or box. - Highlight selected number: Check this box to highlight squares in the puzzle which contain the selected number. - Highlight excluded squares: Check this box to highlight squares into which the selected number cannot be placed. - Font color: Select color of the placed numbers. Open About dialog box to see puzzle size, difficulty, ID, title and other information. Open Sudoku Interactive page you are reading now. Open Print dialog box. New print options will be automatically saved on the computer. - Puzzle: Select to print puzzle. - Solution: Select to print solution. - Current state: Select to print current solution state. - Preferred image scale: Reduce or enlarge printout. - Attempt to reduce to page: Check this box to fit large puzzles on a single page. When this box is unchecked, large puzzles will print in multiple pages according to selected scaling. - Attempt to enlarge to page: Check this box to fit small puzzles on a whole page. When this box is unchecked, small puzzles will print according to selected scaling. - Select optimal orientation: Check this box to automatically select puzzle orientation. Save puzzle (Keyboard: S) Save current state of the puzzle. Logic Puzzles are provided courtesy of www.conceptispuzzles.com.

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The underwater archaeological excavation and research ventures of Turkey, which has a coastline of approximately 8,300 kilometers (5,157 miles), were started by foreign teams with the work at the Bronze Age Gelidonya Shipwreck, near the Finike district of Antalya province on the Mediterranean coast, in 1960. Turkish scientists and divers have continued to bring important cultural heritage up from the depths of the blue waters ever since. While the excavations carried out in Yassıada in 1967-1969, in glass wreck salvaged from the Serçe harbor in 1979, and in the Uluburun Shipwreck off Kaş in 1984 constitute important milestones of Turkish underwater archaeology, a total of 10 underwater archaeological excavations were also conducted this year in the country. As part of the archaeological underwater research, 255 artifacts have been handed over to Turkish museums so far. The wreckage of the world's oldest trade ship from the Bronze Age contains works of art from the Archaic period and features the only statue examples found in the Mediterranean. The Ottoman shipwreck, which includes findings that will illuminate the Ottoman navy, is among the important discoveries of the latest archaeological excavations. Efforts are also underway to establish underwater archaeology museums on the coasts of Turkey's seas so that the artifacts that have been discovered in the scientific, underwater studies can be exhibited on site. Harun Özdaş, excavation head of Turkey’s Shipwreck Inventory Project, spoke with Anadolu Agency (AA) about his experience in underwater excavations and research. Özdaş, who is also an archaeology professor at the Institute of Marine Science and Technology at Izmir-based Dokuz Eylul University, said that shipwrecks lie at depths varying between 30-60 meters (98-196 feet) and each meter descended during the dive is a journey to the past. "When you reach the shipwreck, time seems to freeze,” he said. "All of the shipwrecks are like a time capsule that no living thing has touched. This is a great joy for me as a person who is engaged in both sea and archaeology a profession.” Pointing out that the main area of interest of underwater archaeology relates to ships, Özdaş continued: "In this framework, we are a science that collects data on the history of technology. For example, our excavation in a shipwreck helps complete the missing pages in shipbuilding technology." The professor also said that he worked on photographing underwater shipwrecks and creating photo mosaics as part of the Shipwreck Inventory Project. Due to the weather conditions and the shipwrecks’ locations, he said, researchers do not have much time underwater. "Because ships do not sink in places where you can dive very easily, we can perform three dives on each wreck.” Özdaş also underlined that they had identified a large number of ships belonging to the Ottoman era, especially in Turkey’s Aegean province of Izmir as well as central and northern Aegean regions. "Turkish researchers have reached the wrecks at depths of 70-80 meters with remote-controlled camera systems," he added. "They are from the 16th century or later, that is, the Ottoman era. For us, the most important among them is the Koyun (Oinousses) Islands Shipwreck." The first detection of the ship found off this island was in 2018. In 2019, researchers carried out Turkey's deepest underwater work in the archaeological area with the ship Alemdar, which is affiliated with the Turkish Naval Forces Command. The professor also said they include students who have received basic diving training in the core team. "We are investing in a generation in this sense. Students send us their application forms with the references they get from their instructors. So, we can allow them to study at sea.” Yahya Coşkun, deputy director-general of Turkey’s Cultural Heritage and Museums, said that archaeological underwater excavations and research continue in all seas. This year two new sites were added to their operations, including excavations on the shores of Kerpe Bay in the Kocaeli province and in the Altinova district of the Yalova province, both located in northwestern Turkey. "We carried out 502 studies on land and underwater last year. This year we increased it to 602. The number of our research and archaeological studies continues to increase every year,” Coşkun said. "This year, we have reached a new peak for ourselves in underwater archaeology,” he added. "We aim to go even further next year. A total of 255 artifacts were unearthed during our underwater excavations and research and sit in our museums.” Recent discoveries are currently exhibited at the Bodrum Museum of Underwater Archaeology. He said that the Turkish Culture and Tourism Ministry plans to open underwater archaeology museums on the shores of all the seas of the country. "As the General Directorate, 86 new friends have become underwater archaeologists with the training we have conducted in the last three years,” he stated. "Each of them completes their training at the first, second and third levels. We hope to train enough of our friends to create an underwater archaeology museum that includes items from all our seas.” The ministry is trying to establish cultural underwater routes, he said. "When completed, the new cultural underwater routes will offer diving opportunities for tourists.” Please click to read our informative text prepared pursuant to the Law on the Protection of Personal Data No. 6698 and to get information about the cookies used on our website in accordance with the relevant legislation. 6698 sayılı Kişisel Verilerin Korunması Kanunu uyarınca hazırlanmış aydınlatma metnimizi okumak ve sitemizde ilgili mevzuata uygun olarak kullanılan çerezlerle ilgili bilgi almak için lütfen tıklayınız.

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addition: Meaning and Definition of Pronunciation: (u-dish'un), [key] - the act or process of adding or uniting. - the process of uniting two or more numbers into one sum, represented by the symbol +. - the result of adding. - something added. - a wing, room, etc., added to a building, or abutting land added to real estate already owned. - a reaction in which two or more substances combine to form another compound. - as well as; besides: In addition to directing the play, she designed most of the scenery. - addition (Thesaurus)

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Passion for work shapes our brains. It makes them plastic, open to challenges. Antonio Cerasa is a psychologist and researcher at CNR and was among the first in the world to study this phenomenon: the expert brain, the brain that learns, acts, innovates. Who are the expert brains today? Why are they excelling in work and life? Chefs, sommeliers, mathematicians, musicians and sportsmen, but, potentially, we all are. And we can learn from everything, even from stress and pain. Who are these expert brains? The expert brain is someone who can create such a superior skill that, broken down, can make us understand how a given cognitive process works and how to enhance it. But an expert brain also does something else: it positively deforms our brains. An expert brain has a higher oxygen and metabolic consumption than our basic structure and, as a result, its brain must deform to respond to this ability. Among the figures that best embody that of the expert brain, that I was able to study closely, are chefs. Neural plasticity increases thanks to work, which can make our brain an expert brain A chef works in the kitchen, combining ingredients… And so far, things seem simple, because we are looking at manual skills. The transition from a normal person with skills to an expert brain can be found in the fact that chefs do their activities at such a speed and under such stress that a normal human would collapse after two days. Expert brains do this for 365 days a year. What does that mean? It means that a certain ability has been “zipped” and transferred to another part of the brain, thereby increasing the ability to respond to the demands of the external environment. It means that these people's brains have transformed to survive stress and, as they transform, they have become more efficient. An expert brain is therefore a person who goes beyond simply performing acts or thoughts but pushes the brain beyond limits that were not known before. Is it typical of some exceptional person or is it potentially a common feature at all? Anyone can become an expert brain but needs to be subjected to certain conditions. Good stress is key to developing cognitive and mental skills. Pain itself is an incredible driving force, producing neural plasticity phenomena regardless of any other stimulus. Pain also allows the birth of new neurons, which would otherwise be impossible in adult or elderly human beings. Why does this happen? Because pain has a strong anthropological value and, above all, is innate to lead us to survival and evolution. Pain is necessary for survival, so when you feel pain, you have to create new neural structures to learn. Pain is essential, along with stress, creativity and external environment to create an expert brain in each of us. If we talk about advanced skills, we must also talk about execution… For many categories of expert brain that is how it works. You learn not only by reading or studying, but by transferring visual information to the limbs. By transcribing what we have seen. When there is this transition from the cognitive system to the motor system, learning becomes procedural and more embodied within people. If we combine cognitive learning with motor activity we can become even better. Expert brain is a person who goes beyond just performing acts or thoughts, but pushes the brain beyond limits that were not previously known In another of your books, Diversamente sano (Differently healthy- Hoepli, 2018), you dealt with a similar theme, but from a different perspective, the pathology point of view… In that book I started from the idea that some mental illnesses are not linked to a weakness of our central nervous system. We are used to thinking that anxious people, depressed and so on are weak people, who have no strategies to react… Instead, what did you find? I realized that some psychiatric or psychological disorders are related to an excess, not a defect of “intelligence”. Simply those people have not yet found a way to vent their energy and, having not found it, this impasse manifests itself in forms of confusion or dysregulation of emotions. We need to understand what is in their environment that leads them to be so ineffective. Let's take the case of orthorexia, or obsession with healthy food. People who suffer from it are not stupid but, on the contrary, have a higher IQ than the average. They are people who react to a certain environmental condition – massive food and industrial production – with a kind of hyper control. But it is hyper control that arises from a very deep knowledge of food. The idea is therefore that we need to work on the environment, not on the weaknesses of the individual. The environment and overall habitat determine our orientation around the world. How can we work to improve our working habitat, enhancing everyone's resources, intelligence, capabilities? We must insist on socialization, in order to push our limits. Also, through work, which is stimulus, passion. And then, with kids, using some tools. What kind of tools? Let’s think about video games. If we look at today's kids, they are vilified because they spend hours and hours on video games. Take Fortnite, for example. Through this video game you can create very strong social networks even with people you don't know, simply by sharing something that you like. We need to empower the individual's sense of individuality – what you do and what you like to do – along with others, not against others. We must combine pleasure and work. To make networks and become expert brains.

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Non mechanical. Solid state refers to electronic circuits composed of transistors, resistors, capacitors and other components, which may be discrete, single devices, or millions of them can be created in a single chip. For example, microprocessors and memories are all solid state. In a solid state device, there is no mechanical action, although an unbelievable amount of electromagnetic action takes place within. A computer has solid state and non-solid state parts. The solid state components are the motherboard, chips, screen, camera and optical mouse, while the hard drive, CD/DVD drive, fans, keyboard, microphone and speakers have mechanical components. Faster and More Reliable Storage For data storage, solid state devices are faster and more reliable than mechanical drives that spin disk platters, but they are more expensive. Although the cost of solid state disks is dropping all the time, the cost/performance ratio of magnetic disks continues to improve as well. See SSD and solid state battery Solid State Logic in the Mid-1960s The three transistors in this solid state module (top removed) used in IBM's System/360 computers were advanced technology in the mid-1960s. (Image courtesy of IBM.) Ahead of Its Time Predicting the demise of the hard disk, this message was cut out of a mouse pad from the 1990s that was a bit ahead of its time. However, solid state drives (SSDs) are increasingly replacing spinning platters. See SSD All Solid State A USB drive comprises a controller chip, quartz crystal (large silver component), some discrete resistors and capacitors (R's and C's) and a flash memory chip (bottom). The clear plastic is an LED. See USB drive A High-Tech Jukebox in the 1960s As transistor-based computers, radios and electronics, such as this jukebox, were making inroads, terms such as "solid state" and "integrated circuit" were beginning to be heard more often.

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What Does Preschool Achieve? What fathers and mothers do at home with a young child contributes to learning. Parents can read books to their young children. Parents can teach their children to write their names. There is certainty that these activities help map a child's trajectory through formal schooling. It is therefore interesting to measure what preschool really does and how it relates to what parents do at home with a young child. There is a study that has attempted to answer these questions. "Do the Effects of Head Start Vary by Parental Preacademic Stimulation?", published in the journal Child Development, looks at thousands of children aged 3-4 years and examines the academic outcomes from the preschool academic program in the United States. Head Start is a federally funded preschool program that addresses the needs of children from low income families. The positive effects of Head Start are well known, but in this study, particular attention is likewise given to the academic support a child may be receiving from his or her parents: There are three possible scenarios for the relationship between the benefits of preschool and what parents do at home. The first one is compensatory. In this picture, children who do not receive any support at home would benefit the most from the preschool program. Another possible relationship is one that is described by accumulated advantages. This happens when what happens in preschool is synergistic with what happens at home. Thus, with parental support, a child even benefits more from school. A third possible scenario is what the authors of the above study refer to as Goldilocks (not too hot, not too cold, just right). In this outcome, those who benefit the most are those who are receiving some support from home. This happens if the program expects something going on at home as well. It cannot be completely compensatory. The benefits also diminish if parents are doing so much already at home that the preschool program is simply a repeat. Here are the results (these figures are copied from Miller, E. B., Farkas, G., Vandell, D. L. and Duncan, G. J. (2014), Do the Effects of Head Start Vary by Parental Preacademic Stimulation?. Child Development, 85: 1385–1400. doi: 10.1111/cdev.12233. In math, Head Start is clearly compensatory. Children whose parents do not provide learning activities at home benefit greatly in early math skills when enrolled in a preschool program like Head Start. A child can therefore learn early math solely from school. A child can also learn early math solely from home. In reading, a "Goldilocks" scenario is observed. Reading skills and habits are not learned solely from school. These must be reinforced at home. What a child experiences inside a preschool must be supported by parents at home. Early literacy is achieved only with collaboration between school and home. What a school can achieve is limited if there is no support at home. On the other hand, a child whose parents provide ample support can learn how to read solely at home, without any preschool. With vocabulary, there seems to be no pattern at all. However, as in the previous two measures, parental educational stimulation still has a positive effect. Academically, preschool can indeed compensate in math and support in reading. Since the effects are much more evident with children who either receive low or medium support at home, this needs to be kept in mind. Parents who are able to provide academic stimulation to their children at home do not really need to send their children to preschool. On the other hand, preschool cannot completely replace what parents ought to do at home for their children to learn. Of course, preschool does a lot more than helping parents educate their young. Preschool allows parents to work during the day and introduces young children to a social setting. It is this fact plus the added bonus of academic benefits that makes preschool an attractive endeavor for society.

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Kids can use some pretty interesting grasps on pencils. You can see the thumb squashed up against the pencil, the pointer finger wrapped around the pencil, or the thumb wrapped around the fingers. Very often, the pencil grasp that a child is using is not one of stability and rather, is a demonstration of instability as weakness in the muscles of the hand is compensating during handwriting. This thumb wrap pencil grasp exercise is an easy one to put together and one that will help kids gain strength in the muscles that make up a functional grasp. Read on to find out how to work the muscles of the hand to improve the “dreaded” thumb wrap grasp! Pencil Grasp Exercise Functional Pencil Grasp *Note* I am one who takes pencil grasps in stride. So, when I say “dreaded” thumb wrap grasp, I am not completely serious in that this grasp is dreadful or something to fear. Many (many) of us have unique and very functional pencil grasps. The issue is when a quirky grip on the pencil becomes a cause for illegibility, fatigue, joint strain, or other concern. In those cases, a grasp should be addressed. Remember that a functional pencil grasp is the one we want to see. A functional pencil grasp might look like various things. Every child may have different tendencies when it comes to “functional” Functional means the student can hold the pencil, write with legible handwriting, and doesn’t have joints that are hyperextended or otherwise inefficient in joint positioning. Fatigue and endurance play a part in a functional pencil grasp. THumb Wrap Grasp I’ve had a few questions from readers about the thumb wrap grasp. It seems like this pencil grasp is becoming more prominent in classrooms. The thumb wrap grasp is what you see when you the end of the thumb is wrapped around the pointer finger. While it’s not a completely horrible pencil grasp, it isn’t a great grasp for speed and efficiency in writing. What is happening when a child uses the Thumb Wrap Grasp? Full disclosure: This post contains affiliate links. The tip of the thumb bends over the pencil and pointer finger, providing stability to the grasp. Instead of using the opposition muscle of the thumb to grasp the pencil, the child is using the adductor muscle. The thumb wrap grasp provides stability but it does not allow for quick pencil movements. As a child is required to write faster to take notes, the legibility of their handwriting will be sacrificed. Rather than moving the pencil with the tips of their thumb and index finger, the child is manipulating pencil motions with their wrist and forearm. In order to improve this grasp, a child needs to strengthen the opposition muscle, Opponens Pollicis, along with Flexor Pollicis Longus to bend the tip of the thumb or the Interphalnageal Joint (IP Joint) of the thumb. Strengthening the intrinsic muscles along with addressing an open web space will improve IP flexion in pencil grasp. Exercise to Work on a Thumb Wrap Grasp Press flower beads into the play dough with a bent thumb. Encourage your child to press the flowers into the dough using a their their thumb in a bent position on the edge of the flowers. This is important, because it works the muscles needed to oppose with an open web space and flex the tip of the thumb. This is the mobility needed to advance the pencil fluently. These flower beads are perfect for this exercise because of the length of the flower that can press into the Play Dough. Next, ask your child to pull out all of the flower beads by using the tips of their pointer finger and the tip of the thumb, while ensuring that your child maintains a slightly flexed (bent) thumb IP joint. Encourage learning and playful math by counting as your child pulls out the flowers. If your kiddo is like my preschooler, those flower beads will be hidden pretty far into the play dough. The search and find is a great overall hand exercise and a fun math activity as you add up the beads! ONE Simple Trick to Help Kids With Their Pencil Grasp Pencil Grasp Tricks and TIps Working on the underlying skills of a functional pencil grasp? Battling a thumb wrap grasp that slows down handwriting so much that the kiddo you are seeing on your caseload falls behind in writing speed? Know a child who has hyper-extended joints when holding the pencil? Here are some pencil grasp tricks that can help to improve functional grasp. These strategies can address pencil grasp issues such as thumb wrap, inefficient joint positioning, a closed thumb web space, poor separation of the sides of the hand, and other pencil grasp concerns. - Try this pencil grasp trick . to help with grasping in a functional manner. - Try this trick: Ask the child to hold and manipulate a small item such as a kneadable eraser in the non-dominant (non-writing) hand while holding the pencil with the dominant hand. Ask them to manipulate the object with just the thumb, pointer finger, and middle finger. Sometimes that symmetrical movement makes a big difference! - This pencil grasp trick helps to separate the sides of the hand when holding a pencil. Separating the sides of the hand is a quick way to promote a more functional grasp in some cases. - This pencil grasp trick uses an item you probably already have in your therapy bag: a clothes pin! - This pencil grasp trick helps to work on thumb IP joint flexion…and requires only a marker. The pencil grasp exercise and tricks above will help with many kids that need to work on an open web space, not just the thumb wrap grasp. Try it and let me know how it goes! Here are more play dough ideas to try with the kids: Exploring Shapes with Play Dough from Life Over C’s Letter Formation with Play Dough from Still Playing School Bug Lab – A Fun Bugs Kids Math Game from Learning 2 Walk Learning with Playdough Letters and First Words Flash Cards from Crafty Mama in ME Play Dough and Alphabet Beads from Mom Inspired Life Playdough Scene Creation from Powerful Mothering Simple tools for making words with play dough from The Kindergarten Connection Letter Sound Activity with Play Dough Tools from Raising Little Superheroes Patterns and textures with Play Dough Rollers from Play & Learn Every Day Phases of the Moon from Edventures with Kids Roll and Build a Play Dough Spud from School Time Snippets Count & Smash Play Dough Math Activity from Stir the Wonder MORE PENCIL GRASP HELP Working on a functional pencil grasp with your child or occupational therapy caseload? Need activities to improve pencil grasp that kids WANT to do? These games that improve pencil grasp through fine motor activities are activities that boost the skills kids need for pencil grasp and games that strengthen the hands. Working on pencil grip to make and efficient and functional pencil grasp can be as easy as adding a few fine motor games to your therapy toolbox! - Want to know how to fix a problem with pencil grasps? - Need help knowing where to start when it comes to immature pencil grasps or a child hating to write because their hand hurts? - Need help with carryover of pencil grasps? The Pencil Grasp Challenge in open for you! In this free, 5 day email series, you’ll gain information, resources, specific activities designed to promote a functional, efficient pencil grasp. know about the skills that make up a functional pencil grasp. You’ll learn what’s going on behind the inefficient and just plain terrible pencil grasps you see everyday in the classroom, clinic, or home. Along with loads of information, you’ll gain quick, daily activities that you can do today with a kiddo you know and love. These are easy activities that use items you probably already have in your home right now. Besides learning and gaining a handful (pun intended) of fun ideas to make quick wins in pencil grasp work, you’ll gain: - 5 days of information related to pencil grasp, so you know how to help kids fix an immature pencil grasp. - Specific activities designed to build a functional pencil grasp. - Free printable handouts that you can use to share with your team or with a parent/fellow teachers. - You’ll get access to printable challenge sheets, and a few other fun surprises. - And, possibly the best of all, you’ll get access to a secret challengers Facebook group, where you can share wins, chat about all things pencil grasp, and join a community of other therapists, parents and teachers working on pencil grasp issues. More fine motor activities you will love: Colleen Beck, OTR/L is an occupational therapist with 20 years experience, graduating from the University of Pittsburgh in 2000. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. As the creator, author, and owner of the website and its social media channels, Colleen strives to empower those serving kids of all levels and needs. Want to collaborate? Send an email to firstname.lastname@example.org.

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The story of Sarah Winchester and her unfinished mansion is one that would not exist without the violence of white colonialism. In San Jose, there stands an extravagant mansion with hundreds of rooms that is still, technically, unfinished. It has secret rooms, hidden passageways, trap doors, windows in the floors, and staircases that lead to nowhere. The construction of this surreal, monstrous structure was commissioned by Sarah Winchester, heiress to the Winchester Repeating Arms Company. Following the unexpected deaths of both her infant daughter and husband, Sarah visited a spiritual medium who gave her a grim answer to her existential questions. Sarah would forever be haunted by the vengeful spirits of those who had fallen victim to the Winchester repeating rifle, more popularly known as “The Gun That Won The West.” Slaughtered by the weapon that created the Winchester fortune and helped to ensure Manifest Destiny, the restless spirits seemed to be attacking the Winchester family in retaliation for the destruction that the rifle had caused during the American-Indian Wars. The spiritual medium convinced Sarah that this haunting was responsible for the deaths of her family, and that it would forever be attached to her. In an effort to deter the angry ghosts, she began to build the San Jose home in 1884 and the building continued until her death in 1922. It was believed that the maze-like layout and sheer size of the mansion would confuse the spirits and therefore protect her from their wrath. The story of Sarah Winchester and her unfinished mansion is one that would not exist without the violence of white colonialism, but I do not expect that to be contemplated much in the newest sensationalized version of her story, a biopic and horror drama starring Helen Mirren. “Winchester: The House That Ghosts Built” is set for release Feb. 2. With this feature, Hollywood continues the tradition of sensationalizing and distorting the reality of Native American suffering in order to tell horror stories that center white characters. The same is true of narratives with Black ghosts that use racialized U.S. chattel slavery and antebellum violences. Rarely are the lives or deaths of Black and Native people explored in horror films unless they are done so in this way. These racialized violences are used as nothing more than plot devices, rather than as a means to interrogate and condemn the white supremacy and colonialism that necessitates them. Stephen King took inspiration from the Winchester mansion for “Rose Red” (2002), a TV miniseries which terrified me as a child. This had an accompanying tale, “The Diary of Ellen Rimbauer” (2003), a prequel written by Ridley Pearson. Both of these deliver a version of the Winchester mystery with the cliché of placing the Rose Red mansion on an Indian Burial Ground and naming that as the source of its haunting. Jay Anson’s 1977 bestseller, “The Amityville Horror”, is likely the beginning of the Indian Burial Ground motif in contemporary horror. The book posits that the Amityville house is haunted because it stands on ancient Shinnecock Indian land, which is very likely not true since it was the Lenape people who resided in that area. Regardless, the fear that this rumor incited became forever attached to the story of the infamous Dutch colonial with eye-like windows and carried over effortlessly when the book and the story that it’s based on was adapted into the now classic horror production of the same name in 1979. From there, the concept of white families in places built on or near ancient/sacred Native lands became a fixture in U.S. horror films, which gave them the monolithic name of “Indian Burial Ground.” A year after “The Amityville Horror” came “The Shining” (1980), in which the Overlook Hotel is said to be built on Indian Burial Ground. It is a common misconception, or perhaps a case of the Mandela Effect, that the “Poltergeist” (1982) house stands on Indian Burial Ground, but that is actually in “Poltergeist II” (1986). Stephen King uses the Indian Burial Ground motif yet again in “Pet Sematary” (1989). Even the creepy town in “Buffy the Vampire Slayer” (1992) was apparently erected on Indian Burial Ground and is the reason for the significant amount of paranormal happenings there. There have been many other misunderstood Native American legends and caricatures used as a source of horror in U.S. films, but the Indian Burial Ground remains the most commonly recognized and over-used. But the white settler preoccupation with and fetishization/fear of the apparent mysticism and vengeance of wrongfully dead Native Americans began long before Amityville was “haunted” and Stephen King sat before his typewriter. Philip Freneau, known as the Poet of the American Revolution, wrote “The Indian Burying Ground” in 1787: “There oft a restless Indian queen (Pale Shebah, with her braided hair) And many a barbarous form is seen To chide the man that lingers there” The narrative of the haunted Indian Burial Ground whose spirits terrorize white settlers is indicative of the anxiety of the colonizers and the land that they have colonized. Horror films address this fear by continually attempting the destruction of white middle-class families and homeownership, especially in haunted house narratives like “Winchester”. These tales give audiences the opportunity to work through that ever-present anxiety by consuming stories that display white homeowners being haunted by those with rightful ownership to the land, and that typically allow the home owners to ultimately prosper in the end. We might read this cinematic pattern as a means to vicariously relive the colonialist violence that was enacted upon Native peoples to begin with. Native writer Terri Jean interrogates the U.S. horror film obsession with Native American vengeance and the Indian Burial Ground motif in “Another Indian Burial Ground, Please….” In this piece, Jean presents five theories about why it had persisted for so many years, including the “bad Indian” stereotype that reifies the “savage” mythos and the white fear of perceived Native American “mysticism.” Lastly, there is Theory Five: “Karma and guilt. Americans know that atrocities were committed and hundreds of nations were obliterated or nearly obliterated. Retribution is feared, and some people may believe that the ghosts of those who died due to this nation’s invasion and European takeover will some day come back to get their revenge.” There is a morsel of truth in these horror narratives. White settlers are living and thriving in spaces of Native American death and suffering, and there is a palpable fear that the land that was taken through violence will also be restored through the violence doled out by vengeful spirits. If houses like the Winchester mansion are haunted because they are built upon ancient burial grounds and stolen land, then this entire nation is haunted, and we should be rooting for the ghosts.

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- Listen to our monthly AppSec Stats Flash podcast - LEARN MORE A website is a collection of web or internet-based pages, similar to “a book made up of web pages.” They are typically organized under a common domain name, and can host various types of multimedia content and applications. Web pages can be interactive or static, containing areas for the user to interact with or watch. Within each page, the text can be modified to allow more functionality, taking people to other pages or sites through a hypertext link or allowing them to send messages or post comments on web pages. The simpler websites are called static websites and are generally limited to hyperlinks and cascading web pages. They are generally edited by the webpage host or user through basic code that does not impact the OS, text editors, online editors, and templates. Dynamic websites can accommodate the highly interactive, responsive, and quickly changing pages that are becoming more common, as websites evolve to include high-level UX and web applications. Dynamic websites can change or be customized frequently, often by a number of contributors. Software systems and web application frameworks are tools designed to help create dynamic sites.

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Losing weight is difficult, which is why 95 percent of people gain back lost weight from dieting within a year and then some. Some of the simplest things can help you solve the most complex problems. For example, walking every day, cutting down on desserts, switching from soda to water, and parking further from work can have small effects on caloric balance- the difference between the calories you consume and the energy you expend. None of these practices will make you lean, but combining them can have a major impact on weight control. Everyone has heard it’s important to drink eight glasses of a day, but is there much urgency to meet that quota? What if drinking water helped burn fat? Encouraging people to drink more water is a simple way to promote weight loss. Drinking only one pint of cold water increases resting energy expenditure by 30 percent. Drinking cold water is even better because it takes calories to warm the fluid to body temperature. When the blood reaching the liver is diluted from drinking water, it ramps up the metabolism by stimulating the nerves to create a state of excitement. Israeli researchers tested the process in obese children around 10 years old. Early in the morning, after not drinking water overnight, the children drank a pint of ice water. Calorie burning increased by 25 percent for an hour. How big a difference is that? Not much admittedly, but it equals an extra five to 20 calories. Do that a few times a day and that could result in two to three pounds of weight loss in a year DOING NOTHING. Something for nothing is usually too good to be true, but this should motivate people seeking weight loss to drink the recommended amount of water- something they should be doing anyway. 1. Boschmann M, Steiniger J, et al. Water drinking induces thermogenesis through osmosensitive mechanisms. J Clin Endocrinol Metab, 2007;92:3334-7. 2. Dubnov-Raz D, Constantini NW, et al. Influence of water drinking on resting energy expenditure in overweight children. Int J Obes, 2011 Jul 12 [Epub ahead of print].

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The D&D campaign uses a wide variety of unfamiliar, archaic units of measure with which most players are unfamiliar. Units that are used in Alexis' World are defined and compared below, for the benefit of players in that world. These correspond to common measurements in the 17th century, the approximate time of Alexis' campaign as it relates to Earth's history. Therefore, these measurements are "imperial" in nature and not metric. Metric equivalents aren't given, since they would not exist in the minds of characters at the time; additionally, there is something to be said for requiring the player's minds to think in measuring objects in the same way that people did once upon a time. Units are divided according to what is measured. Mapmaking & Distances |Type||Diameter||Area||Population if density| is 60 persons per acre The huge expanse of the world is mapped in 20 mile hexes, which provides a convenient size for measuring steady travel by land or sea, transport distances and population density. Since a hexagon can be easily broken into groups of seven hexagons (with six one-third pieces around the edge), we can build a mapmaking process that progressively expands the game world, as shown in the diagram. Since each hex is subdivided by 3 hexes in diameter, and 9 hexes by area, the chart on the left indicates a set of "map sizes" that enables simple transference from one size to the next. The dimensions of each size of hex are given as a short-hand to describe each size of map. Although a "6-mile hex map" actually has hexes that are 6.667 miles across, the misnomer is easy to use than would be something more accurate. Six-mile hex maps are used to provide regional-sized maps, when depicting the provinces inside a large country, or when the country itself is comparatively small (less than 4,000 square miles). Two-mile hex maps are used to provide local details surrounding player lands and adventures. One 2-mile hex contains about 30 hides. Acre: describes land that is one chain in width and one furlong in length. This width equals the space required by eight furrows; the length equals the point when a pair of oxen need resting. It's therefore the best use of the oxen's strength, as the animals can be driven for a furlong, then turned at the maximum point (a difficult procedure) and brought in line at the same time they are effectively rested before driving the next furrow. Therefore, all plowed land was measured in strips of this dimension, as opposed to more squarish shapes that would require unnecessary turning of the owner's oxen. The acre also represents the total are that can be effectively plowed by one team of two oxen in the space of one day. Bovate: also called an oxgang or oxgait, an area of 15 acres, the practical amount of land that a single ox can plough in one season, in time to plant crops. Cottagers and poor villeins will have one bovate to work on, which typically they don't own and cannot dispose of freely. Carucate: also called a ploughgate, an area of 120 acres, or four virgates. The carucate's acreage describes the fertile land comprised by the allotment; an actual carucate may consist of many more acres (the number varies depending on the region) of land that is impractical to plough. This allotment can be usefully equated to certain definitions of a hide. Hide: a measure of value and tax assessment for freeholders who own land. Formerly, this tax included rendering food as tribute to members of nobility, but in the 17th century tax is usually paid in coin. In times of need, a hide may yet be required to supply a combatant to the nation's fyrd, or manpower for the army. Land taxes are typically 10-15% of the value of the land to be paid per year. A hide will consist of between 60 and 120 acres (two to four virgates), depending on the fertility of the soil, as the true measure is the production of approximately 1,620 bushels of grain yearly. Virgate: also a yardland or yard of land, an area of 30 acres, or 2 bovates. This is the practical amount of land that a pair of oxen can plough in one season, in time to plant crops. The term "yardland" is etymologically unrelated to the yard of land around a dwelling. Villeins will keep tilled land equal to a virgate, which they don't own and of which they cannot freely dispose. The Hundred is an association of 80 to 100 hides, commonly with a loose geographical grouping, consisting of between 40 and 100 square miles (including untilled land). Theoretically able to supply or support 100 men under arms (a "company"). Multiple companies are grouped together to form political "lathes," which are in turn subdivisions of "counties, each of unfixed sizes." Full-sized manor estates consist of land equal to a hundred (though many older manors are small through the sale of land to pay rents). The Knight's Fee is an area of land consisting of 5 hides, commonly made up of marginal ploughland with little waste and equally 600 to 640 acres, or one square mile. This area will be contiguous, but often snaking through a strategic valley or upon one side of a river upon a county or kingdom's border. In addition to the knight dwelling upon the land, an additional retinue of 25 equipped soldiers are supposed to keep their homes on the Fee. Area & Length Chain: a distance of 4 rods, 22 yards or 66 ft. A chain is the width that results from eight ploughed furrows. An acre for farming is ideally measured as 76 furrows side-by-side, with each furrow being one furlong in length (10 chains). The name comes from the use of metal chains that are 66 ft. long, carried by surveyors in their work. These chains are hooked to a three foot metal spike that is pounded into the ground, so that the chain can be pulled taut in measuring. Combat hex: a map-hex used on a battlemap, 5 ft. in diameter (21.7 sq.ft.). Foot (ft.): a distance of 12 inches, based upon the averaged foot length of 16 random adult males, as described by Jacob Köbel in the 16th century in his book, Geometrei. Furlong: a distance of 10 chains, 40 rods, 220 yards or 880 ft. Viewed widely as the furthest distance a team of oxen should plough a straight furrow before needing a rest, at which point the oxen are turned. Turning a team of oxen is hard, difficult work for the farmer. Therefore, the furrow describes the length of an acre, while a chain describes its with (one furlong by one chain equals one acre). The furlong is a popular unit of measure for horse and foot racing. Hand: the width of a human hand, typically 4 inches; the unit of measure is used most commonly to denote the height of horses, low walls and common agricultural structures. Inch (in.): the length of 3 barleycorns end-to-end; also approximately the average width of a labourer's thumb. 12 inches equals 1 foot. League: a distance of 3 nautical miles, though sometimes used to describe three miles on land. At sea, a league is 3.452 miles. The nautical measurement is commonly a comfortable distance an everyday human can walk in an hour. Mile: A distance of 1,760 yards or 5,280 feet. In area, a square mile equals 640 acres, the equivalent of about seven hides. Land is not officially measured in miles in the game world, but miles are always used to express road distances. A mile also describes a distance of 8 furlongs and 80 chains. Nautical mile: a distance used for maritime navigation and never on land. The nautical mile equals 6,076 feet. A Knot measures a speed of 1 nautical mile per hour; this number is derived by using a knotted rope, with knots separated by 47 feet, 3 inches, and a 30-second sand glass, in order to calculate a boat or ship's speed. Knots are also used to calculate wind speed at sea. Rod: a distance of 5½ yards or 16½ feet. Used as a measurement in farming; one acre is 4 by 40 rods (one chain by one furlong). Since long furrows reduce the need to turn a team of oxen, this was done only when the oxen needed to rest. Typically, a rod equals a width of 19 furrows. Square foot: a small area that's 1 foot by 1 foot (144 sq.in.). Square yard: an area 1 yard by 1 yard (9 sq.ft.). Standard as a cloth measure. Yard: a distance of 3 feet or 36 inches. Rarely used in common practice. Mass & Weight Carat: a measure equal to 4 grains. Not to be confused with the unit of purity of gold alloys, spelled "karat." The most common unit for measuring pearls and precious stones. A "paragon" is a flawless stone of at least 100 carats. Grain: a measure based on the weight of a single barleycorn, equivalent to 1⅓ grains of wheat. Used for medicines and sometimes by jewellers to measure pearls, diamonds and other precious stones. Dose: a measurement for poisons, gripcolle, epson salts and more. A dose will vary from 1 to 4 drams, depending on the medicinal or specialised substance. Dram: a measure equal to approximately 27⅓ grains, used for measuring coins and exacting metalwork for clock making, precision tools and detailed work like etching. A gold coin weighs 1.836 drams. Ounce (oz.): a measure equal to 16 drams or 437½ grains. Used to measure hundreds of different materials and foodstuffs. Pennyweight: a measure equal to 24 grains or 6 carats. Slightly less weight than the dram. Used only in the measure of precious metals. Jewellers, lapidaries and engravers prefer to use the pennyweight over the dram. A gold coin weighs 2.091 pennyweight. Pound (lb.): a measure equal to 16 ounces, 64 drams or 7,000 grains. The standard unit of weight for most heavy objects and for calculating encumbrance. Stone: a measure equal to 14 lbs. Used typically in merchant trading when measuring large amounts of raw materials such as wool, fibres, mineral ores and other cart and wagon loads. Live animals are often measured in stone; in some parts, persons will use the unit to give their own weight, rounded off to the nearest half-stone. The unit depicted in the image shows that it weighs 8 stone and 112 lbs. Ton: a measure equal to 2,000 lbs. Used for the measure of large capacities, loads and seagoing vessels. Not to be confused with "tun" — a measurement of volume. Volume & Containers Apothecary's pot: a contained usually made of earthenware pottery with a 3 fl.oz. capacity, used for paste and poisons. Features tiny feet and a clay lid that's tied in place or sealed with wax. Barrel: also called a hogshead, a container made of oak or comparable material, with a 63 gallon capacity. Includes bung and six iron hoops for strength. Used for brewing and carrying water. Basin: a container notable for use as a religious font, with a capacity of 32 fl.oz. Typically made of glass, stone or pottery. Bottle: variously sized glass container, but when used to store beer and other liquids it has a capacity of 12.7 fl.oz. Bottle, wine: strengthened glass bottle container used exclusively to store wine, with a 25.36 fl.oz. capacity. Bushel: a measure of dry volume equal to 4 pecks or 0.822 cub.ft. Bushels are indifferent to the weight of the material that's measured; a bushel of coal, for example, weighs much more than a bushel of wheat kernals. Cord: a measure of dry volume equal to 128 cub.ft. Used most commonly to measure firewood, where the logs are "racked and well-stowed." In space this is typically a woodpile 4 ft. high, 8 ft. long and 4 ft. deep. Cup: A measure used for cooking, equal to 8 fl.oz. or 64 fluid drams. Dry Gallon: a dry measure equal to about 8 lbs. of wheat grain; as a measure of volume, ⅛th of a bushel. Fluid Dram: distinct from a dry dram, a measure used to define the volume of medicines and powders, specially used by apothecaries. One dram equals a teaspoon, or ⅛th of a fluid ounce. Fluid Ounce (fl.oz.): distinct from a dry ounce, equal to 1 ounce weight of water, or 8 fluid drams. Customarily used when measuring liquids. Fishpot: a container usually made of ceramic, 2½ in. tall with a 3 in. diameter, with a 4 fl.oz. capacity. Sold with softwood lid for sealing closed with pitch or wax. Used for fish and very pungent substances. Flask: a narrow-necked container made of ceramic, 6 in. tall with 2½ in. diameter, with an 8 fl. oz. capacity. Used for lamp oil, magical potions and other liquids. Gallon: a measure equal to 2 pottles, 4 quarts, 8 pints or 160 fl.oz., used for measuring large amounts of liquid. 63 gallons equal a barrel. Dry Gallon: a dry measure equal to about 8 lbs. of wheat grain; as a measure of volume, ⅛th of a bushel. Gill: a container equal to 5 fl.oz. or 40 drams. A standard measure for small amounts of distilled spirits. A "nip" of spirits is ¼ of a gill, or 1¼ fl.oz. Gluepot: a container for soft pastes and resin, typically made of earthenware pottery, 3 in. tall with a 4 in. diameter, with an 8 fl.oz. capacity. Sold with a softwood lid for sealing with pitch or wax. Hogshead: see barrel. Inkwell: a container for ordinary or magical ink, a glass bottle 1 inch tall with a 2 in. diameter, with a 2 fl.oz. capacity. Sold with cork plug. Jack: a container equal to ½ gill or 2½ fluid ounces. Used to measure tiny bottles of medicine or spirits. Jar: variously sized glass container, though an apothecary's jar is typically 3 in. tall with a 3 in. diameter, with an 8 fl.oz. capacity. Includes cork lid (though a piece of cloth and tie string are often used). Jigger: a tavern-keeper's container, usually a wooden or metal cup, used to measure 1½ fl.oz. Jug: variously sized ceramic container, though most often with a capacity of 16 fl.oz. when provided by a tavern for additional liquids. Keg: a container with a 21 quart capacity, or 5 gallons plus one quart. Wooden with six narrow metal iron bands for strength, kegs are used for transporting water and beverages on the backs of animals. Peck: a dry measure equal to 2 dry gallons or ¼ bushel. Phial: a glass container with a 1 fl.oz. capacity, used for essential oils, acids, apothecaries ingredients and other precious contents. Pint: a measure equal to 4 gills or 20 fl.oz. Two pints make a quart. Popular for full steins of tavern beer. Pottle: a measure equal to 2 quarts, 4 pints or 80 fl.oz. Two pottles make a gallon. Tall containers called "pottle-jugs" are made of earthenware pottery or ceramic and are used to transport milk and sometimes wine. Quart: equal to 2 pints or 40 fl.oz. Two quarts make a gallon. Used to measure the capacity of cooking pots. Quart jugs made of earthenware pottery are typically used to store milk or cream in homes. Tun: a container used to brew or store enormous quantities of liquid, such as beer, wine, oil or honey, with a capacity of 4 barrels or 252 gallons. In some parts, three puncheons equal a tun. Vial: a glass container with 4 fl.oz. capacity, used for various apothecary's contents and often for holy water. See The Adventure

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Hebrew, the language of the scriptures venerated by both Jews and Christians, and one of the official languages of the State of Israel, is a Semitic language closely related to Aramaic and Arabic. It was originally the language of the Israelite tribes who, roughly at the beginning of the first millennium BCE, established a united kingdom in the area today occupied by the State of Israel and the Palestinian territories. The first inscriptions in Hebrew belong to the same period. Hebrew was originally written in a form of the Phoenician script, but under Achaemenid rule (576-330 BCE) it came to be written in the Aramaic script, in which the Hebrew Bible was later redacted and which continued to be associated with Hebrew and Jewish languages until the present day, apart from a brief revival of the original Palaeo-Hebrew script under the Maccabees (164 BCE to 63 BCE). The Samaritans, a religious community closely related to the Jews, also preserves their own version of the Hebrew Bible in a form of the original script. In addition to the Hebrew Bible, or Tanakh, Biblical Hebrew is also the language of many of the “Dead Sea Scrolls” discovered at Wadi Qumran. The earliest rabbinic literature was also composed in Hebrew during the period before it ceased to be spoken as a first language and was largely relegated to the religious sphere, around the second century of the Common Era. The Hebrew of these texts is known as Mishnaic Hebrew, after the earliest and most authoritative collection of oral law and interpretation surrounding the scriptures. Uniquely among the languages of the world, Hebrew was revived as a common language in the latter half of the 19th century and is today spoken as a first language by over five million people. The study of Hebrew has a respectable antiquity in America and at Rutgers more specifically. Many of the Puritan Fathers were learned Hebraists, and maintained journals and correspondence in Hebrew. The Hebrew Bible was a fundamental part of the core curriculum in America’s first colleges (alongside the study of the Greek and Latin Classics), and Hebrew continues to be the most commonly studied “Less Commonly Taught Language” (LCTL) in the United States. If you are interested in taking Hebrew at Rutgers, the Department of African, Middle Eastern, and South Asian Languages and Literatures currently offers Modern Hebrew through the advanced level and a year of Biblical Hebrew in cooperation with the Department of Jewish Studies.

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UF/IFAS Scientists Generating Recipe for Growing Vanilla in South Florida HOMESTEAD, Fla. – A tablespoon of vanilla goes a long way. As a key spice in baking, the intoxicating aromatic bean that reminds folks of delicious holiday desserts has a variety of uses throughout the year. As a bean, it is used to flavor foods and products from cakes to candles. As an extract, it is a basic ingredient in flavoring food, hot and cold beverages, even pharmaceutical medications. The extract provides benefits in cosmetics for its antioxidant properties, and in perfume and traditional craft markets for its scent. New developments in genetic research conducted by University of Florida scientists in Homestead, will give South Florida growers an opportunity to experiment with a large variety of vanilla bean species as early as February 2020. If all goes as planned, growers could find themselves starting a niche market that has been dominated by the Republic of Madagascar at a steep price. “We have generated a vanilla genome and diversity study looking at over 100 vanilla types. We currently have a collection of over 200 vanilla types from this preliminary research,” said Alan Chambers, an assistant professor of horticultural sciences at UF’s Institute of Food and Agricultural Sciences (IFAS) Tropical Research and Education Center. Vanilla seed capsules are commonly referred to as beans. The major commercial species is V. planifolia, with V. × tahitensis cultivated to a lesser extent. These are cultivated at a hefty price from the island country. Having one of the largest recorded collections in the world at UF/IFAS Tropical Research and Education Center has its benefits. During this phase of the research, it gives Chambers’ team including other faculty at the Center and growers a variety of beans from within the collection to choose from. Each species has been studied for its individual genetic composition, said Chamber. “We are working on characterizing each of the vanilla species and that takes time but it goes hand in hand with providing growers with the ability to choose what is right for them and their preferences in the taste and aroma,” said Chambers. “We hope to go from the “one vanilla fits all” model to offering specialty, niche, and ultimately exciting options for discerning growers and foodies.” Having this volume in a collection offers a large selection of vanilla tastes and aromatic variations at various points of the scale from subtle to potent. In turn, it opens doors to new uses giving way to a new agricultural crop that could fuel the Sunshine State’s economic engine, said Chambers. “For those interested in baking, we are working with natural vanilla extracts from five different types of vanilla,” added Chambers. These include the commercial types of V. planifolia, which is the typical extract purchased at a store. Then there is V. x tahitensis which is similar to V. planifolia but with anise flavor notes. Chambers explained the later has an essence that reminds him of egg nog or pizzelle type cookies. The V. pompona is a related species grown commercially on a limited scale in South America. They are also looking at hybrids with native species, some of which have marshmallow flavor notes. In other developments at the Tropical Research and Education Center, the vanilla growing at the Center produced its first flowers and beans this year. Chambers anticipates more flowering and beans during the first and second quarter of 2020 allowing for the opportunity to work with growers who are interested in starting a vanillery. In Chambers’ most recent publication with his team, Pamela Moon, Vovener de Verlands Edmond, and Elias Bassil, Vanilla Cultivation in Southern Florida is designed as a guide to local growers who wish to indulge in starting a vanillery as a secondary crop on their farms. Currently, the United States is the largest importer of vanilla beans from Madagascar that are further processed into vanilla extract. As a bean, it is the second most expensive and is the world’s most popular flavor. In Madagascar, where over 80% of vanilla is produced, the flowers require pollination by hand. The pods need several months to cure after harvesting that results in a process that is time-consuming and labor-intensive. Then there is vanilla bean theft and extreme weather conditions in Madagascar that also drive the price up for other countries who rely on the supply chain. Vanilla is native to Mexico, but deforestation there has greatly reduced its natural habitat. For these and other factors, vanilla is an expensive commodity – possibly until now. “Southern Florida’s hot, humid climate is suitable for vanilla cultivation,” said Chambers. “we look forward to the next phase of the research and working with growers at the start of 2020. By: Lourdes Rodriguez, 954-577-6363 office, 954-242-8439 mobile, email@example.com The mission of the University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) is to develop knowledge relevant to agricultural, human, and natural resources and to make that knowledge available to sustain and enhance the quality of human life. With more than a dozen research facilities, 67 county Extension offices, and award-winning students and faculty in the UF College of Agricultural and Life Sciences, UF/IFAS brings science-based solutions to the state’s agricultural and natural resources industries and all Florida residents.

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While AP courses are a strong indicator of college readiness, the most reported and greatest indicator is completion of algebra in middle school and advanced math in high school. Dr. Rodríguez’s analysis released by IDRA focused on calculus and found that calculus is not equally and fairly accessible in Texas public schools. Wealthier school districts have higher rates of students taking calculus. And school districts with higher proportions of students in families with low incomes have lower rates of students taking calculus. “This new research pushes the conversation about what equitable access to college readiness really looks like,” said Celina Moreno, J.D., IDRA President & CEO. “What is good for the children of the wealthiest districts in our state must be the expectation we set for all students and that requires strong standards and state investment.” The virtual symposium gathered education and community leaders along with a panel of experts who reflected on key themes and questions raised by the research. Panelists included Dr. Albert Cortez, retired IDRA Director of Policy and a national authority on school finance; Hon. Dr. Mary E. González, Texas State Representative and associate director for the Partnership for the Future of Learning; Lourdes Flores, executive director of ARISE Support Center that serves families in colonias in South Texas and a parent of three teens; Celina Moreno, J.D.; and Dr. Bricio Vasquez, IDRA education data scientist. Texas ranks 40th among U.S. states with just 58% of high school graduates going directly to college in 2018. In fact, 15% of Texas high schools don’t even offer Algebra II, which used to be a required course. But HB 5 in 2013 and the subsequent actions by the Texas State Board of Education changed that. Only about half of Texas high schools offer calculus, and only 3% of high school students take the course.

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