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Oil and gas production is very uneven in Canada with Alberta responsible for well above half of the country’s production of these fuels over the past 20 years, its share reaching 80 % in 2019. Saskatchewan and Newfoundland and Labrador have extracted most of the rest of crude oil (Table 2.6), while British Columbia has accounted for most of the natural gas production outside of Alberta (Table 2.7).
Alberta’s oil production has more than doubled over the period, outpacing by far the production growth in other provinces. The situation is different for natural gas, where a decrease in Alberta’s production was offset by British Columbia’s more than doubling its production, which went up to represent 27 % of Canada’s in 2019.
Some 85% of coal production takes place in Alberta and British Columbia (NRCAN 2021), although confidentiality issues prevent a more detailed breakdown. Natural gas liquids are primarily produced in Alberta and Ontario.
Table 2.6 – Crude oil production, by province (PJ) #
Table 2.7 – Natural gas production, by province (PJ) #
Provinces also show major variations in their electricity profiles (Figure 2.4). For instance, while hydroelectricity production dominates nationally, coal-fired generation is still important in a handful of provinces (Alberta, Saskatchewan, Nova Scotia and New Brunswick). At least some natural gas is used for electricity generation in all the provinces except Prince Edward Island, although the quantity of the electricity thus generated varies widely, ranging from 17 GWh in Manitoba to 38,930 GWh in Alberta. Furthermore, despite providing 15% of national electricity, nuclear power plants are in operation only in Ontario and New Brunswick.
Figure 2.5 – Provincial electricity generation by source (2019) #
Looking at interprovincial and international trade (Table 2.8), it appears that exports from Labrador to Quebec constitute the single largest provincial exchange, associated with the long-term contract on Churchill Falls. Quebec also makes the next largest interprovincial deliveries, mainly to Ontario and New Brunswick. As well, Quebec and Ontario export a large quantity of their production to the U.S., while British Columbia (and, to a lesser extent, Alberta) also trade significant quantities with northwestern U.S. jurisdictions. Relative to their size, Newfoundland and Labrador and New Brunswick are also important net exporters to the U.S.
Table 2.8 – Electricity, interprovincial transfers and U.S. trade (2019) #
It is also worth noting that while electricity exports to the United States were similar in 2019 and 2018, they fell by 15% between 2017 and 2018, after a temporary spike in 2016 and 2017. Changes in export levels from Manitoba and British Columbia account for most of this decrease.
Some provinces’ large share of non-emitting generation capacity makes exports attractive to neighbouring jurisdictions wishing to rapidly decarbonize their electricity sector. This is especially the case for Minnesota (importing from Manitoba) and the New England states and New York for the central and eastern provinces. Hydro-Quebec, the province’s public monopoly, has been the most active in developing these opportunities, securing an export contract with Massachusetts, as well as negotiating with New York. However, additional transmission lines are necessary for these expansions, which continue to face public opposition. | <urn:uuid:b73cf82f-42d1-4f2c-8912-139a06611586> | {
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Poor bees. Not only do they have problems with Colony Collapse Disorder and pollutants affecting the quality and color of their honey, they also have to worry about coming into contact with a barrage of pesticides on their flights for food. A new paper published in the scientific journal Nature has shown that foraging bumblebees exposed to the chemicals are twice as likely to die than those not exposed, and are only half as efficient in collecting food.
A study published this month in Nature has found that pesticide exposure severely affects the health of individual and colony-level traits in bees. Widespread use of chemicals in agriculture means that bees come into regular contact with toxins, killing or weakening the insects. Most of the current tests designed to measure the health of bee populations have been shown to be problematic in a couple of ways. First, they primarily focus on honeybee populations and not bumblebees, who are much larger in size and live in colonies of dozens instead of hundreds. Important crops, such as tomatoes, rely solely on bumblebees for pollination.
Additionally, many tests only require 96 hours of exposure. The study lead by a research team from the University of London collected data over a period of three weeks, and found far more damaging evidence of pesticide exposure. “If we had done our study for just 96 hours, our conclusions would have been very different,” says Nigel Raine, one of the paper’s contributors. Pesticides are also only scrutinized individually, not in combination where they can accumulate and do the most harm.
The UK study of the insects also finds that previous reports have neglected important differences between honeybees and bumblebees, that there has been lack of adequate time spent investigating the problems, and that the government has a woeful lack of regulation to help preserve the health of such an important pollinator.
Currently, the UK is reviewing the issue with a formal parliamentary investigation and call for evidence that is open until on November 2. In a country that has a history of weak pesticide regulation, we can only hope that this new information helps to sway the government into lending a helping hand to to an insect that is so closely tied to our collective food security.
Via The Daily Mail
Images via Wikimedia Commons | <urn:uuid:bbaf6b82-1123-4d4c-b47e-327bce4c56cc> | {
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Maps of the world are all WRONG except this one, renowned scientist claims
A Met Office scientist has compiled the map using official data – and the US and Russia appear much smaller.
According to Neil R Kaye's map, Africa is three times the size of the two countries in the two-dimensional representation, while Scandinavia is dwarfed by India.
The current most common map of the world is the Mercator projection which was created in 1596 to help sailors navigate – but there are some discrepancies with the map.
According to Mercator, Greenland and Africa appear roughly the same size, while Alaska seems larger than the US and Antarctica also seems much larger than all the continents.
However, in the map by Mr Kaye – a climate data scientist at Met Office – countries near the northern hemisphere appear smaller than previous representations.
The map was created by inputting Met Office data into Ggplot, a data visualisation package for statistical programming, Mr Kaye said.
He said he then used a stereographic projection – a particular mapping that projects a sphere onto a plane – centred at the latitude and longitude at the centre of each country to create the final map.
On Twitter Mr Kaye said: "Each country is projected to the spherical projection and placed at the centre of where it appears in the Natural Earth projection."
"There was then some manual tweaking of countries that are closer to the poles."
On the mosaic map, Greenland appears much smaller than Africa while Scandinavia's landmass is also considerably smaller than India.
Antarctica also appears to be slightly larger than Australia – a complete contrast to previous demonstrations.
Source: Read Full Article | <urn:uuid:b73a4263-b89f-4eb7-aa17-6413ac40b028> | {
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Pulmonology is considered a branch of internal medicine, and is related to intensive care medicine. Pulmonology often involves managing patients who need life support and mechanical ventilation.
Pulmonary diseases may be caused by Infection, by Smoking Tobacco, or by breathing in secondhand tobacco smoke, Radon, Asbestos, or other forms of Air Pollution
Symptoms that can indicate Pulmonology Diseases :-
- Chest pain or tightness
- Shortness of breath (dyspnea)
- Sleep apnea symptoms, like extreme tiredness or loud snoring
- A cough that doesn’t improve over time (chronic cough) | <urn:uuid:5b410baf-d078-4ce4-8b71-3247fb806f93> | {
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West Nile virus (WNV) spread by mosquitoes remains a potential threat in Wyoming as warmer weather arrives across the state, says the Wyoming Department of Health.
“West Nile virus can sometimes cause serious illness,” said Emily Thorp, surveillance epidemiologist with the Wyoming Department of Health. “Because mosquitoes spread the virus by feeding on infected birds and then biting people, other birds and animals, preventing mosquito breeding and avoiding bites are important.”
Last year was an active WNV season in several states. Texas was particularly hard hit with 844 reported human cases and 89 deaths. In Wyoming last year, seven human WNV cases were reported. Since WNV first appeared in Wyoming in 2002, the annual numbers of reported human cases have ranged from two with no deaths to 393 and nine deaths.
Thorp recommended the “5 D’s” of prevention:
1) DAWN and 2) DUSK - Most mosquito species prefer to feed at dawn or dusk, so avoid spending time outside during these times.
3) DRESS - Wear shoes, socks, long pants and a long-sleeved shirt outdoors or when mosquitoes are most active. Clothing should be light-colored and made of tightly woven materials.
4) DRAIN - Mosquitoes breed in shallow, stagnant water. Reduce the amount of standing water by draining and/or removing it.
5) DEET - Use an insect repellent containing DEET (N, N-diethyl-m-toluamide). When using DEET, be sure to read and follow the label instructions. Other insect repellents such as Picaridin (KBR 3023) or oil of lemon eucalyptus can also be effective.
Steps recommended for property owners to reduce mosquito breeding grounds:
• Use smart landscaping to eliminate standing water.
• Repair failed septic tanks.
• Dispose of containers that collect water such as tin cans, ceramic pots or plastic containers.
• Remove or discard old tires.
• If you cannot dispose of old tires, drill holes to allow water to drain.
• For containers such as bird baths or troughs, replace water at least once a week.
• Repair leaky water pipes and outdoor faucets.
• Ensure roof gutters drain properly.
• Turn over plastic wading pools and wheelbarrows when not in use.
• Cover trash containers.
• Aerate ornamental ponds or stock with predatory fish.
• Clean and chlorinate outdoor swimming pools even when not in use.
• Keep drains, ditches and culverts free of grass clippings, weeds, and trash.
• Remove vegetation and debris from ornamental pond edges.
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A mere 5 centuries ago, which is one-quarter of one percent of the time we humans have been around as a species, humanity was just emerging from the Dark Ages. That was a time of incredible ignorance, superstition, disease and depravity. Fewer than 5% of the population in Europe were literate. The world was on the brink of the Renaissance and about to be catapulted into a new state of knowledge by minds like Isaac Newton’s and inventions such as the printing press and the industrial revolution. In 1500, most farmers were tilling their fields with pick axes. By the 1840’s with the inventions of the railroad, the steel plow and the telegraph, knowledge and living conditions for the common man had been revolutionized. Now we live in the digital age with creature comforts heretofore undreamed of, and we are safe at last.
Or maybe not.
Despite all the progress man has made in 25 generations natural events still occur that surprise, shock and overwhelm us. Once a disaster has passed it is human nature to relax and feel that science and modern technology will protect us, but it would be arrogant to assume that. Surprises happen, just like the T-shirt predicts. Sh– Happens! Here’s a list of some of the unpredictable doozies:
- 40,000 years ago. Barringer Arizona meteoroid – a nickel-iron bolide, only about 160 feet in diameter, made a hole 170 feet deep and ¾ mile in diameter. No humans were around to witness the impact.
- 400 years ago. Death by white-man’s diseases of 14 million native-Americans. Using an estimate of approximately 50 million people in 1492 (including 25 million in the Aztec Empire and 12 million in the Inca Empire) the lowest estimates give a death toll due from disease of an astonishing 80% by the end of the 16th century (8 million people in 1650). Link HERE.
- 1348. Black Death. About half the world’s population dies, between 75 and 100 million.
- 1812. New Madrid (Missouri) earthquake, force 9 – the Mississippi ran backwards.
- 1883. Krakatoa – volcanic explosion with the power of 13,000 Hiroshima fusion bombs, created “the year without a summer” due to volcanic ash that blocked the sun worldwide.
- 1906. San Francisco earthquake – 3,000 dead and a city destroyed, prominent not for size but for its location.
- 1908. Tunguska – another meteoroid air-burst over Siberia in 1908 with the force of 1,000 Hiroshima fusion bombs.
- 1918. Flu Pandemic, during which about 50 million people died worldwide.
- 2004. Tsunami (Indian Ocean) – killed 230,000 people in 14 countries
- 2010. Haiti earthquake – 230,000 people killed, 1,000,000 homeless, effects ongoing.
- 2010. Icelandic volcano eruption – ongoing, air travel disrupted, severity and duration unknown.
- 2010. Gulf of Mexico oil spill – the worst ecological disaster in history, ongoing.
What else can happen? The short answer is, damn near anything. In its June 2010 issue Scientific American (SA) magazine featured a speculative article musing about “12 Events That Will Change Everything, And Not In Ways That You Think”. Among the events given a 50-50 chance or better to happen by the editors are:
- Cloning of a human (about 70% likely)
- Proof of extra dimensions (about 50% likely)
- Creation of Life (almost certain)
- Room-temperature superconductors (about 50% likely)
- Machine self-awareness (about 70% likely)
- Polar meltdown (about 70% likely)
- Pacific earthquake (almost certain)
- Deadly pandemic (about 50% likely)
Interestingly, between the time SA approved the item on “Creation of Life” and its publication, the event actually happened. See the link HERE.
Who knows what other surprises are waiting for us. Some interesting research is being done in a number of fields. One of these is geology. Scientists recently discovered a hitherto unknown form of magnesium silicate in the earth’s mantle that explains puzzling anomalies. It is interesting that man has never actually sampled the liquid mantle material – so far, we can’t drill that deep. All the evidence is from acoustic analysis.
It has been for less than 60 years that we have understood the principles of plate tectonics that account for both biological and geological evolution. Much of the oceans’ bottoms remain unexplored, despite Robert Ballard’s efforts, and the effects of events such as the Deep Horizon BP Oil Spill on the ocean’s health are poorly understood.
Even our sun is less well understood than we thought. See this link HERE.
One thing that could happen is the eruption of a super volcano represented by the caldera at Yellowstone, which is the largest on Earth. How often do volcanic eruptions occur at Yellowstone? Three extremely large explosive eruptions have occurred at Yellowstone in the past 2.1 million years with a recurrence interval of about 600,000 to 800,000 years. More frequent eruptions of basalt and rhyolite aver flows have occurred before and after the large caldera-forming events. For example, scientists have identified at least 27 different rhyolite lava flows that erupted after the most recent caldera eruptions, about 640,000 years ago, from vents inside the caldera. The most recent was about 70,000 years ago. Because the evidence of earlier eruptions may have been either buried or destroyed, we do not really know how often the volcano has actually erupted. For more, see this link HERE.
There are obviously lots of things we still don’t understand about nature, and it would be nice to avoid all the surprises we can, so I leave you, dear reader, with this thought and question. Consider the International Space Station. Manned space travel is glamorous and has captured the public imagination, but what has it accomplished? We know a lot more about the ability of humans to survive in weightlessness and the increased radiation in space and most of it is depressing. Space manufacturing never materialized. The main findings are that in zero gravity, bones lose calcium at an alarming rate and muscles atrophy rapidly. The plumbing still doesn’t work well and you can’t call Roto-Rooter. We have spent a total of about $150,000,000,000 (that’s $150 billion) on the International Space Station thus far and there is no decrease in sight for “manned space flight”.
Since interstellar manned flight is impossible, and since Mars and Venus are known to be uninhabitable, is America spending its science money wisely, or are there other things we have a greater need to know?
You be the judge. You are the voter. | <urn:uuid:dfdb7466-a9b6-4796-ba9e-c66fe1acf73b> | {
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Emerging issue: New invasive tick species
After first being detected on an Icelandic sheep on August 1, 2017, in Hunterdon County, New Jersey, the longhorned tick has now been found (as of July 21, 2021) in 16 states in the U.S. It is already known to occur in Hawaii and other Pacific island nations. The longhorned tick (Haemaphysalis longicornis) [Fig. 1] is now considered the likely vector of Theileria orientalis Ikeda genotype protozoan parasite of cattle in Virginia and West Virginia (VMCVM, 2021). Both the parasite (Theileria orientalis Ikeda genotype protozoan) and the vector (Haemaphysalis longicornis tick) are brand new records for cattle in these states. The mortality rate for theileriosis in infected cattle can vary from three to nearly 90 percent; Theileria orientalis Ikeda genotype is not considered harmful to humans (VMCVM, 2021).
Longhorned ticks can multiply very fast [Fig. 2] by cloning themselves and can cause exsanguination (severe loss of blood) if allowed to multiply unabated in infested animal hosts. They are capable of reducing milk production in dairy cattle by up to 25 percent. Cattle, swine, poultry, companion animals, and humans are in the host range of longhorned ticks.
Current distribution in the U.S. (as of July 21, 2021)
Arkansas, Connecticut, Delaware, Hawaii, Kentucky, Maryland, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina, Tennessee, Virginia, and West Virginia.
Winter survivalLonghorned ticks are expected to survive U.S. winters based on where they have been found so far in the mainland. Pastured livestock may be at risk of infestation even in the northern states where ticks had not been a significant ectoparasite.
Known hostsHumans, cattle, sheep, goats, pigs, chickens, cats, dogs, rodents, birds, and many wildlife animal species.
Parthenogenesis and life cycleLonghorned ticks multiply by a process called parthenogenesis. A female longhorned tick can produce exact copies of itself (clones) by laying thousands of eggs that hatch and develop into ticks without being fertilized by a male tick. Ticks belonging to the Genus Haemaphysalis are so-called three-host ticks. Their general life cycle is as follows: its tick egg will hatch into a larva, crawl around vegetation, latch onto its first host, feed on the host for about a week, detach from the host once fully engorged with blood and lymph, then molt into a nymph [Fig. 1] on the ground. This nymphal tick will crawl around vegetation, latch onto its second host, feed on blood and lymph for about a week, detach from the second host, then molt into an adult female tick [Fig. 1]. This adult female tick will crawl around vegetation, latch onto its third host, feed for about a week, detach from the host, then start laying eggs in suitable areas on the ground. An adult female longhorned tick can produce about 2,000 eggs in two to three weeks. Without the presence of suitable hosts, tick larvae can survive on the ground and vegetation unfed for 217 days, nymphs for 263 days, and adult females for 249 days.
The mortality rate for theileriosis in infected cattle can vary from three to nearly 90 percent; Theileria orientalis Ikeda genotype is not considered harmful to humans (VMCVM, 2021).
Oil-based [Table 3] and water-based [Table 2] on-animal sprays may be able to effectively control longhorned ticks on cattle and horses.
Although effective against ticks on cattle, endectocides (anthelmintic or deworming products containing the active ingredient doramectin, eprinomectin, ivermectin, or moxidectin) [Table 1, pages 48-49] are currently not labeled for use against ticks on cattle in the U.S. (Davey et al., 2005).
Consult with your veterinarian and MWI Animal Health representatives before using endectocides on your cattle. Prior to using any product mentioned in this article, carefully read and follow all available instructions, warnings, and safety information made available by the product’s manufacturer.
Endectocides are systemic anthelmintics (dewormers) belonging to the macrocyclic lactone group that are also labeled for use against cattle grubs, blood-feeding lice, mange mites, horn flies, and other parasites of cattle. | <urn:uuid:b6ebe70d-d8ad-44e8-9491-4f4e2bcb8999> | {
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What river does the Snake River flow into?
The Snake River rises in western Wyoming, then flows through the Snake River Plain of southern Idaho, the rugged Hells Canyon on the Oregon–Idaho border and the rolling Palouse Hills of Washington, emptying into the Columbia River at the Tri-Cities, Washington.
Does the Snake River join the Columbia River?
The Snake River originates in Wyoming and arcs across southern Idaho before turning north along the Idaho-Oregon border. The river then enters Washington and flows west to the Columbia River. It is the Columbia’s largest tributary, an important source of irrigation water for potatoes, sugar beets, and other crops.
Where does Snake River originate?
What states does the Snake River Flow Thru?
The Snake River flowing through Hagerman Fossil Beds National Monument, southern Idaho. Runoff from the states of Wyoming, Utah, Nevada, Idaho, Oregon, and Washington combines in the Snake, which has a drainage basin of some 109,000 square miles (282,000 square km).
Where does the Snake River start and end?
The Snake River is a major tributary of the Columbia River and has its headwaters just inside Yellowstone on the Two Ocean Plateau. Various stretches of this important river have had at least 15 different names.
Is the Snake River a tributary of the Columbia River?
Most of the Snake River watershed lies between the Rocky Mountains on the east and the Columbia Plateau on the northwest. The largest tributary of the Columbia River, the Snake River watershed makes up about 41% of the entire Columbia River Basin. Its average discharge at the mouth constitutes 31% of the Columbia’s flow at that point.
How big is the Snake River in miles?
At 1,078 miles long, and with an average discharge over 54,000 cubic feet per second, the Snake River is the largest tributary of the Columbia River and one of our nation’s greatest hydrologic resources.
Where does the Snake River drain into the Pacific Ocean?
The Snake River watershed is bounded by several other major North American watersheds, which drain both to the Atlantic or the Pacific, or into endorheic basins. On the southwest side a divide separates the Snake watershed from Oregon’s Harney Basin, which is endorheic.
What river does the snake and Clearwater River flow into?
For other rivers called Clearwater, see Clearwater River. The Clearwater River is in the northwestern United States, in north central Idaho. Its length is 74.8 miles (120.4 km), it flows westward from the Bitterroot Mountains along the Idaho- Montana border, and joins the Snake River at Lewiston.
Where is the Snake flows?
The Snake River begins its journey from the western side of the state of Wyoming and flows across the Snake River Plain in the southern part of Idaho . The river then flows along the Oregon-Idaho border before entering the state of Washington and finally pouring its water into the Columbia River at the Tri-Cities.
What is the South Fork of the Snake River?
The South Fork of the Snake River flows for 66 miles across southeastern Idaho, through high mountain valleys, rugged canyons, and broad flood plains to its confluence with the Henrys Fork of the Snake near the Menan Buttes . It flows northwest from Palisades Dam in Swan Valley.
What is the route of the Snake River?
In southern Idaho the river flows through the broad Snake River Plain. Along the Idaho-Oregon border, the river flows through Hells Canyon, part of a larger physiographic region called the Columbia River Plateau . Through this, the Snake River flows through Washington to its confluence with the Columbia River .
Does the Snake River flow north?
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What Is Compartment Syndrome?
In many parts of the body, muscles (along with the nerves and blood vessels that run alongside and through them) are enclosed in a "compartment" formed of a tough membrane called fascia. When muscles become swollen, they can fill the compartment to capacity, causing interference with nerves and blood vessels as well as damage to the muscles themselves. The resulting painful condition is referred to as compartment syndrome.
Acute Compartment Syndrome
Compartment syndrome may be caused by a one-time traumatic injury (acute compartment syndrome), such as:
Chronic Exertional Compartment Syndrome
Compartment syndrome may also be caused by ongoing overuse (chronic exertional compartment syndrome), which may occur, for example, in long-distance running. | <urn:uuid:082171f1-816a-44ae-85b0-364f169251be> | {
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Families are identified by the communities in which they live. Each community consists of large extended families tied together by marriages. The oldest adult often heads these families. Decisions were made by the oldest members of the family. And in times of crisis, these elders came together to make decisions for the tribe as a whole. Intra-tribal marriages strengthened ties between families and communities. The 1987 Lumbee Petition described Lumbee communities as follows:
[They] were linked together by their extensive kinship ties, church affiliations, their sense of themselves as Indians, and their control of their educational system, all of which served as a mechanism for defining tribal membership and maintaining tribal boundaries.
Communities are basically self-governing. One form of self-governance in the early 1900's was exhibited by a fraternal organization known as the Red Men's Lodge. By 1914, there were lodges in Prospect, Magnolia, Pembroke, Saddletree, Oxendine, and Union Chapel. Lodge members maintained social order, carried out ceremonies, marched in parades, and conducted funerals. The 1987 Lumbee Petition states that, "[w]ith so many prominent leaders it is easy to understand how the lodges could maintain order and, at the same time, protect the tribal members from organized violence from whites in the area".
Present-day tribal districts preserve longstanding community boundaries. | <urn:uuid:3d0a35d2-a303-4432-b7be-2f8a9dba4a63> | {
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Student Evaluations - Deep Comprehension Questions - iPads in the Classroom | Ed Buzz 2016-2-16
Feb 16, 2016
This teacher uses student evaluations for himself. See what he learned and how he used it to improve the success of his students.
Questioning That Deepens Comprehension
Scaffold students' thinking about complex texts by asking what the text says, how it works, what it means, and what it inspires them to do.
Help students gain a deeper understand of reading passages by using 4 very simple questions.
What Does Research Really Say About iPads in the Classroom?
Two educators put the research to the test. When (and how) are iPads in the classroom most effective?
Do iPads make a difference? This article takes a look at research that has been conducted. Find out if iPads really improve student engagement.
About The Author
Please add your bio info through your member profile page, or through your dashboard. | <urn:uuid:176b985f-c55c-4d21-b20b-89a090898225> | {
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Composite materials are heterogeneous or multi phase materials obtained by combination of different materials having different individual properties in order to get a desired material property. The properties of composite are different from the parent materials. The main aim of composite is to obtain a superior property than the parent elements. They have one or more discontinuous phase called reinforcement, which has a light weight structural composition obtained by continuous embedding of carbon fibre in one or more orientations in a polymer matrix. it is among the classification of engineering materials
The function of the fibre is to provide strength and stiffness while the polymer serves as a binder. Carbon fibre reinforced polymer (CFRP) composites are stiffer and stronger when compared fibre reinforced materials. Carbon fibre reinforced polymer is applied in aircraft and air space construction as well as high technology sporting equipment. An example of carbon fibre reinforced polymer is the concrete which is obtained by combining cement, sand and gravel.
In general, composite are classified according to their matrix materials. They include:
- Polymeric matrix composite (PMC)
- Metal matrix composite (MMC)
- Ceramics matrix composite (CMC)
- Carbon- Carbon composite (CCC)
Organic matrix composite: this is comprises of carbon-carbon composite and polymeric matrix composite. They occur naturally and the most common due to it’s low cost of production. Examples are wood and bones. Organic composite by geometry consist of either fibre reinforcement composite or particle reinforced composite.
Organic matrix composites are classified into two; thermoplastic and thermostat.
- Thermoplastic are commercial fibres such as graphite, aromatic fibres and carbon. They lose strength at high temperatures due to the nature of their bond energy and have good mechanical advantages. Examples are; nylon, polystyrene, polythene.
- Thermo-set is mostly applied in automobiles and defense systems. They include; epoxy, phenolic, resin and polyesters. They are environmentally stable.
Metal matrix composite (MMC): these are combination of metal and ceramic materials such as cemented carbide and many more. The properties of MMC include; fracture toughness, high strength, stiffness but has high weight. They are stable at corrosive environments. Metal matrix composite consist of non metallic reinforcement incorporated into metallic phase structure. Examples include; Titanium, copper, aluminum and supper alloys.
Ceramic matrix composite: these are advance materials, their structures consist of metallic and non metallic reinforcement into a ceramic matrix. They are used in high temperature structures such as furnace. They have good corrosive resistance, high melting point and high compressive strength.
Merits of composite
- They have high fatigue life
- They have high stiffness
- Good wear resistance
- Good corrosive resistance
- Improved quality material
Demerits of composite
- The manufacturing process of composite is relatively slow and wastes time
- They are expensive
- read more | <urn:uuid:bbc50250-2cef-4eee-9f1b-14986d0d0c5e> | {
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Multiplication and Division to 5
Books for Students
Clarion Books, 1985.
Students investigate pairs, groups, and multiplication by two.
Anno's Magic Seed
Illustrating the concept of multiplication, this story shows the expanding nature of plants year after year. Suggested as one means of explaining multiplication.
Cooking the Chinese Way
The Lerner Group, 1982.
This recipe collection describes the history, background, and ingredients of Asian
dishes as well as how to prepare each dish.
Times Tables the Fun Way: A Picture Method of Learning the Multiplication Facts
Key Publishers, 1995.
Multiplication facts are represented as part of a mini-story of cartoon characters. Good for individual review and practice.
Too Many Kangaroo Things to Do
Stuart J. Murphy and Kevin O'Malley
The story engages readers while developing skills in multiplication, problem solving, and equation building.
Two Ways to Count to Ten: A Liberian Folktale
Henry Holt, 1988.
This retelling of a traditional Liberian folktale highlights counting by twos, and relates to multiplication facts with two. Nice read-aloud.
One Two, One Pair!
Photographs of winter objects depicting pairs can be used to discuss patterns and to illustrate multiplication facts.
Books for Families
Raps & Rhymes in Math
Ann Baker and Johnny Baker
When families share this collection of traditional and modern rhymes, riddles, and stories based on mathematics concepts, they realize that mathematics is not always formal instruction.
2 x 2 = Boo!
Holiday House, 1996.
Parents and children will have fun reading these multiplication stories featuring detective, Mrs. Murphy.
Times Table Tape
Doris Kindersley Family Library
Children chant along happily as they listen to the rhythms in these songs that teach the multiplication facts.
Reference Books for Teachers
How to Teach Mathematics Using a Calculator: Activities for Elementary and Middle School
Teachers learn how to use the calculator as an instructional tool to assist in the development of concepts, higher-level thinking skills, and problem solving.
Estimation and Mental Computation
Harold L. Schoen
This collection of articles supports estimation in various domains and emphasizes that estimating in a particular content area depends upon the understanding of mathematical concepts in that content area.
Math World Literature
Anno's Mysterious Multiplying Jar
Philomel Books, 1983
Counting on Frank
Gareth Stevens, 1991
Each Oarnge Has 8 Slices
Paul Giganti Jr.
Greenwillow Books, 1992
One Hundred Hungry Ants
Houghton Mifflin, 1993
Simon and Schuster, 1991
Mathematics Center |
Math Central |
Education Place |
Copyright © 1998 Houghton Mifflin Company. All Rights Reserved.
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Presentation on theme: "Wisconsin’s New Kindergarten Screener A training for the administration and scoring of the Phonological Awareness Literacy Screener."— Presentation transcript:
Wisconsin’s New Kindergarten Screener A training for the administration and scoring of the Phonological Awareness Literacy Screener
PALS Background Wisconsin Act 166 requires that an early literacy screener be administered to all kindergarten students beginning in 2012-13 DPI was charged with selecting a screener that met these criteria: ▫Is valid and reliable ▫Assesses phonemic awareness and letter sound knowledge PALS was selected to provide educators with helpful information to guide instruction
Kindergarten Screener Fall window October 15 ---- November 9 (data due Nov. 21) Winter window (optional) January 7 ---- February 1 (data due Feb. 15) Spring window April 29 ---- May 24 (data due June 7)
The link between PALS subtests and reading achievement The following four core literacy skills are most predictive of reading achievement (Justice, 2002) Phonological awareness or the ability to identify and manipulate sounds Alphabet knowledge Concept of word Letter naming and letter sounds
PALS Connections to Wisconsin Initiatives Common Core Standards in English Language Arts and Wisconsin Model Early Learning Standards Response to Intervention
PALS Connections to the Standards The PALS subtests are representative of the understandings, knowledge and skills identified in the: ▫ Reading Foundational Skills – Common Core State Standards in English Language Arts (CCSS) ▫ Early Literacy Standards - Wisconsin Model Early Learning Standards (WMELS)
Reading Standards: Foundational Skills for Kindergarten Print Concepts Phonological Awareness Phonics and Word Recognition Fluency
Wisconsin Model Early Learning Standards: Early Literacy Developmental Domain: Language Development and Communication Performance Standards Develops alphabetic awareness (C.EL.2) Develops phonological awareness (C.EL.3a) Develops phonemic awareness (C.EL.3b) Demonstrates the use of strategies to read words (C.EL.4)
PALS Connections to Response to Intervention (RtI) PALS meets the definition of a universal screener within an RtI framework: – A screener is an assessment given as one part of the screening process to establish a baseline from which students are beginning and to align the instructional starting point to student need. – Universal screening data can be examined to determine if a change in core curriculum and instruction is needed. – Data from the universal screening process are used to make decisions about interventions and additional challenges.
PALS and Response to Intervention Collaboration High Quality Instruction Balanced Assessment Culturally Responsive Practices
PALS Implications for School Literacy Teams and Data Teams Review data as a team (principals, classroom teachers, reading specialists and reading teachers, special education teachers, ELL teachers, school psychologists, speech and language teachers) following the fall and spring administration Develop a plan for progress monitoring for students with areas of deficit or strength Share PALS assessment information regularly
Think-Pair-Share Discuss with a partner how you see PALS fitting into your current instruction and assessment plan at the kindergarten level.
Other Parent Communication Hints Plan to share results from the fall administration at parent-teacher conferences On-line module is being prepared that will assist teachers with interpreting student results
Other PALS Resources PALS Quick Checks Used to monitor student progress on targeted literacy skill acquisition areas and gauge response to instruction and/or intervention Available in the areas of: ▫Alphabet Recognition ▫Letter Sounds ▫Beginning Sound Production ▫Concept of Word ▫K Spelling
PALS Quick Checks Recommended to be administered only once every two weeks Available as PDF files through the Online Score Entry and Reporting System account
Additional PALS Professional Development and Support Using PALS to Drive Instruction module Online instructional strategies and lesson plans Early Literacy Courses for teachers (Optional)
PALS Summary Things to Remember View the 6 fifteen-minute professional development modules by October 1 Share the Parent brochure prior to the fall administration Administer PALS in the fall and spring Fall Administration Window: Oct. 15-Nov. 9 Spring Administration Window: April 29-May 24 ***choose a consecutive two week window within these administration windows.
PALS Resources and Support PALS Wisconsin Resource Center http://www.palswisconsin.info/ PALS Toll-Free Hotline for District Assessment Coordinators: (888)728-7257) PALS E-Mail Hotline for all teachers and District Assessment Coordinators: firstname.lastname@example.org@palshelp.com | <urn:uuid:c9058b66-8150-413e-ab48-4a2c41b12397> | {
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Play versatility and multi-functionality welcomes the older children and teenagers in Asterope! Hours and days of climbing, spinning, balancing, swaying - all in a transparent universe that allows for interaction with peers through, in and out the structure. The many, moving socialising or break points contributes to the repeated attraction of the piece. The climbing, bouncing, spinning, gliding and rocking activities vastly train motor skills ABC: Agility, Balance and Coordination. Muscles are strengthened from climbing and holding onto spinners. Cardio is encouraged when running or pushing and pulling friends on the spinner. Bone density is trained when jumping off banister bars. Social-emotional skills are developed by the many turn-taking and socializing activities. The logical thinking is stimulated on the spinning items. Play on! | <urn:uuid:7b6ef06b-a32e-411f-89e6-b4930d73a9e8> | {
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The weather is more agreeable now to get outside. Parents and educators can find so many ways for children to learn from the variety of resources available in New Hampshire. The state is filled with so many amazing creatures, plants and spectacular views to inspire creativity, wonder and joy. All you need to do is open the door.
Nature Can Teach Us
Beth Penney is a science teacher at Amherst Middle School. When Beth isn’t teaching, she can be found working on the slopes at Crotched Mountain as a ski patroller, gardening or hiking mountain trails. Beth likes how nature challenges us.
“A person can’t help but learn when they’re outside,” Penney says. “There is always something new or something that’s changed. We have to ask questions, solve problems and think creatively to figure out what we are seeing, hearing, smelling and touching. Nature helps us connect our learning and make sense of the world around us. It gives a sense of peace and tranquility. I always tell my students to play outside at the end of the day. The next day I always get great stories or interesting questions. We all should be outdoors more often.”
Maggie Holm, Ed.D., a reading specialist at Mont Vernon Village School for the past seven years, finds inspiration from nature with her students. During the summer she teaches a nature enrichment art program for grades 1-6. “In our modern world, there are many things vying for our attention every waking moment,” Holm says. “Our children rarely have the opportunity to just be still and take in what is around them. Teaching them to appreciate the wonders of nature can be a lifelong gift that soothes, centers and inspires them.”
Nature is a Place to Learn Empathy & Find Happiness
Feeling tired or grumpy? Nature can help improve mood. Going on nature walks is a welcome break and a wonderful way to re-energize. Nature is a place to process and release emotions or worries. According to a study in “Frontiers in Psychology,” spending 20 minutes with nature can reduce stress. Not only will nature enrich reading, writing, art and science goals, it will nurture social, emotional and physical health as well. Colleen DesRuisseaux, director of school counseling at Bow High School, says being outside and exercising — whether walking, hiking or any type of playing — releases endorphins, a natural mood booster. When endorphins are released, people feel a natural calmness and wellbeing.
“Spending time outdoors also helps to reduce your cortisol levels, which is the main stress hormone we produce,” DesRuisseaux explains. “As cortisol is released, your blood pressure lowers and your body relaxes. Cortisol helps with balancing every system in your body, so it is vital to mental and physical health. So, spending time outdoors daily is vital to your mental health as much as your physical health.”
There are several places in New Hampshire that offer nature programs for all ages. One is the NH Audubon’s Massabesic Center in Auburn. Kimmie Whiteman, the center’s director, says there are many benefits from nature-based play.
“Being outside, experiencing the breeze, birdsong and grass or other plants between your fingers and toes helps create a connection to the natural world that inspires caring and conservation action later in life,” Whiteman says. “At the same time, it is well documented that being outdoors can provide mental and physical health benefits for individuals of all ages. Bridging these two developmental processes — human health and environmental conservation — as an ingrained aspect of growing up, and providing safe, welcoming spaces for kids of all abilities and backgrounds to experience the outdoors, is vital to individuals and to our collective sustained presence on Earth.”
We can teach children to care about nature and encourage children to talk and share what they observe and experience. What emotions do they feel? How do they relate and connect to others? One way to connect is to remind our children they are part of nature, and it is part of them. To learn about the local wildlife, the NH Fish & Game Department created printable guides like A Pocket Guide to NH Animal Tracks and Wildlife Fact Sheets.
Nature Can Inspire Art
Most of the art in our world is inspired by nature, and there are many artists in New Hampshire.
Art teacher Brandie Pettus, of Amherst Middle School, finds inspiration in nature and enjoys incorporating it into art. “Artists have always used the natural world for inspiration,” Pettus says. “One only has to look in an art book or take a trip to a museum or gallery to see landscapes of all kinds, still life compositions filled with flowers and fruit and mixed media creations not just inspired by the natural world but often containing real stone, bark, wood and shells. The natural world is inherently fascinating to children and is so accessible. In this fast-paced world, slowing down and taking time to look closely at the world around them to observe, connect and learn helps them not only to make sense of the world around them but is integral to developing the well-rounded, creative intelligence that is essential for them as they learn and grow.”
Ideas for Nature Activities
For ideas on ways to nurture art, we can encourage children to let nature inspire their curiosity, wonder, imagination and creativity. We can give students freedom within boundaries to explore, find and collect objects. We can challenge them to incorporate what they find into art. We can talk with them and ask them to notice various perspectives, textures and patterns in nature. What geometric figures or images do they see? What is interesting? What is beautiful? What do they like? Why? Challenge students to create their own patterns. Students can make outdoor sculptures using leaves, flowers, pinecones, acorns, rocks and sticks. They can press leaves and flowers they find into paint, paper and clay. Students can trace the objects in their sketchbook and color them with color pencils or crayons.
Another way to connect with nature is to use the five senses. Make a list of what they see. Close your eyes, what do you hear? What do you smell? Try to have them use descriptive words to share their experience. What emotions do you feel? What memories come to mind? We can learn so much when we study the weather and the scenery around us.
To nurture creative writing and empathy, students can give human qualities to various animals, insects or objects in nature. Students can create a story and give these creatures emotions. Share with them how different forms of art and figurative language can capture their day. There are many nature poems and songs you can use as examples. Explore various forms of nature writing to read and write, such as haiku, a list poem, free verse, an object poem or a song about something they found in nature.
Remember That Anything is Possible
You can tell children they are artists, readers, writers and problem solvers. Remind them every day to spend time outside to capture the day. Whether it is on the playground, a guided walk, a garden, a park or forest trail, let nature inspire them, so they can explore and create. Nature is for all ages. Let nature help you find your inspiration, too. There are so many possibilities if you set your imagination free and give children a safe space to explore, think and create. This is a wonderful way to celebrate and connect with the world around us. Take a step outside with pencils and journals and let them discover their voice through a love of nature. It is a wonderful way to learn outside of the classroom.
Nature is Waiting for Us
New Hampshire has so many places to explore.
We can emphasize and remind children how nature can be a calming place to practice meditation and personal reflection. Have them take deep, relaxing breaths and notice what is around them. Encourage them to take some time to intensely study a leaf or flower. The simple act of finding a small object to hold like a rock, acorn or leaf can help ease their mind and remember the peaceful place they found it. They can share this gift with a friend or relative. Better yet, they can show them where they found it and make new memories.
NH Nature Centers & Resources
- Beaver Brook in Hollis
- Massabesic Audubon Center in Auburn
- Great Bay National Estuarine Research Reserve in Greenland
- Odiorne Point State Park in Rye
- The Loon Center in Moultonborough
- The Rey Cultural Center in Waterville Valley
- Prescott Farm Environmental Education Center in Laconia
- Squam Lakes Natural Science Center in Holderness
- The NH Fish and Game’s Connecting Kids to Wildlife
- Your local library can also help. The library has many books on nature and art to discover. Find and display as many nature-themed, art and children’s books as you can, and encourage children to explore them. Talk about the illustrations in the books or in their favorite books, and what they notice about them.
Activities for Learning Inspired by Nature
- Guided Walk
- Outdoor Sculpture
- Watercolor painting
- Rock Painting
- Leaf Painting
- Leaf Prints
- Fingerprint Painting
- Poetry writing
- Story writing
- Song writing
Sketch pad, journal, camera, watercolor paper, plain paper, small canvases, brushes, pencils, crayons, colored pencils, paint, newspaper, clay and a bag to hold the objects they find.
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Vaccine Safety Information
Vaccine Safety During Pregnancy
Although there are certain vaccines women should not get during pregnancy, other vaccinations are not only safe during pregnancy but important to protect the health of both babies and moms.
Learn more about the importance and safety of vaccination against seasonal flu and pertussis (whopping cough) for pregnant women:
HPV Vaccine Safety
Vaccination against the human papillomavirus (HPV) prevents several types of cancer in both men and women. All 11– to 12- year-old boys and girls should get two doses of the HPV vaccine to protect against cancers caused by HPV infections. The safety of HPV vaccine has been well studied. HPV vaccines went through years of extensive safety testing before being licensed by the FDA, which only licenses a vaccine if it is safe and effective.
Learn more about HPV Vaccine Safety: Information for parents.
MMR Vaccine Safety
There is no link between MMR vaccine and autism. Learn the facts from these resources:
Understanding MMR Vaccine Safety
Information for Parents from the American Academy of Pediatrics
Research on Autism Spectrum Disorder from the National Institutes of Health
Thimerosal is a preservative that can prevent growth of germs, like bacteria and fungi in multi-dose vaccine vials.
Thimerosal was taken out of all childhood vaccines that are routinely recommended in the United States in 2001 as a precaution, though data from many studies show no evidence of harm caused by low doses of thimerosal in medical products.
Measles, mumps, and rubella (MMR) vaccines do not and never did contain thimerosal. Varicella (chickenpox), inactivated polio (IPV), and pneumococcal conjugate vaccines have also never contained thimerosal.
Influenza (flu) vaccines are currently available in both thimerosal-containing (for multi-dose vaccine vials) and preservative-free versions.
Research does not show any link between thimerosal in vaccines and autism. Even after thimerosal was removed from almost all childhood vaccines, autism rates continued to increase.
Learn more through these resources.
Institute for Vaccine Safety at Johns Hopkins University: Thimerosal in Vaccines
Contains a table with thimerosal content of U.S. licensed vaccines.
Safety of Aluminum-Containing Vaccines
Aluminum salts have been used as adjuvants, substances that enhance the immune response, for over 70 years in vaccines. Learn more about their safety through the National Network for Immunization Information.
More Information on Vaccine Safety
Information on a variety of other current vaccine safety issues of interest may be found through the following links below.
Vaccine Education Center: Vaccine Safety Hot Topics
This site provides information on a variety of hot topics in vaccine safety receiving widespread public interest. From the Vaccine Education Center at The Children's Hospital of Philadelphia.
CDC: Vaccine Safety Information
Current vaccine safety issues of interest from the Centers for Disease Control and Prevention (CDC) Immunization Safety Office.
Safety Details by Vaccine Type
Choose any vaccine and read about its detailed safety history and research. | <urn:uuid:bb142ea2-34ea-4acc-bf71-cc9eb00f607d> | {
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"Kateřina is not thinking about the last horse."
Translation:Kateřina na posledního koně nemyslí.
34 CommentsThis discussion is locked.
"Kateřina o posledním koni nepřemýšlí." is correct too. But is better for this sentence "Kateřina na posledního koně nemyslí.
Think = myslit (na - of), přemýšlet (o - about, over), ...
Remember = pamatovat (si), rozpomenout se na, zmínit se o, připomenout. (Dát spropitné číšníkovi /the waiter/)
Memorize = memorovat (nebo-li - učit se zpaměti)
Because it's wrong.
To can be translated as It, that, but in Nominative case.
Kateřina nemyslí na to posledního koně
Kateřina is not thinking about it last horse.
It shoud be in accusative case.
Kateřina na toho posledního koně nemyslí.
Kateřina nemyslí na toho posledního koně
But why? There are so many sentences where the Czech has some version of "ten" and the English has "the", as if this is somehow the default translation in many, many cases. I don't understand why "toho" can't be used here with "the" in the English. Does it have to do with the fact that there is also an adjective as part of this noun phrase?
I'm native AmE. I would suggest that "A last horse" is more conceptual than concrete, and probably wouldn't be used too much in conversation.
"THE last horse" refers to a specific horse: the horse that was "last" in some particular situation.
And "THAT" last horse would usually have the same general meaning, but would be more specific or emphatic. It might also have some directional context -- for example, there are two groups of horses, and one was "last" in each group, but you're referring or pointing to a certain one of the two "last horses."
a last horse - I am not sure if it is even possible, but some general concept of a horse that is last
the last horse - simply the horse that is last, the last one
that last horse - more strongly ponting at the last horse, reminding that we have already spoken about it "that last horse we were discussing yesterday" or pointing "look at that last horse overthere"
Native English speakers may want to clarify this.
Edit: The explanation of that last horse by BoneheadBass also conforms to where I would use the Czech "ten poslední kůň". | <urn:uuid:63422152-5423-4da8-87d1-12ab9b6a80a2> | {
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What is Achondroplasia?
What are the Causes of Achondroplasia?Mutations in a single gene called the FGFR3 gene located on chromosome 4 cause achondroplasia.
In 80% of children, the condition is caused due to a spontaneous new mutation in a gene from average-sized parents. The condition may also be inherited from one generation to the next. The inherited gene is considered dominant, since even one mutant copy of it (even when one parent has an altered gene) can cause achondroplasia. The presence of two copies of the gene is considered lethal causing stillbirths or early death.
The FGFR3 gene encodes for a protein called the fibroblast growth factor receptor 3 (FGFR3). The receptor is attached to the surface of cells called fibroblasts that make collagen and other structural materials needed for the tissues and the bones. The receptor regulates bone growth by controlling the process of ossification.
The mutation in the fibroblast gene causes a mutated or a faulty receptor which in turn results in severely shortened bones.
Facts and Statistics on Achondroplasia
- Achondroplasia is one of the oldest known birth defects. An average figure worldwide is approximately 1 in 25,000 births.
- The average height of an adult with achondroplasia is 131 cm (52 inches, or 4 feet 4 inches) in males and 124 cm (49 inches, or 4 feet 1 inch) in females.
- Intelligence is entirely normal in patients with achondroplasia.
What are the Symptoms and Signs of Achondroplasia?Clinical features of achondroplasia include the following:
- Large head with prominent forehead and less developed midface
- Short arms and legs when compared to the trunk length. This is particularly noticeable in the upper arms and thighs. This results in disproportionate short stature
- A protruding jaw sometimes with poor dental structure. The teeth are crowded and the upper and lower teeth may be poorly aligned
- Fingers appear short and the ring and middle fingers diverge giving the hand a trident (three-pronged) appearance
- "Double" jointedness, caused by lax (loose) ligaments in some joints. Many achondroplastic children can flex their finger, wrist, hip, and knee joints to an extreme degree because of this ligamentous laxity
- Prominence of the mid-to-lower back with a small hump. The hump present at birth goes away with walking and a pronounced sway of the lower back becomes apparent
- Bowed legs
- Decrease in muscle tone (hypotonia)
- Delayed motor milestones in children with achondroplasia
- Narrowing of the spinal canal that can pinch the spinal cord resulting in difficulty in walking due to associated pain, tingling and weakness in the legs
- Fluid accumulation in the brain called hydrocephalus
- Recurrent ear infections
- Temporary stops in breathing called apnea
How Do You Diagnose Achondroplasia?Achondroplasia is diagnosed with the help of the following tests:
- Preconception - If there is an affected parent or family member, genetic counseling for the parents is advised to explain the chances of the baby suffering from the condition
- Prenatal - If short limbs are detected on routine ultrasound, a high resolution ultrasound is recommended. When there is a family history, a DNA test can also be done to diagnose achondroplasia. The DNA can be obtained by a procedure called chorionic villus sampling (CVS) or amniocentesis.
If achondroplasia has been confirmed before the birth of the baby, genetic counseling for the parents is advised to explain the possible consequences of the condition and a neonatologist has to be consulted.
Postnatal - When short limbs are seen in a newborn, radiologic studies have to be done for skeletal survey and a clinical geneticist has to be consulted. Radiologic details often show a large skull, the bones of the extremities being short with irregular growth plates, and broad hands with short bones and a trident configuration.
How Do You Treat Achondroplasia?At present, there is no specific treatment to promote growth in children with achondroplasia. Surgery may be used for lengthening of limb bones up to 12-14 inches and correction of bowed legs. Growth hormones can have a modest growth in some children. When special problems complicate achondroplasia, prompt and expert intervention is important.
- The spinal cord compression can require surgery to decompress it
- To relieve pressure on the brain, fluid from the head has to be drained
- Obstructive apnea can be corrected by removing adenoids and tonsils or by surgically opening the airway (tracheostomy) in severe cases
- Frequent middle-ear infections and any hearing loss due to it have to be monitored
- Hunched back will have to be surgically corrected if it is not automatically corrected before the child starts walking
- Inward curving of the lower back can be corrected by special exercises or physical therapy
- Teeth should be straightened and, if necessary, removed to alleviate dental problems
- Obesity should be monitored by standard weight and weight by height grids and not by body mass indexes
Latest Publication and Research on AchondroplasiaRespiratory difficulties and breathing disorders in achondroplasia. - Published by PubMed
Small is challenging; distal femur fracture management in an elderly lady with achondroplastic dwarfism. - Published by PubMed
Ultrasound-guided combined spinal-epidural anaesthesia for elective caesarean section in a patient with achondroplasia. - Published by PubMed
Treatment of varus deformities of the lower limbs in patients with achondroplasia and hypochondroplasia. - Published by PubMed
Safe, accurate, prenatal diagnosis of thanatophoric dysplasia using ultrasound and free fetal DNA. - Published by PubMed | <urn:uuid:f8e45572-6ec7-4ba8-8833-14ed959a0b6e> | {
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Episode 34: How To Teach Science
Homeschool families often struggle with knowing how to teach science. It can seem intimidating, but it doesn’t have to be. Listen in on this podcast episode as the authors of Layers of Learning talk about how to use scientific principles and hands-on experiments to create a successful approach to homeschool science.
Podcast: Play in new window | Download
Subscribe: Google Podcasts | Stitcher | Email | RSS | More | <urn:uuid:f39c12f0-e2eb-480b-81d5-cd30c491b1b9> | {
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- In order to transfer the packets from source to the destination, the network layer must determine the best route through which packets can be transmitted.
- Whether the network layer provides datagram service or virtual circuit service, the main job of the network layer is to provide the best route. The routing protocol provides this job.
- The routing protocol is a routing algorithm that provides the best path from the source to the destination. The best path is the path that has the "least-cost path" from source to the destination.
- Routing is the process of forwarding the packets from source to the destination but the best route to send the packets is determined by the routing algorithm.
Classification of a Routing algorithm
The Routing algorithm is divided into two categories:
- Adaptive Routing algorithm
- Non-adaptive Routing algorithm
Adaptive Routing algorithm
- An adaptive routing algorithm is also known as dynamic routing algorithm.
- This algorithm makes the routing decisions based on the topology and network traffic.
- The main parameters related to this algorithm are hop count, distance and estimated transit time.
An adaptive routing algorithm can be classified into three parts:
- Centralized algorithm: It is also known as global routing algorithm as it computes the least-cost path between source and destination by using complete and global knowledge about the network. This algorithm takes the connectivity between the nodes and link cost as input, and this information is obtained before actually performing any calculation. Link state algorithm is referred to as a centralized algorithm since it is aware of the cost of each link in the network.
- Isolation algorithm: It is an algorithm that obtains the routing information by using local information rather than gathering information from other nodes.
- Distributed algorithm: It is also known as decentralized algorithm as it computes the least-cost path between source and destination in an iterative and distributed manner. In the decentralized algorithm, no node has the knowledge about the cost of all the network links. In the beginning, a node contains the information only about its own directly attached links and through an iterative process of calculation computes the least-cost path to the destination. A Distance vector algorithm is a decentralized algorithm as it never knows the complete path from source to the destination, instead it knows the direction through which the packet is to be forwarded along with the least cost path.
Non-Adaptive Routing algorithm
- Non Adaptive routing algorithm is also known as a static routing algorithm.
- When booting up the network, the routing information stores to the routers.
- Non Adaptive routing algorithms do not take the routing decision based on the network topology or network traffic.
The Non-Adaptive Routing algorithm is of two types:
Flooding: In case of flooding, every incoming packet is sent to all the outgoing links except the one from it has been reached. The disadvantage of flooding is that node may contain several copies of a particular packet.
Random walks: In case of random walks, a packet sent by the node to one of its neighbors randomly. An advantage of using random walks is that it uses the alternative routes very efficiently.
Differences b/w Adaptive and Non-Adaptive Routing Algorithm
|Basis Of Comparison
||Adaptive Routing algorithm
||Non-Adaptive Routing algorithm
||Adaptive Routing algorithm is an algorithm that constructs the routing table based on the network conditions.
||The Non-Adaptive Routing algorithm is an algorithm that constructs the static table to determine which node to send the packet.
||Adaptive routing algorithm is used by dynamic routing.
||The Non-Adaptive Routing algorithm is used by static routing.
||Routing decisions are made based on topology and network traffic.
||Routing decisions are the static tables.
||The types of adaptive routing algorithm, are Centralized, isolation and distributed algorithm.
||The types of Non Adaptive routing algorithm are flooding and random walks.
||Adaptive Routing algorithms are more complex.
||Non-Adaptive Routing algorithms are simple. | <urn:uuid:bd6ddb9f-2f27-415d-8591-f586e7e63df5> | {
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How Plants Domesticated People
Research by Fatimah Jackson, Ph.D.
Fatimah Jackson is Professor of Biology and Director of the W. Montague Cobb Research Laboratory at Howard University
On December 4, 2013, Dr. Jackson presented her research at the SciCafé at the American Museum of Natural History in New York City, elaborating on how plants continue to chemically manipulate human biology and behavior, essentially domesticating humans.
Fatimah Jackson, Ph.D.
Plants are potent chemical arsenals, often full of bioactive compounds that can alter human metabolic processes, influence the patterns of human variation, affect the structure of our social interactions, and modify our biological evolution.
The interrelationship of flowering plants with mammals began 84 million years ago and was mediated through the diversification of insects. Insects were able to feed on the flowering plants, assist in plant pollination, and become a food source for the early mammals, allowing them to survive and become increasingly varied.
The primates were some of the earliest mammals. Humans, as members of the Order Primate, intensified our connection to plants 10,000 to 12,000 years ago with plant domestication. Plant domestication meant that humans became increasingly committed to a small group of specific plants, increasing their exposure to certain bioactive compounds.
The specific plants varied by geographical region. We are now beginning to understand how humans and their domesticated plants have coevolved, each influencing the development of the other. My research focuses on the cyanogenic glycosides in cassava (Manihot esculenta), a popular pan-tropical root crop.
Human intervention in the plant’s biology has resulted in changes in the size of the root, its chemical composition, and alterations in the height of the plant. Upon ingestion, cyanide compounds in this plant can change human red blood cells, alter human metabolic biology, and adversely influence the malaria parasite.
These changes can alter the survival of human consumers, with beneficial effects in certain environments. In this way the biology of the plant influences the biology of local human consumers. In the case of cassava, the effects of the plant compounds on humans exert a major influence on human survival.
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silent e worksheets magic teaching resources teachers pay long vowel short 2nd grade free u. | <urn:uuid:ce926fe9-9a02-4e49-95c8-826917a6d5b6> | {
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One of the most common processes to produce hydrogen is electrolysis. However, there are different methods, whereby the basic principle is always the same. With the help of electricity, water is split into hydrogen and oxygen. This is referred to as green hydrogen when renewable energies are used to generate electricity. So what are the differences between the different technologies?
Thank you.Please check your email to download the white paper. | <urn:uuid:b22da010-55ec-49bb-942a-126e97724dc7> | {
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Free Printable Reading Comprehension Worksheets can be used in all grade levels by all students in secondary school and college as well. It is a simple process to obtain these worksheets from the internet or a book store and to print them out. There are various worksheets for different subjects such as Algebra, Geometry, Chemistry, and Science. Most of the worksheets contain exercises that improve a student’s comprehension skills and help them complete lessons. Students who are preparing for tests will find these tests easier to take when they use these worksheets to gain extra confidence and practice what they have learnt.
Free short o worksheets The Measured Mom from reading comprehension worksheets high school , source:themeasuredmom.com
These free reading comprehension worksheets high school printable free are available from most school libraries. In some cases you may need to order them from your school library. You can also get them as an electronic download. They are usually formatted in Microsoft Word compatible formats so that you can easily print them out. The student can type in their answers to the questions on the worksheet and then click the print button to complete the worksheet.
The best way to gain from these worksheets is by using them regularly. Once you master the concept of the worksheet you can use it repeatedly to test your understanding. The student should write down their answers on the worksheet as soon as they finish reading the passage. They should not look at their answers because they will tend to glance at the answers without finishing the question. This will not only decrease the efficiency of their studying but they will also lose their focus and concentration on the test which will lead to poor scores.
Home Economics Lesson Plans High School Luxury 6 Week Lesson Plan from reading comprehension worksheets high school , source:robobrawl.com
The main purpose of these worksheets is to boost comprehension skills. Since reading comprehension is the main goal of high school students, they usually spend a lot of time practicing reading comprehension tests. They also spend a lot of time practicing this skill in the classroom so that they can be able to pass them easily. For this reason, these worksheets can be used as practice tests of comprehension.
The student can create a new worksheet for every reading comprehension test that they take. This will make the process of reviewing old information irrelevant. There are two kinds of these worksheets. One is the multiple-choice worksheet that contains a list of questions with answers beside each question. The other has an answer-choice section where the student has to choose one answer that best explains the passage’s topic.
This is John simple reading prehension READING t from reading comprehension worksheets high school , source:morpicert.pw
These worksheets can also be used during the multiple-choice section of a multiple-choice test. High school students can choose to read the worksheets and answer the questions in order to get a correct score. If there are only two or three questions to be answered, it would be easier for the student to remember the answers and shorten the reading comprehension test. However, if there are a lot of questions, it would be better for the student to read and write the answer choices in the worksheet.
High school students who know how to use these worksheets have a good chance of getting high scores on their reading comprehension tests. This is because using these tests will help them improve their comprehension skills. However, if you want to pass these tests, you need to practice often. You can either read comprehension tests or practice them so that you get an idea on how the questions are asked. Most schools provide practice tests for students to take before they sit for a real test.
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You can purchase these tests from a bookshop, a school office, or you can order them online. However, if you are really serious about getting good scores on your tests, you should download them from websites that offer practice tests as well as comprehension tests. It would also be helpful if you could attend a review class with other students so that you can compare each other’s performance on the reading comprehension tests. Once you feel that you have improved your comprehension skills, you can start practicing on the different sections of the tests.
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Free 1st Grade prehension Worksheets New Free Printable Reading from reading comprehension worksheets high school , source:tkkoskovi.net | <urn:uuid:8a5d216f-1a3e-4761-ae29-e2b3e4e3c65b> | {
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The Inuit (pronounced ; Inuktitut: ᐃᓄᐃᑦ, "the people") are a group of culturally similar indigenous peoples inhabiting the Arctic regions of Greenland, Canada and Alaska. Inuit is a plural noun; the singular is Inuk. The Inuit languages are part of the Eskimo-Aleut family. Inuit Sign Language is a critically endangered language isolate used in Nunavut. In the United States and Canada, the term "Eskimo" was commonly used by ethnic Europeans to describe the Inuit and Alaska's Yupik and Iñupiat peoples. However, "Inuit" is not accepted as a term for the Yupik, and "Eskimo" is the only term that applies to Yupik, Iñupiat and Inuit. Since the late 20th century, aboriginal peoples in Canada and Greenlandic Inuit consider "Eskimo" to be a pejorative term, and they more frequently identify as "Inuit" for an autonym. In Canada, sections 25 and 35 of the Constitution Act of 1982 classified the Inuit as a distinctive group of Aboriginal Canadians who are not included under either the First Nations or the Métis. The Inuit live throughout most of Northern Canada in the territory of Nunavut, Nunavik in the northern third of Quebec, Nunatsiavut and NunatuKavut in Labrador, and in various parts of the Northwest Territories, particularly around the Arctic Ocean. These areas are known in Inuktitut as the "Inuit Nunangat".
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Table of Contents
Kinetic Model and Three States of Matter:
The existence of three states of matter and bulk properties of materials can be explained on the basis of the following two assumptions.
(1) Molecules are in Constant Motion- Besides other factors, molecular motion is related to temperature. The higher the temperature, rapid is the molecular action.
(2) Molecules exert force on one another- When not far, molecules attract each other with a force that falls with the increase in the distance. When the molecules are extremely close to one another, they exert forces of repulsion.
A gas is a substance that has no definite shape, possesses no definite volume, and exerts pressure on the walls of the container.
The molecules of a gas are always in rapid motion. They collide with each other. Due to very rapid motion, they come so close to one another that the forces of repulsion become important and they are forced to rebound after making a collision. A gas exerts pressure on account of the impact of the molecules on the walls of the container.
A liquid is a substance that has no definite shape although it possesses a definite volume. Liquids can rise in a capillary tube.
To explain the liquid state, let us imagine a collection of molecules. Suppose the molecules are not in very rapid motion.
Then they will not hit one another with violent forces. There will be little chance of their coming very close and the forces of repulsion would become less significant. Very soon the attractive forces would cause them to collapse together. The average distance between the molecules would reduce. Although liquid molecules can still wander about but there will be little chance of their escaping. As a result, all molecules will be weakly held in a definite volume in a state which we call a liquid state.
A solid is a substance that has a fixed shape and possesses definite volume. It shows the property of elasticity i.e., it resists any change in shape or size.
To explain the solid state imagine again a collection of molecules. Suppose the molecular motion is reduced drastically. Now the molecules will not be able to escape from the attractive forces of their neighbors. They can simply vibrate to and fro about their equilibrium positions. The molecules will not wander here and there but form an arrangement that would show mechanical strength and rigidity.
|Heating Effect of Current or Joule’s Law|
Primary Cells- Dry Cell and Mercury Cell
Hydrogen-Oxygen Fuel Cell
Torque on Bar Magnet in Magnetic Field
Electrochemical Cell (Galvanic Cell or Voltaic Cell)
Magnetism– Tamil Board | <urn:uuid:b7ed0b60-1bcd-455e-a5ee-bd299895c2ac> | {
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- Bloat is a condition when a dog’s stomach gets over distended (swollen) with food and/or gas.
- The condition becomes particularly dangerous when a dog’s stomach turns on itself, known as GDV.
- Large breed dogs and dogs with deep chests are more susceptible to bloat.
- Immediate emergency treatment is necessary, and even with treatment, some dogs don't survive.
- Slowing your dog's eating and avoiding raised dog bowls can help prevent bloat.
Bloat in dogs is a severe and rapidly progressive condition in dogs that is often life threatening. If you believe your dog is suffering from bloat, it is important to see an emergency veterinarian right away.
Let’s look at the causes of bloat in dogs, the symptoms, and how veterinarians treat bloat in dogs.
What is Bloat?
Bloat is a condition when a dog’s stomach gets over distended (swollen) with food and/or gas. The normal functions that typically allow food or gas to be dispelled, such as burping or normal digestion, is disrupted due to increased pressure in the stomach.
The condition becomes particularly dangerous when a dog’s stomach turns on itself, which is known as gastric dilatation volvulus (GDV). GDV is the life-threatening form of bloat in dogs that requires immediate, emergency treatment.
Only about 25 in 1,000 dogs experience bloat, but even in dogs that seek treatment, the mortality rate remains around 15 percent based on statistics reported by the American College of Veterinary Surgeons.
Causes of Bloat in Dogs
Veterinarians and researchers have not been able to determine the exact cause of bloat and GDV in dogs, but there are certain things that can increase a dog’s risk of developing bloat.
Several studies have been conducted to pin down risk factors for bloat. One study found that dogs fed large volumes of food once per day were more at risk, and another study found that the risk of GDV in general increases with age.
Of note, a dog’s body shape and breed are both well-researched factors contributing to bloat. Typically, large-breed dogs are more at risk. However, some small dogs with deep chests, such as Dachshunds, may have a higher chance of suffering from this dangerous condition than other small-breed dogs.
What breeds are more at risk for GDV (bloat)?
Breeds that are more likely to be at risk of bloat and GDV include:
- Bernese Mountain Dog
- Chow Chow
- Curly Coated Retriever
- Doberman Pinscher
- German Longhaired Pointer
- German Shepherd
- Gordon Setter
- Great Dane
- Great Pyrenees
- Greater Swiss Mountain Dog
- Irish Setter
- Irish Wolfhound
- Labrador Retriever
- Old English Sheepdog
- Rhodesian Ridgeback
- Saint Bernard
- Scottish Deerhound
- Standard Poodle
While these breeds are typically more at risk, all dogs can experience bloat. It’s important to be vigilant and know the warning signs even if your dog’s breed is not on this list.
What are other risk factors for bloat in dogs?
Not only is a dog’s breed a risk factor, but a dog’s genetics can also predispose him to suffering from bloat. If your dog has a family history of bloat and GDV, he is at higher risk.
Eating behaviors may also contribute to a dog’s likelihood of developing bloat. Dogs that only eat one meal per day, eat their food very quickly, or exercise right after eating are more likely to experience bloat as opposed to dogs that eat slowly or are fed a few small meals per day. Anxious dogs may also inhale and ingest more gas, increasing their risk.
Feeding from an elevated food bowl can also increase the risk of bloat in dogs. This set-up may lead to increased and repetitive air swallowing.
Finally, dogs that have had their spleens removed (splenectomy surgery) are at higher risk of developing GDV because they have extra space around their stomachs.
Symptoms of Bloat in Dogs
It is important to familiarize yourself with the symptoms and signs of bloat in dogs so that you can seek immediate veterinary care. If not treated with urgency, bloat can lead to irreparable harm and even death.
The most common signs—which typically show up shortly after eating—are:
- General anxiousness
- Looking at the abdomen
- Standing and stretching
- A swollen (distended) abdomen
- Retching without producing anything
What are the phases of GDV (bloat)?
The progression of bloat in dogs often happens swiftly and severely. Veterinarians chart the timeline in four phases. Familiarize yourself with them in order to recognize the warning signs and get your dog the appropriate care:
Pre-Bloat. Dogs who have just eaten and who engage in some of the risk factors of GDV (like intense exercise, large gulps of water, or large amounts of swallowed air) may show signs of pre-bloat. This phase occurs when gas accumulates in the stomach but does not empty as it should. Your dog may seem slightly uncomfortable but is otherwise acting as normal.
Phase I. If the gas does not clear from your dog’s stomach, he may enter into Phase I of GDV. This phase occurs as the stomach starts to dilate and twist. Your dog will now start to act anxious and restless, pacing around the house and retching without any food coming out.
Phase II. Blood supply to the stomach occurs in Phase II and shock begins to settle in. Physical symptoms in your dog will intensify: he will be very restless, start salivating copiously, and his gums will become a dark red color.
Phase III. In the final phase of bloat in dogs, the spleen and stomach tissue become necrotic. Your dog’s heart begins to fail and the shock becomes irreversible. Unfortunately, if a dog’s bloat has progressed to this point, it likely means he will succumb to it.
If you see any early signs of bloat or GDV—especially a dog that is retching without throwing up anything—get your dog to an emergency veterinarian as soon as possible. Dogs that show later signs, such as collapse or weakness in their hind legs, are already extremely sick and may be more difficult to treat and save.
Diagnosing Bloat in Dogs
Your veterinarian or an emergency veterinarian will work quickly to diagnose bloat in dogs. Your vet will conduct a physical examination and look for a distended and painful abdomen that is firm or hard. The dog may also appear nauseated in the early stages and may continue to exhibit other symptoms of bloat.
In more advanced cases, a dog’s blood pressure may be low and their heart rate may be high, which can help veterinarians diagnose dogs with bloat. Some dogs will also exhibit difficulty breathing.
Abdominal X-rays will show a large, gas-filled stomach. If the stomach has rotated, there will be a “double bubble” effect on the X-rays, which can confirm GDV.
Veterinarians may also perform an electrocardiogram (ECG) to check for an increased heart rate and premature ventricular contractions in the heart, which are two common cardiac complications of GDV.
Although not critical to the diagnosis, blood tests can help your veterinarian determine if there is any additional internal damage secondary to the rotation of a dog’s stomach.
Bloat Treatment for Dogs
If a dog’s stomach has rotated, emergency surgery is required. This includes rotating the stomach back to its normal position and suturing the stomach to the interior body wall to prevent rotation in the future.
Prior to surgery, depending on your dog’s signs and symptoms, a veterinarian may try to decompress the stomach. This will happen by passing a tube through the dog’s mouth into the stomach to evacuate its contents and remove the gas. If the vet is unable to pass a tube, then veterinarians may perform another procedure where a needle is passed through the dog’s body wall into the stomach to remove the gas from inside the stomach. This procedure can cause damage to the stomach and there is also risk of lacerating the liver or spleen, so it must be performed carefully. Dogs are usually sedated for this procedure.
After decompression and treatment with IV fluid therapy and pain medication, your veterinarian will assess the need for surgery. Even in cases of bloat without GDV, surgery may be recommended to prevent future episodes.
Dogs that undergo successful bloat surgery require very close post-operative monitoring and care. They are usually kept in the hospital for at least 2-3 days and given IV fluids, antibiotics, and pain medications.
Unfortunately, even dogs that receive treatment for bloat may not make it and prognosis is guarded. The earlier you seek treatment, the better chance your dog has of survival and recovery.
General Cost to Treat Bloat in Dogs
This emergency can be quite expensive to treat since dogs with bloat or GDV are critically ill before, during, and after surgery.
The average cost of diagnostics, treatment, and post-operative hospitalization will likely be between $3,000-$10,000 depending on where you live and if your dog is treated at an overnight emergency facility or at your local veterinary office.
Preventing Bloat and GDV
While some risk factors of bloat cannot be controlled—such as genetics or breed predisposition—there are things that pet parents can do to help prevent their dogs from experiencing bloat and GDV.
Non-surgical ways to prevent bloat in dogs
Providing high-quality nutrition is the first place to start. You should also put practices in place to slow down your dog’s eating. Slow feeder bowls or food puzzles can help prevent dogs from eating too fast and gulping in too much air. If you are concerned about bloat in dogs, or have a dog breed that is at a higher risk of developing bloat, you should avoid using an elevated dog bowl and place dog bowls directly on the floor. Smaller meals offered more frequently can also be helpful for prevention.
If your pet is anxious, talk to your vet about herbal or prescription medications and other modifications you can make at home to prevent anxiety from progressing to GDV.
Certain underlying gastrointestinal diseases like decreased gastric motility (characterized by abnormal intestinal contractions) or delayed gastric emptying (where the stomach doesn’t empty food as quickly as it should) can be risk factors for GDV. If your pet has these conditions, your pet may need medication to treat these signs to prevent a subsequent episode of bloat and GDV.
Surgical intervention to prevent GDV (bloat)
If your dog is at high risk for bloat, or has recently experienced it, your veterinarian may recommend a surgical procedure called a Gastropexy. This procedure may be used as a prophylactic or as a treatment to regularly recurring bloat.
Gastropexy is a surgical intervention that involves “tacking” the dog’s stomach to the side of its body cavity. This strategy aims to keep the stomach in place, preventing it from twisting and cutting off the blood supply to vital organs. Gastropexies can be performed either via a traditional surgery or laparoscopically using a small incision and camera.
While surgery should only be performed if necessary, gastropexies are statistically very safe and effective. Recurrence rates of GDV fall on average from 55% to 4% after a gastropexy is performed. As with any medical concern you may have, always consult your veterinarian for the most personalized advice for your dog. | <urn:uuid:78d5d8a6-14f2-493e-b891-6c30c7af59fe> | {
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Reported injuries involving the pectoralis major muscle have significantly increased in the last 25 years. These injuries can range from contusions (bruising) and inflammation (swelling) to complete tears resulting in significant loss of function. They often cause pain, weakness, deformity to the chest wall, and can lead to noticeable changes in overall shoulder function. Military personnel, laborers, even older adults injure their pectoralis major muscle when excessive weight is lifted or moved beyond what the muscle can handle (Fig. 1). After pectoralis major injuries occur, they can be disabling, especially to athletes such as weightlifters. Several factors including recognition of the injury and timely care can help prevent delay in necessary treatment and improve functional outcomes. Treatment is dependent upon the severity of the injury, your activity level and demand, and your ability to perform activities of daily living.
The 2 pectoralis muscles, pectoralis major and pectoralis minor (the larger and smaller muscles of the chest), connect the front of the chest wall with the humerus (upper arm bone) and shoulder joint (Fig. 2). The pectoralis major is a thick, fan-shaped muscle consisting of 2 heads, the clavicular and sternal. The clavicular head originates from front of the clavicle (collarbone) while the sternal head arises from the sternum (breastbone) and the first through sixth ribs. The 2 portions of the muscle then converge on the outer side of the chest with the subclavius muscle (the small, triangular muscle between the clavicle and first rib) to form the axilla or armpit. The multiple origins and insertions of the pectoralis major muscle allow it to initiate a wide range of actions of the arm, enabling it to adduct (draw toward the body), flex (bend), and internally rotate (turn toward the body).
Causes of injury
Repetitive or prolonged activity can cause the tendons of the pectoralis major muscle to degenerate, resulting in a weakened tendon that is more susceptible to injury. Chronic muscle imbalances, weaknesses, tightness, and abnormal biomechanics, especially when combined with excessive training without appropriate rest, can contribute to the development of significant injury. By contrast, acute strains or tears to the pectoralis muscle occur when you place excessive tension across the muscle or tendon while it is maximally stretched or eccentrically (not central) loaded. This can occur during weight training, especially while performing a bench press (Fig. 1), chest press, or pectoral fly, and is more likely to happen when using free weights than a machine. For example, if you apply too great of an external force while the muscle is at its maximal stretch point, as during the downward movement of a bench press, it will rupture at the junction of the tendon and muscle belly. When this occurs, patients typically report hearing or feeling a pop with immediate pain.
Tears to the pectoralis major muscle can affect only a portion of the tendon or may result in a complete rupture (Fig. 3). Tears are classified as 1 of 3 grades, based on the number of muscle fibers torn and how much function has been lost, with grade 3 representing the most extensive damage. The majority of tears are grade 2.
Diagnosing the injury
During a physical examination, your doctor will look for swelling and bruising on the front of the chest that may extend to the armpit and upper arm. There may be noticeable asymmetry along the chest, and palpation (touch) can elicit pain near the armpit and the provider may even be able to palpate the tear over the chest. In addition, many patients report pain and loss of strength while pushing with the extremity. You can experience pain to the chest and front of the shoulder or armpit, but it can radiate into the upper arm or neck and may increase from an ache to a sharper pain with activity.
In the acute phase of injury, a physical exam may be difficult to perform because swelling from the injury can distort the shoulder, and pain can limit testing your strength and motion. Once the swelling has resolved, your physician can test the muscle strength while having you attempt to move your arm toward your body while he or she attempts to hold it in place. Your physician can compare the results with the opposite arm to determine the degree of limitation.
Your doctor can also use imaging to differentiate a pectoralis injury from other types of injury and to determine its extent. X-rays are often taken to look for a possible bone fragment on the tendon or other associated fractures or dislocation. Your physician may order a CT scan (computed tomography) to evaluate fractures identified on x-rays for surgical fixation or an ultrasound test that can help to assess the presence of a tear or retraction of the tendon. A MRI (magnetic resonance imaging that shows the bones, muscles, ligaments, and tendons) is often the test of choice to determine the site and extent of injury as well as giving a more advanced look at the injury to allow for possible surgical planning.
Treating the injury
The treatment for a pectoralis major injury is dependent upon the severity of injury, the extent of muscle function, and your health and general activity level. Physicians typically consider nonsurgical treatment for patients who are low demand, elderly, or have either partial tears or tears within the muscle belly. Initial management with immobilization, rest, and cold therapy followed by strengthening and stretching can offer a satisfactory to excellent functional result. Once the shoulder motion returns without pain, patients can resume daily activities. In those patients who either need to return to full strength and function or are concerned with cosmetic appearance, the physician will recommend surgical repair. Often, patients are highly satisfied with surgical repair of the pectoralis major, reporting a return of strength, structure, and overall function. Additionally, operative management can result in better function, including peak torque and overall work performance. The need for rehabilitation after surgery varies depending on how the surgeon repaired your muscle. In general, patients begin range of motion activities at 2 weeks, progressive-resistance exercises at 6 to 8 weeks with full-resistance exercises beginning at 3 to 4 months (Fig. 4). You can expect to return to your pre-injury level of function at roughly 6 months.
Returning to activity
The management of pectoralis major injuries is patient specific. In sedentary or low-demand individuals with partial or complete tears, nonsurgical management can provide acceptable to excellent results. In those who demand function and form, surgical treatment can be the best option. Although complications such as repair failure, infection, and stiffness can occur, they are relatively rare. Generally, you can return to activity and improved appearance following surgical repair with appropriate postoperative rehabilitation.
Author: Benjamin J. Catoe, DO | Columbus, Georgia
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start with the datasheet
. it's linked from the product page.
pin nine is power and pin ten is ground.
pins 15,16 and 17 are address pins. just them to ground.. if you are going to put multiple mcp23017's on the same bus you can connect some of these pins to 5v to form up to seven additional addresses.
pins 12 and 13 are your i2c bus. 12 is the clock line and 13 is data. you might want pullups on these lines, though the arduino is supposed to take care of that.
pins 21-28 will be referred to as pins 0-7 in your code. pins 1-8 on the chip will be pins 8-15 in your code.
aaaargh. what am i doing? all of this is explained in the example code
in the library.
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Students learn how 3D printing, also known as additive manufacturing, is revolutionizing the manufacturing process. First, students learn what considerations to make in the engineering design process to print an object with quality and to scale. Students learn the basic principles of how a computer-aided design (CAD) model is converted to a series of data points then turned into a program that operates the 3D printer. The activity takes students through a step-by-step process on how a computer can control a manufacturing process through defined data points. Within this activity, students also learn how to program using basic G-code to create a wireframe 3D shapes that can be read by a 3D printer or computer numerical control (CNC) machine.
In the first of two sequential lessons, students create mobile apps that collect data from an Android device's accelerometer and then store that data to a database. This lesson provides practice with MIT's App Inventor software and culminates with students writing their own apps for measuring acceleration. In the second lesson, students are given an app for an Android device, which measures acceleration. They investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Then they use the data to create velocity vs. time graphs and approximate the maximum velocity of the device.
Explore some of the wonders of modern engineering in this video from the Sciencenter in Ithaca, New York. Hear a diverse selection of engineers explain how things work.
Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.
Students learn about the similarities between the human brain and its engineering counterpart, the computer. Since students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how it parallels that of a computer. Students are also introduced to the "stimulus-sensor-coordinator-effector-response" framework for understanding human and robot actions.
Students create projects that introduce them to Arduino—a small device that can be easily programmed to control and monitor a variety of external devices like LEDs and sensors. First they learn a few simple programming structures and commands to blink LEDs. Then they are given three challenges—to modify an LED blinking rate until it cannot be seen, to replicate a heartbeat pattern and to send Morse code messages. This activity prepares students to create more involved multiple-LED patterns in the Part 2 companion activity.
In the companion activity, students experimented with Arduino programming to blink a single LED. During this activity, students build on that experience as they learn about breadboards and how to hook up multiple LEDs and control them individually so that they can complete a variety of challenges to create fun patterns! To conclude, students apply the knowledge they have gained to create LED-based light sculptures.
Whether you want to light up a front step or a bathroom, it helps to have a light come on automatically when darkness falls. For this maker challenge, students create their own night-lights using Arduino microcontrollers, photocells and (supplied) code to sense light levels and turn on/off LEDs as they specify. As they build, test, and control these night-lights, they learn about voltage divider circuits and then experience the fundamental power of microcontrollers—controlling outputs (LEDs) based on sensor (photocell) input readings and if/then/else commands. Then they are challenged to personalize (and complicate) their night-lights—such as by using delays to change the LED blinking rate to reflect the amount of ambient light, or use many LEDs and several if/else statements with ranges to create a light meter. The possibilities are unlimited!
Students are challenged to design their own small-sized prototype light sculptures to light up a hypothetical courtyard. To accomplish this, they use Arduino microcontrollers as the “brains” of the projects and control light displays composed of numerous (3+) light-emitting diodes (LEDs). With this challenge, students further their learning of Arduino fundamentals by exploring one important microcontroller capability—the control of external circuits. The Arduino microcontroller is a powerful yet easy-to-learn platform for learning computer programing and electronics. LEDs provide immediate visual success/failure feedback, and the unlimited variety of possible results are dazzling!
CS First is a free computer science curriculum that makes coding easy to teach and fun to learn. The CS First website contains 20 modules of coding and computer science lessons aligned to CSTA and ISTE standards, and in many cases, individual lessons are aligned to NGSS and Common Core standards. The site also features resources and professional development for educators and additional guides and supplemental resources like certificates. The curriculum is free to use and adapt and if desired, a teacher dashboard is available for saving student work and tracking student progress.
Two characters meet in a world and discover a surprising object. Students get to decide what happens next by creating a story with code.
Students complete a set of offline, unplugged activities introducing computer science concepts that show how technology keeps us connected.
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Some common attributes belonging to a file include the following:
- File name: Every file carries a name, which is recognized in the file system
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- Type: Each file belongs to a type, these types include, video files, audio, pictures, text, executable files etc.
- File location: Each file carries a specific location on the system's memory
- Time and date: Each file has a time stamp attached to it, this time shows when last the file was modified. | <urn:uuid:69b23533-76a1-4661-82fc-0b35478883fb> | {
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A-Z: General definitions
- 39 Articles
- a Calvary
- Aaron's Rod
- Abomination of desolation
- Abraham Lincoln
- Act of Union
- Active Life
- Active verb
- Active Voice
- Adjectives - comparatives and superlatives
- Adjectives - predicative position
- Adolf Hitler
- Adverbs - temporal adverbs
A-Z: General definitions: Breath
DefinitionThe Hebrew word used in the Bible can mean 'breath', 'wind' or 'spirit'. 'Breath' draws together the ideas that God breathed his spirit into humankind when he created them (Genesis 2:7). After the resurrection, Jesus 'breathed' on his disciples saying 'Receive the Holy Spirit' (John 20:22). The Holy Spirit of God is associated with wind, unseen but powerful in Acts 2:2-4.
- English Standard Version
- King James Version
1Thus the heavens and the earth were finished, and all the host of them. 2And on the seventh day God finished his work that he had done, and he rested on the seventh day from all his work that he had done. 3So God blessed the seventh day and made it holy, because on it God rested from all his work that he had done in creation. 4These are the generations of the heavens and the earth when they were created, in the day that the Lord God made the earth and the heavens. 5When no bush of the field was yet in the land and no small plant of the field had yet sprung up - for the Lord God had not caused it to rain on the land, and there was no man to work the ground, 6and a mist was going up from the land and was watering the whole face of the ground - 7then the Lord God formed the man of dust from the ground and breathed into his nostrils the breath of life, and the man became a living creature. 8And the Lord God planted a garden in Eden, in the east, and there he put the man whom he had formed. 9And out of the ground the Lord God made to spring up every tree that is pleasant to the sight and good for food. The tree of life was in the midst of the garden, and the tree of the knowledge of good and evil. 10A river flowed out of Eden to water the garden, and there it divided and became four rivers. 11The name of the first is the Pishon. It is the one that flowed around the whole land of Havilah, where there is gold. 12And the gold of that land is good; bdellium and onyx stone are there. 13The name of the second river is the Gihon. It is the one that flowed around the whole land of Cush. 14And the name of the third river is the Tigris, which flows east of Assyria. And the fourth river is the Euphrates. 15The Lord God took the man and put him in the garden of Eden to work it and keep it. 16And the Lord God commanded the man, saying, You may surely eat of every tree of the garden, 17but of the tree of the knowledge of good and evil you shall not eat, for in the day that you eat of it you shall surely die. 18Then the Lord God said, It is not good that the man should be alone; I will make him a helper fit for him. 19Now out of the ground the Lord God had formed every beast of the field and every bird of the heavens and brought them to the man to see what he would call them. And whatever the man called every living creature, that was its name. 20The man gave names to all livestock and to the birds of the heavens and to every beast of the field. But for Adam there was not found a helper fit for him. 21So the Lord God caused a deep sleep to fall upon the man, and while he slept took one of his ribs and closed up its place with flesh. 22And the rib that the Lord God had taken from the man he made into a woman and brought her to the man. 23Then the man said, This at last is bone of my bones and flesh of my flesh; she shall be called Woman, because she was taken out of Man. 24Therefore a man shall leave his father and his mother and hold fast to his wife, and they shall become one flesh. 25And the man and his wife were both naked and were not ashamed.
1Thus the heavens and the earth were finished, and all the host of them. 2And on the seventh day God ended his work which he had made; and he rested on the seventh day from all his work which he had made. 3And God blessed the seventh day, and sanctified it: because that in it he had rested from all his work which God created and made. 4These are the generations of the heavens and of the earth when they were created, in the day that the LORD God made the earth and the heavens, 5And every plant of the field before it was in the earth, and every herb of the field before it grew: for the LORD God had not caused it to rain upon the earth, and there was not a man to till the ground. 6But there went up a mist from the earth, and watered the whole face of the ground. 7And the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul. 8And the LORD God planted a garden eastward in Eden; and there he put the man whom he had formed. 9And out of the ground made the LORD God to grow every tree that is pleasant to the sight, and good for food; the tree of life also in the midst of the garden, and the tree of knowledge of good and evil. 10And a river went out of Eden to water the garden; and from thence it was parted, and became into four heads. 11The name of the first is Pison: that is it which compasseth the whole land of Havilah, where there is gold; 12And the gold of that land is good: there is bdellium and the onyx stone. 13And the name of the second river is Gihon: the same is it that compasseth the whole land of Ethiopia. 14And the name of the third river is Hiddekel: that is it which goeth toward the east of Assyria. And the fourth river is Euphrates. 15And the LORD God took the man, and put him into the garden of Eden to dress it and to keep it. 16And the LORD God commanded the man, saying, Of every tree of the garden thou mayest freely eat: 17But of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die. 18And the LORD God said, It is not good that the man should be alone; I will make him an help meet for him. 19And out of the ground the LORD God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof. 20And Adam gave names to all cattle, and to the fowl of the air, and to every beast of the field; but for Adam there was not found an help meet for him. 21And the LORD God caused a deep sleep to fall upon Adam, and he slept: and he took one of his ribs, and closed up the flesh instead thereof; 22And the rib, which the LORD God had taken from man, made he a woman, and brought her unto the man. 23And Adam said, This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man. 24Therefore shall a man leave his father and his mother, and shall cleave unto his wife: and they shall be one flesh. 25And they were both naked, the man and his wife, and were not ashamed.
- English Standard Version
- King James Version
1Now on the first day of the week Mary Magdalene came to the tomb early, while it was still dark, and saw that the stone had been taken away from the tomb. 2So she ran and went to Simon Peter and the other disciple, the one whom Jesus loved, and said to them, They have taken the Lord out of the tomb, and we do not know where they have laid him. 3So Peter went out with the other disciple, and they were going toward the tomb. 4Both of them were running together, but the other disciple outran Peter and reached the tomb first. 5And stooping to look in, he saw the linen cloths lying there, but he did not go in. 6Then Simon Peter came, following him, and went into the tomb. He saw the linen cloths lying there, 7and the face cloth, which had been on Jesus' head, not lying with the linen cloths but folded up in a place by itself. 8Then the other disciple, who had reached the tomb first, also went in, and he saw and believed; 9for as yet they did not understand the Scripture, that he must rise from the dead. 10Then the disciples went back to their homes. 11But Mary stood weeping outside the tomb, and as she wept she stooped to look into the tomb. 12And she saw two angels in white, sitting where the body of Jesus had lain, one at the head and one at the feet. 13They said to her, Woman, why are you weeping? She said to them, They have taken away my Lord, and I do not know where they have laid him. 14Having said this, she turned around and saw Jesus standing, but she did not know that it was Jesus. 15Jesus said to her, Woman, why are you weeping? Whom are you seeking? Supposing him to be the gardener, she said to him, Sir, if you have carried him away, tell me where you have laid him, and I will take him away. 16Jesus said to her, Mary. She turned and said to him in Aramaic, Rabboni! (which means Teacher). 17Jesus said to her, Do not cling to me, for I have not yet ascended to the Father; but go to my brothers and say to them, I am ascending to my Father and your Father, to my God and your God. 18Mary Magdalene went and announced to the disciples, I have seen the Lord - and that he had said these things to her. 19On the evening of that day, the first day of the week, the doors being locked where the disciples were for fear of the Jews, Jesus came and stood among them and said to them, Peace be with you. 20When he had said this, he showed them his hands and his side. Then the disciples were glad when they saw the Lord. 21Jesus said to them again, Peace be with you. As the Father has sent me, even so I am sending you. 22And when he had said this, he breathed on them and said to them, Receive the Holy Spirit. 23If you forgive the sins of any, they are forgiven them; if you withhold forgiveness from any, it is withheld. 24Now Thomas, one of the Twelve, called the Twin, was not with them when Jesus came. 25So the other disciples told him, We have seen the Lord. But he said to them, Unless I see in his hands the mark of the nails, and place my finger into the mark of the nails, and place my hand into his side, I will never believe. 26Eight days later, his disciples were inside again, and Thomas was with them. Although the doors were locked, Jesus came and stood among them and said, Peace be with you. 27Then he said to Thomas, Put your finger here, and see my hands; and put out your hand, and place it in my side. Do not disbelieve, but believe. 28Thomas answered him, My Lord and my God! 29Jesus said to him, Have you believed because you have seen me? Blessed are those who have not seen and yet have believed. 30Now Jesus did many other signs in the presence of the disciples, which are not written in this book; 31but these are written so that you may believe that Jesus is the Christ, the Son of God, and that by believing you may have life in his name.
1The first day of the week cometh Mary Magdalene early, when it was yet dark, unto the sepulchre, and seeth the stone taken away from the sepulchre. 2Then she runneth, and cometh to Simon Peter, and to the other disciple, whom Jesus loved, and saith unto them, They have taken away the LORD out of the sepulchre, and we know not where they have laid him. 3Peter therefore went forth, and that other disciple, and came to the sepulchre. 4So they ran both together: and the other disciple did outrun Peter, and came first to the sepulchre. 5And he stooping down, and looking in, saw the linen clothes lying; yet went he not in. 6Then cometh Simon Peter following him, and went into the sepulchre, and seeth the linen clothes lie, 7And the napkin, that was about his head, not lying with the linen clothes, but wrapped together in a place by itself. 8Then went in also that other disciple, which came first to the sepulchre, and he saw, and believed. 9For as yet they knew not the scripture, that he must rise again from the dead. 10Then the disciples went away again unto their own home. 11But Mary stood without at the sepulchre weeping: and as she wept, she stooped down, and looked into the sepulchre, 12And seeth two angels in white sitting, the one at the head, and the other at the feet, where the body of Jesus had lain. 13And they say unto her, Woman, why weepest thou? She saith unto them, Because they have taken away my LORD, and I know not where they have laid him. 14And when she had thus said, she turned herself back, and saw Jesus standing, and knew not that it was Jesus. 15Jesus saith unto her, Woman, why weepest thou? whom seekest thou? She, supposing him to be the gardener, saith unto him, Sir, if thou have borne him hence, tell me where thou hast laid him, and I will take him away. 16Jesus saith unto her, Mary. She turned herself, and saith unto him, Rabboni; which is to say, Master. 17Jesus saith unto her, Touch me not; for I am not yet ascended to my Father: but go to my brethren, and say unto them, I ascend unto my Father, and your Father; and to my God, and your God. 18Mary Magdalene came and told the disciples that she had seen the LORD, and that he had spoken these things unto her. 19Then the same day at evening, being the first day of the week, when the doors were shut where the disciples were assembled for fear of the Jews, came Jesus and stood in the midst, and saith unto them, Peace be unto you. 20And when he had so said, he shewed unto them his hands and his side. Then were the disciples glad, when they saw the LORD. 21Then said Jesus to them again, Peace be unto you: as my Father hath sent me, even so send I you. 22And when he had said this, he breathed on them, and saith unto them, Receive ye the Holy Ghost: 23Whose soever sins ye remit, they are remitted unto them; and whose soever sins ye retain, they are retained. 24But Thomas, one of the twelve, called Didymus, was not with them when Jesus came. 25The other disciples therefore said unto him, We have seen the LORD. But he said unto them, Except I shall see in his hands the print of the nails, and put my finger into the print of the nails, and thrust my hand into his side, I will not believe. 26And after eight days again his disciples were within, and Thomas with them: then came Jesus, the doors being shut, and stood in the midst, and said, Peace be unto you. 27Then saith he to Thomas, Reach hither thy finger, and behold my hands; and reach hither thy hand, and thrust it into my side: and be not faithless, but believing. 28And Thomas answered and said unto him, My LORD and my God. 29Jesus saith unto him, Thomas, because thou hast seen me, thou hast believed: blessed are they that have not seen, and yet have believed. 30And many other signs truly did Jesus in the presence of his disciples, which are not written in this book: 31But these are written, that ye might believe that Jesus is the Christ, the Son of God; and that believing ye might have life through his name.
- English Standard Version
- King James Version
1When the day of Pentecost arrived, they were all together in one place. 2And suddenly there came from heaven a sound like a mighty rushing wind, and it filled the entire house where they were sitting. 3And divided tongues as of fire appeared to them and rested on each one of them. 4And they were all filled with the Holy Spirit and began to speak in other tongues as the Spirit gave them utterance. 5Now there were dwelling in Jerusalem Jews, devout men from every nation under heaven. 6And at this sound the multitude came together, and they were bewildered, because each one was hearing them speak in his own language. 7And they were amazed and astonished, saying, Are not all these who are speaking Galileans? 8And how is it that we hear, each of us in his own native language? 9Parthians and Medes and Elamites and residents of Mesopotamia, Judea and Cappadocia, Pontus and Asia, 10Phrygia and Pamphylia, Egypt and the parts of Libya belonging to Cyrene, and visitors from Rome, 11both Jews and proselytes, Cretans and Arabians - we hear them telling in our own tongues the mighty works of God. 12And all were amazed and perplexed, saying to one another, What does this mean? 13But others mocking said, They are filled with new wine. 14But Peter, standing with the eleven, lifted up his voice and addressed them: Men of Judea and all who dwell in Jerusalem, let this be known to you, and give ear to my words. 15For these people are not drunk, as you suppose, since it is only the third hour of the day. 16But this is what was uttered through the prophet Joel: 17And in the last days it shall be, God declares, that I will pour out my Spirit on all flesh, and your sons and your daughters shall prophesy, and your young men shall see visions, and your old men shall dream dreams; 18even on my male servants and female servants in those days I will pour out my Spirit, and they shall prophesy. 19And I will show wonders in the heavens above and signs on the earth below, blood, and fire, and vapor of smoke; 20the sun shall be turned to darkness and the moon to blood, before the day of the Lord comes, the great and magnificent day. 21And it shall come to pass that everyone who calls upon the name of the Lord shall be saved. 22Men of Israel, hear these words: Jesus of Nazareth, a man attested to you by God with mighty works and wonders and signs that God did through him in your midst, as you yourselves know - 23this Jesus, delivered up according to the definite plan and foreknowledge of God, you crucified and killed by the hands of lawless men. 24God raised him up, loosing the pangs of death, because it was not possible for him to be held by it. 25For David says concerning him, I saw the Lord always before me, for he is at my right hand that I may not be shaken; 26therefore my heart was glad, and my tongue rejoiced; my flesh also will dwell in hope. 27For you will not abandon my soul to Hades, or let your Holy One see corruption. 28You have made known to me the paths of life; you will make me full of gladness with your presence. 29Brothers, I may say to you with confidence about the patriarch David that he both died and was buried, and his tomb is with us to this day. 30Being therefore a prophet, and knowing that God had sworn with an oath to him that he would set one of his descendants on his throne, 31he foresaw and spoke about the resurrection of the Christ, that he was not abandoned to Hades, nor did his flesh see corruption. 32This Jesus God raised up, and of that we all are witnesses. 33Being therefore exalted at the right hand of God, and having received from the Father the promise of the Holy Spirit, he has poured out this that you yourselves are seeing and hearing. 34For David did not ascend into the heavens, but he himself says, The Lord said to my Lord, Sit at my right hand, 35until I make your enemies your footstool. 36Let all the house of Israel therefore know for certain that God has made him both Lord and Christ, this Jesus whom you crucified. 37Now when they heard this they were cut to the heart, and said to Peter and the rest of the apostles, Brothers, what shall we do? 38And Peter said to them, Repent and be baptized every one of you in the name of Jesus Christ for the forgiveness of your sins, and you will receive the gift of the Holy Spirit. 39For the promise is for you and for your children and for all who are far off, everyone whom the Lord our God calls to himself. 40And with many other words he bore witness and continued to exhort them, saying, Save yourselves from this crooked generation. 41So those who received his word were baptized, and there were added that day about three thousand souls. 42And they devoted themselves to the apostles' teaching and the fellowship, to the breaking of bread and the prayers. 43And awe came upon every soul, and many wonders and signs were being done through the apostles. 44And all who believed were together and had all things in common. 45And they were selling their possessions and belongings and distributing the proceeds to all, as any had need. 46And day by day, attending the temple together and breaking bread in their homes, they received their food with glad and generous hearts, 47praising God and having favor with all the people. And the Lord added to their number day by day those who were being saved.
1And when the day of Pentecost was fully come, they were all with one accord in one place. 2And suddenly there came a sound from heaven as of a rushing mighty wind, and it filled all the house where they were sitting. 3And there appeared unto them cloven tongues like as of fire, and it sat upon each of them. 4And they were all filled with the Holy Ghost, and began to speak with other tongues, as the Spirit gave them utterance. 5And there were dwelling at Jerusalem Jews, devout men, out of every nation under heaven. 6Now when this was noised abroad, the multitude came together, and were confounded, because that every man heard them speak in his own language. 7And they were all amazed and marvelled, saying one to another, Behold, are not all these which speak Galilaeans? 8And how hear we every man in our own tongue, wherein we were born? 9Parthians, and Medes, and Elamites, and the dwellers in Mesopotamia, and in Judaea, and Cappadocia, in Pontus, and Asia, 10Phrygia, and Pamphylia, in Egypt, and in the parts of Libya about Cyrene, and strangers of Rome, Jews and proselytes, 11Cretes and Arabians, we do hear them speak in our tongues the wonderful works of God. 12And they were all amazed, and were in doubt, saying one to another, What meaneth this? 13Others mocking said, These men are full of new wine. 14But Peter, standing up with the eleven, lifted up his voice, and said unto them, Ye men of Judaea, and all ye that dwell at Jerusalem, be this known unto you, and hearken to my words: 15For these are not drunken, as ye suppose, seeing it is but the third hour of the day. 16But this is that which was spoken by the prophet Joel; 17And it shall come to pass in the last days, saith God, I will pour out of my Spirit upon all flesh: and your sons and your daughters shall prophesy, and your young men shall see visions, and your old men shall dream dreams: 18And on my servants and on my handmaidens I will pour out in those days of my Spirit; and they shall prophesy: 19And I will shew wonders in heaven above, and signs in the earth beneath; blood, and fire, and vapour of smoke: 20The sun shall be turned into darkness, and the moon into blood, before the great and notable day of the Lord come: 21And it shall come to pass, that whosoever shall call on the name of the Lord shall be saved. 22Ye men of Israel, hear these words; Jesus of Nazareth, a man approved of God among you by miracles and wonders and signs, which God did by him in the midst of you, as ye yourselves also know: 23Him, being delivered by the determinate counsel and foreknowledge of God, ye have taken, and by wicked hands have crucified and slain: 24Whom God hath raised up, having loosed the pains of death: because it was not possible that he should be holden of it. 25For David speaketh concerning him, I foresaw the Lord always before my face, for he is on my right hand, that I should not be moved: 26Therefore did my heart rejoice, and my tongue was glad; moreover also my flesh shall rest in hope: 27Because thou wilt not leave my soul in hell, neither wilt thou suffer thine Holy One to see corruption. 28Thou hast made known to me the ways of life; thou shalt make me full of joy with thy countenance. 29Men and brethren, let me freely speak unto you of the patriarch David, that he is both dead and buried, and his sepulchre is with us unto this day. 30Therefore being a prophet, and knowing that God had sworn with an oath to him, that of the fruit of his loins, according to the flesh, he would raise up Christ to sit on his throne; 31He seeing this before spake of the resurrection of Christ, that his soul was not left in hell, neither his flesh did see corruption. 32This Jesus hath God raised up, whereof we all are witnesses. 33Therefore being by the right hand of God exalted, and having received of the Father the promise of the Holy Ghost, he hath shed forth this, which ye now see and hear. 34For David is not ascended into the heavens: but he saith himself, The Lord said unto my Lord, Sit thou on my right hand, 35Until I make thy foes thy footstool. 36Therefore let all the house of Israel know assuredly, that God hath made the same Jesus, whom ye have crucified, both Lord and Christ. 37Now when they heard this, they were pricked in their heart, and said unto Peter and to the rest of the apostles, Men and brethren, what shall we do? 38Then Peter said unto them, Repent, and be baptized every one of you in the name of Jesus Christ for the remission of sins, and ye shall receive the gift of the Holy Ghost. 39For the promise is unto you, and to your children, and to all that are afar off, even as many as the LORD our God shall call. 40And with many other words did he testify and exhort, saying, Save yourselves from this untoward generation. 41Then they that gladly received his word were baptized: and the same day there were added unto them about three thousand souls. 42And they continued stedfastly in the apostles' doctrine and fellowship, and in breaking of bread, and in prayers. 43And fear came upon every soul: and many wonders and signs were done by the apostles. 44And all that believed were together, and had all things common; 45And sold their possessions and goods, and parted them to all men, as every man had need. 46And they, continuing daily with one accord in the temple, and breaking bread from house to house, did eat their meat with gladness and singleness of heart, 47Praising God, and having favour with all the people. And the Lord added to the church daily such as should be saved.
1. Language in which the Old Testament was written. 2. Jew, Jewish; belonging to Israel
The Christian Bible consists of the Old Testament scriptures inherited from Judaism, together with the New Testament, drawn from writings produced from c.40-125CE, which describe the life of Jesus and the establishment of the Christian church.
The Bible describes God as the unique supreme being, creator and ruler of the universe.
The name given to the man believed by Christians to be the Son of God. Also given the title Christ, meaning 'anointed one' or Messiah. His life is recorded most fully in the Four Gospels.
1. Term meaning learner or follower. 2. Used in the New Testament in particularly of the twelve apostles of Jesus. 3. Now applied more generally to all Christians.
The third person of the Trinity (God in three persons). Came upon the disciples at Pentecost after Jesus had ascended in to heaven.
Scan and go
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Communication and Perception
Saola in captivity have been observed bleating for unknown reasons. Some researchers suggest that twig breaking with horns may be a form of social and/or sexual communication. They also possess scent glands under the white markings on their faces, indicating the importance of chemical communication in this species. Although not specifically reported, we can infer that tactile communication is important during mating and rearing of young. Because these animals might have some activity during daylight hours, there may also be visual communication between individuals based on body postures and other visual signals.
Communication Channels: visual ; tactile ; acoustic ; chemical
Other Communication Modes: scent marks
Perception Channels: visual ; tactile ; acoustic ; chemical
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Energy Harvesting and Wireless Balancing Power Generation and Consumption
Wireless, energy harvesting technologies are making waves in building automation and energy conservation controls because they overcome limitations of hardwired solutions and maintenance issues inherent to battery-dependent devices. This article will discuss the science behind wireless, energy harvesting technology and explain how to budget miniscule amounts of energy sufficient for managing building energy usage.
click to enlarge
Figure 1. EnOcean Wireless Standard and Alliance.
Building Automation Systems (BAS) reduce energy consumption in buildings on average of 40%; however, most buildings in the US do not integrate BAS. Upgrading energy-inefficient buildings with BAS has been hindered by several key factors :
* Existing buildings are expensive to retrofit
* Retrofitting existing buildings with BAS is invasive, often complicated and potentially risky.
Integrators are overcoming these traditional barriers by using batteryless, self-sustaining, wireless sensors and controls. The controls reduce the amount of energy wasted in buildings and bypass many obstacles inherent to hardwired equivalents.
The Industry Responds
click to enlarge
Figure 2. Radio and Energy Harvesting Modules: Radio modules powered by ambient sources of energy.
Energy Harvesting & WirelessEnergy harvesting technology stems from a simple observation - where building sensor data resides, sufficient ambient energy exists to power sensors and radio communications. Harvestable energy sources include: kinetic devices, temperature differentials, light, etc. These rudimentary sources provide enough energy to transmit and receive radio signals between sensors, switches and controls within a building automation system. Instead of batteries, EnOcean-based controls use miniaturized energy converters to supply power to building energy management devices. At the center of energy harvesting and wireless is the EnOcean wireless standard.
Self-powered Wireless SensorsBuilding Blocks - An energy harvesting wireless sensor is comprised of building blocks, each of which has been optimized specifically for energy harvesting. When factoring the amount of ambient energy available in buildings, continuous operation is only feasible when all of the building blocks are optimized for low power consumption. To power devices within the naturally enforced limits of energy availability, sensors must transmit infrequently, execute procedures within the shortest possible time and be able to switch off all blocks when not required for operation.
Micro Energy Budget & BalanceA wireless, energy harvesting design factors in many variables. The following sections address some of the most important variables to consider. In these applications, where miniscule amounts of energy are harvested, it is often necessary to store the harvested energy in a reservoir for later use.
click to enlarge
Figure 3. Volumetric energy density.
An increasingly popular energy storage reservoir for energy-harvesting applications is the super-capacitor or ultra-capacitor. These electro-chemical capacitors have relatively large volumetric energy density as compared to traditional ceramic, electrolytic or tantalum capacitors, as shown in Figure 3.
Super-capacitors tolerate hundreds, thousands and even millions of charge-discharge cycles, which is two to three orders of magnitude greater than rechargeable batteries. They can also be charged/discharged very quickly. Their volumetric energy density is a couple of orders of magnitude less than typical primary lithium cells (Figure 3). But when combined with an energy harvester, such as a solar cell, they never need replacement. Additionally, they don’t contain toxic chemicals.
Design ConsiderationsThe proper selection and sizing of a super-capacitor for a given application is key. The performance of super-capacitors is affected by time, temperature, voltage, and charge cycling. Consequently, a capacitor whose initial capacitance and ESR barely meet the requirements of the application is not recommended. Capacitance and ESR degrade as time progresses. Thus, designers should determine the minimum voltage and energy requirements of the application and then de-rate the initial capacitance of the super-capacitor.
Solar Energy Harvesting (Indoors)
click to enlarge
Figure 4. Approximate constant output current.
As a rough estimate, amorphous solar panels (a few cm2) can operate with a current in the range 8.5 uA/cm2 @ 200 lx (FL). This value is extrapolated using a de-rating factor for lower illumination and/or smaller area. That corresponds to 4 uA/cm2 @ 100 lx. A similar extrapolation is shown in the Figure 4.
Care should be taken to ensure that the voltage delivered by the solar cell is above the minimum required by the system (at the lowest expected light level) and that it is below the maximum the system can tolerate (at the highest expected light level).
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The Sioux are Native American and First Nations people in North America. The term can refer to any ethnic group within the Great Sioux Nation or any of the nation's many language dialects. Their territory covers some 200,000 km2 in the present day state of South Dakota and neighboring states.
The Lakota, Dakota and Nakota Nation (also known as the Great Sioux Nation) descends from of the original inhabitants of North America and can be divided into three major linguistic and geographic groups: Lakota (Teton, West Dakota), Nakota (Yankton, Central Dakota) and Dakota (Santee, Eastern Dakota). The total number of native North Americans is approximately 1.5 million, of which around 100,000 are Lakota. They reside near the Sacred Black Hills of South Dakota.
The Sioux maintain many separate tribal governments scattered across several reservations and communities in North America: in the Dakotas, Minnesota, Nebraska, and Montana in the United States; and in Manitoba, southern Saskatchewan and Alberta in Canada.
The earliest known European record of the Sioux identified them in Minnesota, Iowa, and Wisconsin. After the introduction of the horse in the early 18th century, the Sioux dominated larger areas of land - from present day Central Canada to the Platte River, from Minnesota to the Yellowstone River, including the Powder River country.
The Lakota, also known as Teton, Tetonwan ("dwellers of the prairie"), Teton Sioux ("snake, or enemy") are a Native American tribe. They are part of a confederation of seven related Sioux tribes (the Oceti Sakowin, or seven council fires) and speak Lakota, one of the three major dialects of the Sioux language. The Lakota are the western-most of the three Sioux-language groups, occupying lands in both North and South Dakota.
The Lakota were originally referred to as the Dakota when they lived by the Great Lakes. Encroaching European-American settlement in Canada eventually led them to migrate west from the Great Lakes region. They later called themselves the Lakota, and were also known as Sioux. They were introduced to horses by the Cheyenne about 1730.
After their adoption of the horse, their society centered on the buffalo hunt on horseback. The total population of the Sioux (Lakota, Santee, Yankton, and Yanktonai) was estimated at 28,000 by French explorers in 1660. The Lakota population was first estimated at 8,500 in 1805, growing steadily and reaching 16,110 in 1881. The Lakota were, thus, one of the few Indian tribes to increase in population in the 19th century. The number of Lakota has now increased to about 70,000, of whom about 20,500 still speak the Lakota language.
After 1720, the Lakota branch of the Seven Council Fires split into two major sects, the Saone who moved to the Lake Traverse area on the South DakotaŠNorth DakotaŠMinnesota border, and the Oglala-Sicangu who occupied the James River valley. By about 1750, however, the Sane had moved to the east bank of the Missouri River, followed 10 years later by the Oglala and Brule (Sicangu).
The large and powerful Arikara, Mandan, and Hidatsa villages had long prevented the Lakota from crossing the Missouri. However, the great smallpox epidemic of 1772-1780 destroyed three-quarters of these tribes. The Lakota crossed the river into the drier, short-grass prairies of the High Plains. These newcomers were the Saone, well-mounted and increasingly confident, who spread out quickly.
In 1765, a Saone exploring and raiding party led by Chief Standing Bear discovered the Black Hills (the Paha Sapa), then the territory of the Cheyenne. Ten years later, the Oglala and Brule also crossed the river. In 1776, the Lakota defeated the Cheyenne, who had earlier taken the region from the Kiowa. The Cheyenne then moved west to the Powder River country, and the Lakota made the Black Hills their home.
Initial United States contact with the Lakota during the Lewis and Clark Expedition of 1804-1806 was marked by a standoff. Lakota bands refused to allow the explorers to continue upstream, and the expedition prepared for battle, which never came.
Nearly half a century later, after the United States Army had built Fort Laramie without permission on Lakota land, the Fort Laramie Treaty of 1851 was negotiated to protect travelers on the Oregon Trail. The Cheyenne and Lakota had previously attacked emigrant parties in a competition for resources, and also because some settlers had encroached on their lands. The Fort Laramie Treaty acknowledged Lakota sovereignty over the Great Plains in exchange for free passage on the Oregon Trail for "as long as the river flows and the eagle flies".
The United States government did not enforce the treaty restriction against unauthorized settlement. Lakota and other bands attacked settlers and even emigrant trains, causing public pressure on the US Army to punish the hostiles. On September 3, 1855, 700 soldiers under American General William S. Harney avenged the Grattan Massacre by attacking a Lakota village in Nebraska, killing about 100 men, women, and children. A series of short "wars" followed, and in 1862Š1864, as refugees from the "Dakota War of 1862" in Minnesota fled west to their allies in Montana and Dakota Territory. Increasing illegal settlement after the American Civil War caused war once again.
The Black Hills were considered sacred by the Lakota, and they objected to mining. In 1868, the United States signed the Fort Laramie Treaty of 1868, exempting the Black Hills from all white settlement forever. Four years later gold was discovered there, and prospectors descended on the area.
The attacks on settlers and miners were met by military force conducted by army commanders such as Lieutenant Colonel George Armstrong Custer. General Philip Sheridan encouraged his troops to hunt and kill the buffalo as a means of "destroying the Indians' commissary."
The allied Lakota and Arapaho bands and the unified Northern Cheyenne were involved in much of the warfare after 1860. They fought a successful delaying action against General George Crook's army at the Battle of the Rosebud, preventing Crook from locating and attacking their camp, and a week later defeated the U.S. 7th Cavalry in 1876 at the Battle of the Little Bighorn, which the Lakota call the Greasy Grass Fight. Custer attacked a camp of several tribes, much larger than he realized. Their combined forces killed 258 soldiers, wiping out the entire Custer battalion, and inflicting more than 50% casualties on the regiment.
Their victory over the U.S. Army would not last, however. The US Congress authorized funds to expand the army by 2500 men. The reinforced US Army defeated the Lakota bands in a series of battles, finally ending the Great Sioux War in 1877. The Lakota were eventually confined onto reservations, prevented from hunting buffalo and forced to accept government food distribution.
In 1877 some of the Lakota bands signed a treaty ceding the Black Hills to the United States. Low-intensity conflicts continued. Fourteen years later, Sitting Bull was killed at Standing Rock reservation on December 15, 1890. The US Army attacked Spotted Elk (aka Bigfoot), Mnicoujou band of Lakota at the Wounded Knee Massacre on December 29, 1890 at Pine Ridge.
Today, the Lakota are found mostly in the five reservations of western South Dakota: Rosebud Indian Reservation (home of the Upper Sicangu or Brule), Pine Ridge Indian Reservation (home of the Oglala), Lower Brule Indian Reservation (home of the Lower Sicangu), Cheyenne River Indian Reservation (home of several other of the seven Lakota bands, including the Mnikoju, Itazipco, Sihasapa and Oohenumpa), and Standing Rock Indian Reservation (home of the Hunkpapa), also home to people from many bands. Lakota also live on the Fort Peck Indian Reservation in northeastern Montana, the Fort Berthold Indian Reservation of northwestern North Dakota, and several small reserves in Saskatchewan and Manitoba. Their ancestors fled to "Grandmother's [i.e. Queen Victoria's] Land" (Canada) during the Minnesota or Black Hills War.
Large numbers of Lakota live in Rapid City and other towns in the Black Hills, and in metro Denver. Lakota elders joined the Unrepresented Nations and Peoples Organization (UNPO) to seek protection and recognition for their cultural and land rights. It is a little known fact that some of the American Sign Language came from the Lakota Sioux.
Chief Rain In The Face was a Hunkpapa Lakota, born around 1835 near the forks of the Cheyenne River in present-day North Dakota. According to his own testimony, he first received the name as a result of a boyhood fight in which blood smeared his face paint, much as rain. Another version, popular among whites, told that as an infant he was left in a storm long enough for rain to splatter his face.
During his youth, Rain In The Face rose to prominence as a warrior and was a major leader in the Lakota wars of the 1860s and 1870s. Following the Battle of the Little Bighorn, he accompanied Sitting Bull to Canada and returned with him to the United States in 1881. Like many other former Lakota warriors he became a reservation policeman, performing many of the traditional functions of an akicita or camp patrolman.
Sitting Bull - 1831-1890
Sitting Bull was a Lakota Medicine Man and Chief was considered the last Sioux to surrender to the U.S. Government. He was a Native American shaman and leader of the Hunkpapa Sioux, who led 3,500 Sioux and Cheyenne warriors against the US 7th Cavalry under George Armstrong Custer at the Battle of Little Bighorn on June 25, 1876.
Though he did not participate personally in the battle, the chiefs were spurred on by a dream that Sitting Bull had in which a group of American soldiers tumbled into his encampment.
Blamed for the ensuing massacre, Sitting Bull led his tribe into Canada, where they lived until 1881, when on July 20 he led the last of his fugitive people in surrender to United States troops at Fort Buford in Montana. The US government, however, had granted him amnesty.
In later life, Sitting Bull toured with Buffalo Bill Cody's Wild West Show, where he was a popular attraction. Often asked to address the audience, he frequently cursed them in his native Lakota language to the wild applause of his listeners.
Toward the end of his life, Sitting Bull was drawn to the mystical Ghost Dance as a way of repelling the white invaders from his people's land. Although he himself was not a follower, this was perceived as a threat by the American government, and a group of Indian police was sent to arrest him. In the ensuing scuffle, Sitting Bull and his son Crow Foot were killed.
Gall (Pizi), known also as Man Who Goes In The Middle and Red Walker, was a close ally and younger brother of Sitting Bull. He is best remembered for mounting the successful counterattack on Commander Marcus Reno's troops during the Battle of the Little Bighorn. Discovering that his wives and children were victims of Reno's assault, Gall threw himself into the remaining conflict with unbridled passion, observing later that their loss had "made his heart bad."
Following the Battle of the Little Bighorn, Gall lived with Sitting Bull's camp in Canada from 1877 to 1881. Returning to the United States, he joined the rest of the Hunkpapas on Standing Rock Reservation where he attempted to help his people adapt to the changes demanded of them by assimilationist polices. His willingness to cooperate with white officials led Sitting Bull and other traditionalists to brand him a traitor. Gall died in Oak Creek, South Dakota in 1894.
Beginning in 1866, Red Cloud orchestrated the most successful war against the United States ever fought by an Indian nation. The army had begun to construct forts along the Bozeman Trail, which ran through the heart of Lakota territory in present-day Wyoming to the Montana gold fields from Colorado's South Platte River. As caravans of miners and settlers began to cross the Lakota's land, Red Cloud was haunted by the vision of Minnesota's expulsion of the Eastern Lakota in 1862 and 1863. So he launched a series of assaults on the forts, most notably the crushing defeat of Lieutenant Colonel William Fetterman's column of eighty men just outside Fort Phil Kearny, Wyoming, in December of 1866. The garrisons were kept in a state of exhausting fear of further attacks through the rest of the winter.
Red Cloud's strategies were so successful that by 1868 the United States government had agreed to the Fort Laramie Treaty. The treaty's remarkable provisions mandated that the United States abandon its forts along the Bozeman Trail and guarantee the Lakota their possession of what is now the Western half of South Dakota, including the Black Hills, along with much of Montana and Wyoming.
The peace, of course, did not last. Custer's 1874 Black Hills expedition again brought war to the northern Plains, a war that would mean the end of independent Indian nations. For reasons which are not entirely clear, Red Cloud did not join Crazy Horse, Sitting Bull and other war leaders in the Lakota War of 1876-77. However, after the military defeat of the Lakota nation, Red Cloud continued to fight for the needs and autonomy of his people, even if in less obvious or dramatic ways than waging war.
Throughout the 1880's Red Cloud struggled with Pine Ridge Indian Agent Valentine McGillycuddy over the distribution of government food and supplies and the control of the Indian police force. He was eventually successful in securing McGillycuddy's dismissal. Red Cloud cultivated contacts with sympathetic Eastern reformers, especially Thomas A. Bland, and was not above pretending for political effect to be more acculturated to white ways than he actually was.
Fearing the Army's presence on his reservation, Red Cloud refrained from endorsing the Ghost Dance movement, and unlike Sitting Bull and Big Foot, he escaped the Army's occupation unscathed. Thereafter he continued to fight to preserve the authority of chiefs such as himself, opposed leasing Lakota lands to whites, and vainly fought allotment of Indian reservations into individual tracts under the 1887 Dawes Act. He died in 1909, but his long and complex life endures as testimony to the variety of ways in which Indians resisted their conquest.
Celebrated for his ferocity in battle, Crazy Horse was recognized among his own people as a visionary leader committed to preserving the traditions and values of the Lakota way of life.
Even as a young man, Crazy Horse was a legendary warrior. He stole horses from the Crow Indians before he was thirteen, and led his first war party before turning twenty. Crazy Horse fought in the 1865-68 war led by the Oglala chief Red Cloud against American settlers in Wyoming, and played a key role in destroying William J. Fetterman's brigade at Fort Phil Kearny in 1867.
Crazy Horse earned his reputation among the Lakota not only by his skill and daring in battle but also by his fierce determination to preserve his people's traditional way of life. He refused, for example, to allow any photographs to be taken of him. And he fought to prevent American encroachment on Lakota lands following the Fort Laramie Treaty of 1868, helping to attack a surveying party sent into the Black Hills by General George Armstrong Custer in 1873.
When the War Department ordered all Lakota bands onto their reservations in 1876, Crazy Horse became a leader of the resistance. Closely allied to the Cheyenne through his first marriage to a Cheyenne woman, he gathered a force of 1,200 Oglala and Cheyenne at his village and turned back General George Crook on June 17, 1876, as Crook tried to advance up Rosebud Creek toward Sitting Bull's encampment on the Little Bighorn.
After this victory, Crazy Horse joined forces with Sitting Bull and on June 25 led his band in the counterattack that destroyed Custer's Seventh Cavalry, flanking the Americans from the north and west as Hunkpapa warriors led by chief Gall charged from the south and east.
Following the Lakota victory at the Little Bighorn, Sitting Bull and Gall retreated to Canada, but Crazy Horse remained to battle General Nelson Miles as he pursued the Lakota and their allies relentlessly throughout the winter of 1876-77. This constant military harassment and the decline of the buffalo population eventually forced Crazy Horse to surrender on May 6, 1877; except for Gall and Sitting Bull, he was the last important chief to yield.
Even in defeat, Crazy Horse remained an independent spirit, and in September 1877, when he left the reservation without authorization, to take his sick wife to her parents, General George Crook ordered him arrested, fearing that he was plotting a return to battle. Crazy Horse did not resist arrest at first, but when he realized that he was being led to a guardhouse, he began to struggle, and while his arms were held by one of the arresting officers, a soldier ran him through with a bayonet.
The Dakota are first recorded to have resided at the source of the Mississippi River during the seventeenth century. By 1700 some had migrated to present-day South Dakota. Late in the 17th century, the Dakota entered into an alliance with French merchants. The French were trying to gain advantage in the struggle for the North American fur trade against the English, who had recently established the Hudson's Bay Company.
Siege of New Ulm, August 19, 1862
By 1862, shortly after a failed crop the year before and a winter starvation, the federal payment was late. The local traders would not issue any more credit to the Santee and one trader, Andrew Myrick, went so far as to say, "If they're hungry, let them eat grass." On August 17, 1862 the Dakota War began when a few Santee men murdered a white farmer and most of his family. They inspired further attacks on white settlements along the Minnesota River. The Santee attacked the trading post. Later settlers found Myrick among the dead with his mouth stuffed full of grass.
On November 5, 1862 in Minnesota, in courts-martial, 303 Santee Sioux were found guilty of rape and murder of hundreds of American settlers. They were sentenced to be hanged. No attorneys or witness were allowed as a defense for the accused, and many were convicted in less than five minutes of court time with the judge. President Abraham Lincoln commuted the death sentence of 284 of the warriors, while signing off on the execution of 38 Santee men by hanging on December 26, 1862 in Mankato, Minnesota. It was the largest mass-execution in U.S. history.
Afterwards, the US suspended treaty annuities to the Dakota for four years and awarded the money to the white victims and their families. The men remanded by order of President Lincoln were sent to a prison in Iowa, where more than half died.
During and after the revolt, many Santee and their kin fled Minnesota and Eastern Dakota to Canada, or settled in the James River Valley in a short-lived reservation before being forced to move to Crow Creek Reservation on the east bank of the Missouri. A few joined the Yanktonai and moved further west to join with the Lakota bands to continue their struggle against the United States military.
Others were able to remain in Minnesota and the east, in small reservations existing into the 21st century, including Sisseton-Wahpeton, Flandreau, and Devils Lake (Spirit Lake or Fort Totten) Reservations in the Dakotas. Some ended up in Nebraska, where the Santee Sioux Tribe today has a reservation on the south bank of the Missouri.
Those who fled to Canada now have descendants residing on nine small Dakota Reserves, five of which are located in Manitoba (Sioux Valley, Long Plain, Dakota Tipi, Birdtail Creek, and Oak Lake [Pipestone]) and the remaining four (Standing Buffalo, Moose Woods White Cap] Round Plain [Wahpeton], and Wood Mountain) in Saskatchewan.
Red Cloud's War (also referred to as the Bozeman War) was an armed conflict between the Lakota and the United States in the Wyoming Territory and the Montana Territory from 1866 to 1868. The war was fought over control of the Powder River Country in north central Wyoming.
The war is named after Red Cloud, a prominent Sioux chief who led the war against the United States following encroachment into the area by the U.S. military. The war ended with the Treaty of Fort Laramie. The Sioux victory in the war led to their temporarily preserving their control of the Powder River country.
The Great Sioux War comprised a series of battles between the Lakota and allied tribes such as the Cheyenne against the United States military. The earliest engagement was the Battle of Powder River, and the final battle was the Wolf Mountain. Included are the Battle of the Rosebud, Battle of the Little Bighorn, Battle of Warbonnet Creek, Battle of Slim Buttes, Battle of Cedar Creek, and the Dull Knife Fight.
The massacre at Wounded Knee Creek was the last major armed conflict between the Lakota and the United States. It was described as a "massacre" by General Nelson A. Miles in a letter to the Commissioner of Indian Affairs.
On December 29, 1890, five hundred troops of the U.S. 7th Cavalry, supported by four Hotchkiss guns (a lightweight artillery piece capable of rapid fire), surrounded an encampment of the Lakota bands of the Miniconjou and Hunkpapa with orders to escort them to the railroad for transport to Omaha, Nebraska.
By the time it was over, 25 troopers and more than 150 Lakota Sioux lay dead, including men, women, and children. Some of the soldiers are believed to have been the victims of "friendly fire" because the shooting took place at point-blank range in chaotic conditions. Around 150 Lakota are believed to have fled the chaos, many of whom may have died from hypothermia.
Later in the 19th century, the railroads hired hunters to exterminate the buffalo herds, the Indians' primary food supply. The Santee and Lakota were forced to accept white-defined reservations in exchange for the rest of their lands, and domestic cattle and corn in exchange for buffalo. They became dependent upon annual federal payments guaranteed by treaty.
In Minnesota, the treaties of Traverse des Sioux and Mendota in 1851 left the Sioux with a reservation twenty miles (32 km) wide on each side of the Minnesota River. Today, one half of all enrolled Sioux in the United States live off the reservation. Enrolled members in any of the Sioux tribes in the United States are required to have ancestry that is at least 1/4 degree Sioux (the equivalent to one grandparent).
In Canada, the Canadian government recognizes the tribal community as First Nations. The land holdings of the these First Nations are called Indian Reserves.
The Wounded Knee incident began February 27, 1973 when about 200 Oglala Lakota and followers of the American Indian Movement seized and occupied the town of Wounded Knee, South Dakota on the Pine Ridge Indian Reservation. The grassroots protest followed the failure of their effort to impeach the elected tribal president Richard Wilson, whom they accused of corruption and abuse of opponents; they also protested the United States government's failure to fulfill treaties with Indian peoples and demanded the reopening of treaty negotiations.
Oglala and AIM activists controlled the town for 71 days while the United States Marshals Service, Federal Bureau of Investigation agents and other law enforcement agencies cordoned off the area. The activists chose the site of the 1890 Wounded Knee Massacre for its symbolic value. Both sides were armed and shooting was frequent. An FBI agent was paralyzed from a gunshot wound early during the occupation, and later died from complications; a Cherokee and an Oglala Lakota were killed by shootings in April 1973. Ray Robinson, a civil rights activist who joined the protesters, disappeared during the events and is believed to have been murdered. Due to damage to the houses, the small community was never reoccupied.
The occupation attracted wide media coverage, especially after the press accompanied the two US Senators from South Dakota to Wounded Knee. The events electrified American Indians, who were inspired by the sight of their people standing in defiance of the government which had so often failed them. Many Indian supporters traveled to Wounded Knee to join the protest. At the time there was widespread public sympathy for the goals of the occupation, as Americans were becoming more aware of longstanding issues of injustice related to American Indians. Afterward AIM leaders Dennis Banks and Russell Means were indicted on charges related to the events, but their 1974 case was dismissed by the federal court for prosecutorial misconduct, a decision upheld on appeal.
Wilson stayed in office and in 1974 was re-elected amid charges of intimidation, voter fraud and other abuses. The rate of violence climbed on the reservation as conflict opened between political factions in the following three years; residents accused Wilson's private militia, Guardians of the Oglala Nation (GOONs), for much of it. More than 60 opponents of the tribal government died violently during those years, including the executive director of the Oglala Sioux Civil Rights Organization (OSCRO). In 1975 in the "Pine Ridge shootout", two FBI agents were killed, found to have been shot at close range.
Three AIM members were indicted for their deaths, including Leonard Peltier, who escaped to Canada. In the first trial, the two AIM members were acquitted. Because of delays of the extradition process, Peltier was tried separately; he was convicted in a controversial case. Anna Mae Aquash, the highest-ranking woman in AIM, was murdered in late December 1975 at the reservation, but her body was not found until February 1976. Two Native American men were convicted in 2004 and 2010 in her murder, but many people believe that the execution was ordered by the highest leaders in AIM.
The Republic of Lakotah or Lakotah is a proposed country in North America to serve as a homeland for the Lakota. Its boundaries would be surrounded by the borders of the United States, covering thousands of square miles in North Dakota, South Dakota, Nebraska, Wyoming, and Montana. The proposed borders are those of the 1851 Treaty of Fort Laramie between the United States government and the Lakota.
A group of Native Americans called the Lakota Freedom Delegation traveled to Washington, D.C., on 17 December 2007 and delivered a statement asserting the independence of the Lakota from the United States. The group argues that the recent declaration of independence is not a secession from the USA, but rather a reassertion of sovereignty. Their leader is Russell Means, one of the prominent members of the American Indian Movement in the late 1960s and 1970s.
The Lakota Freedom Delegation does not recognize tribal governments or presidents as recognized by the United States Bureau of Indian Affairs, sometimes referring to these groups as "stay-by-the-fort Indians".
The claimed boundaries of Lakotah are the Yellowstone River to the north, the North Platte River to the south, the Missouri River to the east and an irregular line marking the west. These borders coincide with those set by the 1851 Treaty of Fort Laramie.
By these claims, the largest city in Lakotah is Omaha, Nebraska. The boundaries also contain Rapid City, South Dakota; Mandan, North Dakota; Casper, Wyoming; and Bellevue, Nebraska as well as Mount Rushmore.
In addition to containing all the Indian reservations of the Lakota, the territory which the Republic claims includes reservations inhabited by non-Lakota Siouan peoples (the Dakota Indian Reservation, the Winnebago Indian Reservation and the Omaha Indian Reservation) as well as part of one non-Sioux reservation (the Fort Berthold Indian Reservation in western North Dakota). Lakota would also contain the poorest counties in the United States.
On January 1, 2008, the Republic announced they were filing liens on all US government-held lands within their claimed borders; however, the first round of liens, in an unnamed county in South Dakota, were rejected.
Following this it chose to concentrate on recovery of the Black Hills.
In July 2008, Russell Means announced that the Republic of Lakotah would be founding an all-Lakota "grand jury" to investigate corruption by US government officials on the seven reservations in the Republic's claimed territory.
Means ran for presidency of the Oglala Lakota in 2008 election, losing by 1,918 to 2,277.
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In the beginning, prior to the creation of the Earth, the gods resided in an undifferentiated celestial domain and humans lived in an indescribably subterranean world devoid of culture.
Chief among the gods were Takushkanshkan ("something that moves"), the Sun, who is married to the Moon, with whom he has one daughter, Wohpe ("falling star"); Old Man and Old Woman, whose daughter Ite ("face") is married to Wind, with whom she has four sons, the Four Winds.
Among numerous other spirits, the most important is Inktomi ("spider"), the devious trickster. Inktomi conspires with Old Man and Old Woman to increase their daughter's status by arranging an affair between the Sun and Ite. The discovery of the affair by the Sun's wife leads to a number of punishments by Takuskanskan, who gives the Moon her own domain, and by separating her from the Sun initiates the creation of time.
Old Man, Old Woman, and Ite are sent to earth, but Ite is separated from the Wind, her husband, who, along with the Four Winds and a fifth wind presumed to be the child of the adulterous affair, establishes space. The daughter of the Sun and the Moon, Wohpe, also falls to earth and later resides with the South Wind, the paragon of Lakota maleness, and the two adopt the fifth wind, called Wamniomni ("whirlwind").
Alone on the newly formed earth, some of the gods become bored, and Ite prevails upon Inktomi to find her people, the Buffalo Nation. In the form of a wolf, Inktomi travels beneath the earth and discovers a village of humans. Inktomi tells them about the wonders of the earth and convinces one man, Tokahe ("the first"), to accompany him to the surface.
Tokahe does so and upon reaching the surface through a cave (Wind Cave in the Black Hills), marvels at the green grass and blue sky. Inktomi and Ite introduce Tokahe to buffalo meat and soup and show him tipis, clothing, and hunting utensils. Tokahe returns to the subterranean village and appeals to six other men and their families to travel with him to the earth's surface.
When they arrive, they discover that Inktomi has deceived them: buffalo are scarce, the weather has turned bad, and they find themselves starving. Unable to return to their home, but armed with a new knowledge about the world, they survive to become the founders of the Seven Fireplaces.
The Seven Sacred Rites
Wohpe ("Falling Star") appears to the Lakota as a real woman during a period of starvation. She is discovered by two hunters, one of whom lusts for her. He is immediately covered by a mist and reduced to bones. The other hunter is instructed to return to his camp and tell the chief and people that she, "White Buffalo Calf Woman," will appear to them the next day. He obeys, and a great council tipi is constructed.
White Buffalo Calf Woman presents to the people a bundle containing the sacred pipe, and she tells them that in time of need they should smoke from the pipe and pray to Wakantanka for help. The smoke from the pipe will carry their prayers upward.
She then instructs them in the seven sacred rites, most of which continue to form the basis of Lakota religion, including the sweat lodge, the vision quest, and the Sundance Day.
- Encyclopedia of Religion
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2012 THE ALCHEMY OF TIME | <urn:uuid:eec511e0-6365-48d2-aa01-fd4008ac1197> | {
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The Butchulla people’s traditional name for Fraser Island was K’gari which means paradise. According to Butchulla legend, Fraser Island was named K’gari after the beautiful spirit who helped Yindingie, messenger of the great god Beeral, create the land.
As a reward to K’gari for her help Beeral changed her into an idyllic island with trees, flowers and lakes. He put birds, animals and people on the island to keep her company. Captain Cook first sighted the Fraser Island Butchulla people during 1770 and named Indian Head on the eastern beach after them.
Captain Matthew Flinders was one of the first white men to have contact with the islanders and had peaceful meetings with them in 1799 and 1802. There were six clans in the Butchulla Nation and the territory extended through Fraser Island, Double Island Point, Tin Can Bay, Bauple Mountain and north to a point at Burrum Heads in Queensland.
The island has rainforests, eucalyptus woodland, mangrove forests, wallum and peat swamps, sand dunes and coastal heaths. It is made up of sand that has been accumulating for approximately 750,000 years on volcanic bedrock that provides a natural catchment for the sediment which is carried on strong offshore current northwards along the coast.
Unlike on many sand dunes, plant life is abundant due to the naturally occurring mycorrhizal fungi present in the sand, which release nutrients in a form that can be absorbed by the plants.
Fraser Island is home to a small number of mammal species, as well as a diverse range of birds, reptiles and amphibians, including the occasional saltwater crocodile. Eli Creek is the largest creek on the east coast of the island with a flow of 80 million litres per day. Eli Creek has its own unique and varied wild life.
Coongul Creek on the west coast has a flow rate of four to five million litres per hour. Some of the swamps on the island are fens, particularly near Moon Point. This was only discovered in 1996 when a group of experts who had attended a Ramsar conference in Brisbane flew over the island and conducted an aerial survey.
In July 1802, explorer Matthew Flinders sailed the east coast, landing for a day to collect water and wood, and for botanists to collect plant specimens. In 1836, survivors of the wrecked ship Stirling Castle took shelter on the island before being rescued by a Brisbane search party.
Imaginative accounts by one survivor, Eliza Fraser, became embellished as she travelled Australia and Britain earning money and fame from her ordeal. Another survivor’s story described Captain Fraser’s death from natural causes, but Eliza’s stories inspired widespread hostility towards Aborigines.
The island became known as Fraser’s Island. In 1842, explorer Andrew Petrie reported good pastoral lands and excellent forests. Settlers arrived, grazing sheep and cattle. Logging of valuable kauri pines began in 1863.
After the Gympie goldrush of 1867, demand for timber boomed and logging expanded to become the region’s major industry for more than a century. Relics of timber-cutting camps, sawmills, tramways, jetties, wharves and towns remain today. | <urn:uuid:29218d82-3287-452d-87cd-5f68c2546f4a> | {
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A mathematician from Bell Laboratories has devised a radical new method of programming computers to solve some of the most difficult management problems faced in industry and other large organizations.
But, although early word of the development has stimulated optimistic press accounts, several computer scientists cautioned that no tests had been made with realistic problems.
"If it lives up to its promise, it's quite extraordinary, the kind of advance that transcends the field," said Daniel J. Kleitman, an applied mathematician at the Massachusetts Institute of Technology. "Ideas like this come along maybe every 20 or 30 years. That's if it works."
The method is an algorithm, a kind of strategy to use in writing a computer program to solve a problem. In this case, the problems are so complex that they may take even the biggest mainframe computers several days to solve. According to early estimates, the new method could cut this time to 1 or 2 percent as long. "What this would mean is that you could do problems that you wouldn't have had time to do before," Kleitman said. "You could solve the same problem in less time, or you could solve bigger problems in the same amount of time."
The kinds of problems at issue are those common to many large industries seeking some optimal way to manage complex, interdependent operations. For example, a company might want to plan operations so as to minimize the costs of a large network of manufacturing plants, each drawing on various suppliers of raw materials whose prices fluctuate according to several other factors and in which all the plants need to coordinate production with sales rates that vary seasonally.
The new method was developed by Narendra Karmarkar, 28, an Indian-born mathematician recently hired by Bell Labs, AT&T's research center in Murray Hill, N.J. His method, which has not been named, is seen as an alternative to the so-called simplex method developed more than 30 years ago by George B. Dantzig.
The differences between the methods involve forms of mathematics unfamiliar even to many computer experts. Mathematicians, however, regard Karmarkar's method as unusually clever.
"It's very interesting work," said Michael Overton, a professor of computer science at New York University's Courant Institute of Mathematical Sciences. "But it is only hearsay that it's 50 or 100 times faster than the simplex method. A lot of people are experimenting with this now, and I would expect that in about six months we'll know whether it's really very useful."
Although a story on his method appeared in The New York Times yesterday, Karmarkar himself was unavailable to reporters. A spokesman for Bell Labs said he was spending the day trying to pass the written exam for a New Jersey driver's license. | <urn:uuid:778866b5-76a7-42d2-acca-a1f4945deb0a> | {
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Spelling Workout series: A-G
Publisher: Modern Curriculum Press/Pearson Learning Group
|Instant KeyPublishers InfoPricing|
Spelling Workout series
The Spelling Workout series, books A through G for grades 1 though 8 respectively, correlates fairly well with MCP’s Plaid Phonics series. However, Spelling Workout may be used on its own. Although books are printed in only two colors, the layout and illustrations make them fairly attractive.
Spelling is taught from a phonics perspective, gradually shifting emphasis to vocabulary and word origins at the upper levels. Lessons for the first six books follow the same format. They begin with a narrative that uses some of that week’s spelling words. Then students take a pretest, correcting their own work. The next activity generally focuses on a phonic concept common to the list words. Activities on the third page of the lesson vary; they might be analogies, scrambled words, synonyms, antonyms, definitions, crossword puzzles, dictionary work (in student dictionaries at the back of each book), alphabetizing, or similar activities. The final page of each lesson includes proofreading, a writing activity, and a list of a few bonus words to challenge bright students.
Books F and G are slightly different. They forego the opening narrative and jump right into very brief instruction or review on a topic that might deal with phonics, suffixes, word origins, or anything else relating to how words are spelled. This is followed by vocabulary and dictionary activity, then word analysis and word application activities that might deal with synonyms, parts of speech, analogies, or common word elements.
Every lesson includes a puzzle, most of them crossword puzzles. The final page of each lesson, like those in books A through E, has proofreading, a writing activity, and bonus words.
All levels have reviews every five lessons plus review tests in a standardized (fill-in-the-bubble) test format. Books C and up have a few pages at the back for students to write troublesome words for continued review.
Teacher’s Editions have answers overprinted on reduced student pages, surrounded by succinct teaching information. Most useful will be the sample sentences to be used for pre- and post-tests. Some spelling enrichment suggestions at the back of the Teacher’s Editions might be useful, although most are for classroom groups.
One caution: some children, especially those who are dyslexic, are really confused by misspelled words such as those they encounter in proofreading exercises, or they have trouble unscrambling letters to make words. Their brains absorb the images of the incorrect words, so these children build up a confused memory of what the words should look like. In such cases, skip these activities.
Spelling Workout books require no lesson preparation, and students past the first level or two can work through most of their lessons independently.
Modern Curriculum Press Spelling Workout Grade 4 H
Modern Curriculum Press Spelling Workout Grade 2 H
Modern Curriculum Press Spelling Workout Grade 1 H
Spelling Workout 2001/2002 Level A Student Edition
Spelling Workout 2001/2002 Level B Teacher Edition
Spelling Workout 2001/2002 Level F Student Edition
Modern Curriculum Press Spelling Workout Grade 7 H
Modern Curriculum Press Spelling Workout Grade 6
Modern Curriculum Press Spelling Workout Grade 5 H
- Suitable for: mostly independent work
Audience: grades 1-8
Need for parent/teacher instruction: minimal to none
Prep time needed: 0
Religious perspective: Secular
Modern Curriculum Press/Pearson Learning Group
(800) 526-9907 www.pearsonhomeschool.com
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© Copyright 2010-2015 - Grove Publishing, Inc. Web Design by Servator Design | <urn:uuid:a71021e7-4d18-4af2-bd62-2ae956aaa86e> | {
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What Is An Arrest Warrant?
An arrest warrant gives police the right to find someone and to take them to jail until they see a judge based on probable cause, which means they have enough proof to prove you may be guilty of a crime.
If an arrest warrant has been issued, the arresting officer has to show proof of the warrant upon request and the reason for the warrant.
What Kind Of Evidence Constitutes Probable Cause?
Probable cause exists when there is enough evidence to prove that a crime has been committed or is about to be committed. Evidence enough to develop probable cause is decided by a judge. It can be multiple eye witness statements, a video, a recording, or eye witness by a government official such as a police officer.
Probable cause refers to the amount and quality of information required to arrest someone, to search or seize private property in many cases, or to charge someone with a crime. Legal cause to arrest, search, or seize property exists when facts and circumstances known to the police officer would lead a reasonable person to believe:
- that the person to be arrested has committed a crime;
- that the place to be searched was the scene of a crime;
- that the place to be searched contains evidence of a crime; and/or
- that property to be seized is contraband, stolen, or constitutes evidence of a crime.
Reference: Find Law
Is An Arrest Warrant The Same As A Search Warrant?
Not exactly. An arrest warrant allows police to find and detain a person, bringing them to jail before a judge. A search warrant allows police to search a home. Under an arrest warrant police have the right to come into your home, using force if necessary, to detain you; however, if you are a guest in someone else’s home, then the police would need to also have a search warrant. | <urn:uuid:259063d7-ea83-4245-9900-cd1ef88ab18c> | {
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Electric Welding Steel
Collins Collins Basement (G-1)
The extremely high heat of the electric arc makes it by far the most effective way to selectively melt steel for welding. In this class we will be ‘jumping into the ‘deep end’, so to speak, by beginning with TIG welding (Tungsten Inert Gas welding), a process that gives the welder the most complete control of the arc of any manual welding process. Make sure you are dressed in 100% cotton and wearing leather ankle-high boots for the first class meeting (no synthetic fabrics, they ignite easily!) so that we can start welding right away. Then we move on to MIG, (Metal Inert Gas welding) the so-called ‘hot glue gun for steel’ due to its simple ‘point and shoot’ technique. Finally, we will investigate Shielded Metal Arc Welding (SMAW) better known as “stick welding”, a familiar arc welding process which can be used effectively outdoors.
To successfully complete this class, the student must conceive of and execute at least one personal welding project, using the welding process of your choice. The goal may be to create a sculptural object, or perhaps a piece of steel furniture or a section of architectural metalwork, or even a purely practical object like a steel toolbox. Any type of proposal is acceptable as long as your concept has a strong aesthetic dimension.
We urge you, if you are able, to be fully up-to-date on vaccinations, including boosters. Available vaccination sites can be found here.
Reid Drum is Studio Manager for sculpture at MassArt, where he earned his MFA. He also holds a BFA from University of North Carolina Chapel Hill. | <urn:uuid:b6b8773d-2ccf-4ef4-a39e-e55a7581505b> | {
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Cecilia Tortajada and Asit K. Biswas
CHINA DAILY | March 12, 2018
Building a beautiful China and an ecological civilization has been written into the country’s Constitution to reconcile economic development and ecological protection, fill the gaps in terms of environmental governance and comply with people’s aspirations and wishes. The move was in response to serious air, water and air pollution that affected China because of rapid economic growth.
Acutely aware of the serious environmental problems caused by breakneck industrialization, the Chinese government has been putting in place increasingly stricter environmental protection measures to improve people’s life and health, and protect the ecosystems.
Industrial development and widespread use of coal for power generation and heating have resulted in heavy air pollution. Unregulated industrial (including mining) and domestic discharges have contaminated the soil and water bodies in many areas. In 2014, the Ministry of Environmental Protection said 16.1 percent of China’s productive soil was polluted.
The latest plan announced is expected to ensure steady economic growth continues, so as to lift millions of Chinese people out of poverty. Action plans for prevention and control of soil, water and air pollution have also been prepared as integral components of this ambitious but implementable vision.
Since a beautiful China cannot be built overnight, targets have been set for 2020 and 2030, and the results will be regularly monitored and assessed to ensure the process progresses smoothly. And officials will be made accountable for their environmental actions and decisions.
The latest plan is an important shift in the country’s development paradigm, which will help build a prosperous and beautiful China. This includes new ways of generating energy, and managing air, water and soil to progressively reduce pollution levels.
A greener development model will include generating hydropower, and harnessing wind and solar power to produce energy, and steadily decreasing the use of coal. Policies will be backed by strict regulations and enforcement, actions that were mostly missing in the past.
China has been pursuing green development for some years now. For example, by 2015, it had already installed almost half of the world’s added wind power. And in 20 years, it is expected to lead the world in the use of renewable sources of energy, fast transition to electric vehicles, and tougher rules and regulations for controlling the harmful effects of industrialization on the environment.
Recent attempts to reduce air pollution in Beijing have been successful. In January, the government reported that the levels of PM 2.5, one of the most dangerous air pollutants, had dropped to 34 micrograms per cubic meter, nearly one-third less than the level five years ago. In 2013, when the government announced that the PM 2.5 target for 2018 will be less than 60 microgram per cubic meter, even many Chinese people, let alone foreigners, considered it to be too ambitious and thus unachievable. But thanks to good planning and determined implementation, the target has been achieved.
Just like China’s economic development over the past four decades has been unprecedented, the country will make good progress in controlling environmental pollution－much faster than any developed country has managed over the past century－which will pave the way for building an ecological civilization and a beautiful China.
Cecilia Tortajada is a senior research fellow at the Institute of Water Policy, Lee Kuan Yew School of Public Policy, National University of Singapore, and editor-in-chief of the International Journal of Water Resources Development. Asit K. Biswas is a distinguished visiting professor at the same school.
This article was published by CHINA DAILY, March 12, 2018. | <urn:uuid:6f6c2bde-adcd-4d15-836f-8daf9350bc9a> | {
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Source of PotassiumPotassium (K+) is an alkaline metal closely related to sodium. It is seldom that one sees it analyzed separately on a water analysis. Potassium is not a major component in public or industrial water supplies. Potassium is, however, essential in a well balanced diet and can be found in fruits such as bananas.
Treatment of PotassiumA cation exchange resin, usually in the form of a softener, can remove Potassium. It can also be reduced by 94 - 97% utilizing electrodialysis or reverse osmosis. | <urn:uuid:19c962c2-4439-47bf-8288-d9d54e05b274> | {
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Activedies At Home With Glue For Kids. Let the kids hurry up and draw their artwork on the page using the glue to start this project. Glue is a wonderful sensory material for children to explore, and a springboard into all sorts of art, making and experiments.
Then, before the glue dries up, sprinkle sand all over the glue. 2 || tracing with glue. 27/05/2016 by cathy james 1 comment.
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Mount St Helens erupted and scorched or blew down 230 square miles of forest. Recovery at Mt St Helens continues, almost 32 years later.
The weather was very cloudy the day I arrived back in September, 2004. I drove up the mountain the next day and it was a little clearer at first but the clouds came later and made it hard to see the mountain.
Mount St Helens
Where the mudslide had occurred, these dead, burned trees below, were laying alongside the Toutle river. I saw these on my drive up to the mountain.
Burned Dead Trees
One of the mountain lakes near by.
Named after the young geologist who died that day and whose body was never found, the Johnston Ridge Observatory visitor center is right in front of the crater five miles away and has the best view of the mountain. It was cloudy at the top of the volcano the day I was there so it was very hard to see anything.
Johnston Ridge Observatory
At the bottom of the volcano where the avalanche and mudslide occurred, the green color is due to moss from the rain, when looking down from the Johnston Ridge Observatory. Brown is the normal color.
The canyon below looks small but it is very large. I saw a tour helicopter fly into the canyon.
Blowing down trees, the blast from the eruption had raced up the hill. 230 square miles of forest was flattened, in less than three minutes!
As far as I can see, there are no trees. The blast removed all the trees and left stumps. I could see a small patch of burned trees far away on another hill still standing but most trees were blown away!
Looking at Mount St Helens, the clouds covered the top of the volcano. I would get small glimpses of the crater as the clouds went by.
Looking around me 360 degrees, it is so eerie to see no trees. They are all dead!
A magnitude 5.1 earthquake triggered the collapse of the north flank and summit of Mount St Helens and formed the largest landslide in recorded history, on the morning of May 18, 1980.
In a powerful lateral blast, super heated groundwater and gas rich magma trapped inside the volcano were suddenly released. 230 square miles of forest were flattened in less than three minutes. The hot magma and gas melted the ice and snow that covered the volcano. Surrounding the mountain, the resulting floodwater mixed with the debris and rock to create concrete like mudflows that scoured river valleys.
Transforming day into night across Eastern Washington, a plume of pumice and volcanic ash flowed out of the volcano reaching a height of fifteen miles. Called pyroclastic flows, avalanches of super heated pumice and gas, swept down the flanks of the volcano. The pyroclastic flows, mudflows and eruption column continued throughout the day and following night, while the lateral blast and landslide were over within minutes.
By the following morning the landscape appeared to be a gray wasteland and major eruptive activity had ceased.
The north face of this symmetrical tall mountain had collapsed in a massive rock debris avalanche, shaken by an earthquake measuring 5.1 on the Richter scale. This slab of ice and rock slammed into Spirit Lake, crossed a ridge 1,300 feet high, and roared fourteen miles down the Toutle River, all within a few moments!
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DOMESTIC PROBLEM IN INDIA: NAXALISM
Political conflict is an unavoidable part of any and every place. India faces a similar kind of situation. Amongst its numerous domestic problems one of the oldest is “Naxalism”. Not only from historical perspective but also from the view point of Lecturette round in SSB, Naxalism holds a lot of importance. Today’s article tends to cover crucial notions about this issue.
A Naxal or Naxalite is any person politically active, claiming to have the legacy of Communist party of India or the Marxist- Leninist. The term ‘naxal’ originated from village Naxalbari in West Bengal in 1967 when the initial steps of Naxal movement were laid down. Here are a few details of the Naxal movement and its aftermath:
The movement began in the form of an uprising (in 1967) by a section of Communist Party under the headship of Charu Majumdar, Kanu Sanyal and Jangal Santhal.
The movement arose as a reaction to the denial and partial treatment given to certain minorities such as Dalits and Adivasi.
The failure of Constitution of India to implement 5th and 6th standard; the limited form of tribal autonomy; the lack of concern of India to uplift its weaker section; poverty- economic inequality- underdevelopment of Naxal regions; threat to livelihood, forest and lands of Tribal people; lack of basic facilities such as education, food, sanitation; and destruction of land- water resources due to mining became the major cause of Naxal movement/ Naxalism.
In 1971 Naxalism gained strength wherein students in Calcutta left universities to join Naxalites. The then West Bengal Chief Minister, Siddhartha Shankar Ray issued strict counter- measures to stop the Naxalites. Add to that, in same year Indira Gandhi enforced counter insurgency operation called “Operation Steeplechase” whereby hundred of Naxalites were killed and nearly 20,000 were imprisoned.
The movement again gained impetus since the year 2000 and since then an on- off fight between the tribal Naxalites and Indian government is continuing. Thousands of Naxalites lost their life but somehow the movement has been able to spread to other parts of the country such as: Karnataka, Chattisgarh, Orissa, Andhra Pradesh, Telangana, Mahrashtra, Bihar, Uttar Pradesh and Jharkhand.
Naxalism is hence a militant and violent armed struggle by marginalized section of the society mainly tribal and peasants.
Naxalism is based on the Maoist approach as per which there should equal provision for all sects of society without any discrimination between rich and poor.
Although Indian Government tried certain plans but law and order, or mere counter attacks are not a solution to this problem. There has to be well designed strategy to curb Naxalism which should include provision of basic facilities to the Naxalities; grant of monetary support and equal status to them along with co- ordinate actions among police to stop any sort of fight with the Naxals.
Although Naxalism has covered various areas but its demands are still unfulfilled. The Naxal struggle continues till date and hence becomes a significant issue for SSB session. Read the above and prepare yourself with an all- round knowledge for the interview. | <urn:uuid:1757872f-3bd3-4fb1-bf49-b3eb8110c072> | {
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Dupuytren contracture: A gradual thickening and tightening of the fascia (fibrous tissues layer) under the skin of the palm and fingers in the hand.
1822 – Sir Astley Cooper (1768-1841) reported digital contractures, and deemed them ‘incurable by operation‘
1831 – Dupuytren first to realise that the basic ‘lesion‘ for contracture lay in the palmar fascia rather than the skin or tendons. He operated on the contracture of a French wine merchant (1811) with success, taking a swipe at AP Copper at the same time
1833 – Jean-Gaspard-Blaise Goyrand (1793-1866) presented at l’Academie Royale de Médecine, claiming Dupuytren was in error on three points:
- Dissections showed bands flexing fingers and the thumb, beyond the normally accepted limits of the palmar aponeurosis
- A longitudinal incision allowed better healing and even some fascial excision (possibly the first fasciectomy)
- The condition was more hereditary than occupational in origin
1835 – Goyrand demonstrated that excision of a transverse segment of palmar aponeurosis and direct suture of this defect will produce flexion only at the MP and not at the IP joints.
Goyrand proposed that the ‘predigital bands‘ which flexed the fingers, were formed from the ‘fibro-cellular subcutaneous tissue‘ of the fingers. This ‘extrinsic‘ theory of aponeurotic retraction origin directly opposed the ‘intrinsic‘ theory of Dupuytren – A concept supported by the work of Velpeau (who claimed priority…).
- Sir Astley Cooper (1768-1841)
- Baron Guillaume Dupuytren (1777-1835)
- Jean-Gaspard-Blaise Goyrand (1793-1866)
- Alfred-Armand-Louis-Marie Velpeau (1795-1867)
- Dupuytren’s disease
- Palmar fibromatosis
- Dupuytren G. De la rétraction des doigts par suite d’une rétraction de l’aponévrose palmaire. Paris, 1831, 2nd series; 5: 352-365.
- Dupuytren G. Permanent retraction of the fingers, produced by affection of the palmar fascia. Lancet, London, 1833-1834, 2: 222-225. English translation and reprint in Medical Classics, 1939, 4: 142-150
- Goyrand G. Nouvelles recherches sur la rétraction permanente des doigts. Mem R Méd Belg, 1833, 3: 489-196.
- Goyrand G. De la ritraction permanente des doigts. Gazette Medicale de Paris 1835, 2s 3: 481-486.
- Peltier LF. Guillaume Dupuytren and Dupuytren’s fracture. Surgery. 1958;43(5):868-74. [PMID 13543661]
- Battaloglu E, Deshmukh RG. Dupuytren’s contracture: Current understanding of the condition and its management. Hard Tissue 2014 Feb 10;3(1):3
- Gilgenkrantz S. [The Baron Guillaume Dupuytren]. Med Sci (Paris). 2006 Aug-Sep;22(8-9):771-2.[PMID16962055] [PDF]
- Gudmundsson KG, Jónsson T, Arngrímsson R. Guillaume Dupuytren and finger contractures. Lancet. 2003 Jul 12;362(9378):165-8. [PMID12867120] [Full Text]
- Gudmundsson KG, Arngrímsson R, Sigfússon N, Björnsson Á, and Jónsson T. Epidemiology of Dupuytren’s disease: clinical, serological and social assessment. The Reykjavik Study. J Clin Epidemiol. 2000; 53: 291–296 [Full Text]
- Elliot D. The Early History of Contracture of the Palmar Fascia – Part 3: The controversy in Paris and the spread of surgical treatment of the disease throughout Europe. Journal of Hand Surgery . Volume: 14 issue: 1, page (s): 25-31 [Reference] | <urn:uuid:d129cbde-8ba8-4af0-9ae1-f4595d52cdab> | {
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Dr. K. P. Gopalkrishna
NPS Group of Institutions, NAFL & TISB
"If your plan is for a year, plant Rice
If your plan is for a decade, plant Trees
If your plan is for a lifetime, educate Children"
Education is a debated subject all over the world, by the various stake holders, educationists, education administrators, teachers, parents and all others concerned with education.
The objective of the whole education system which is served by all those engaged in the industry is two-fold – Firstly, it serves to provide the present needs of all children below 18 years and to lay the foundation for the future growth and adaptation to new situations. Secondly, it serves to provide for the changing occupational needs of adults in the rapidly changing world. Today, the whole world has become a single unit or a single country considering the huge technological inventions and discoveries which are available to every one....
Education is a big industry. In such an industry teacher is but a small cog, a vital cog, especially to the children, young people and adults each of whom share a personal tutor with others. Machines and equipments of all kinds make it possible for a child to be instructed in varied kinds of activities but personal development as a human being needs to establish contact with other human beings. It needs encouragement, a sense of belonging and a sense of being valuable. None of these can be provided by machines or through machines because education industry is so complex. The teaching profession within itself is very complex. The complexity extends from preparing material to guide and encourage children and adult students.
To meet modern needs, the educational process has been divided into three concurrent parts, varying in emphasis according to each individual's age and needs.
Firstly, a child's nature and historic place of learning is to be kept in mind. The historic place of learning is in his own home. The immediate social needs are catered for by the members of the family. Today, even sophisticated and specialized learning can take place at home.
Secondly, a child needs a group of people wider than his family group. He needs adults who are skilled in teaching or directing those activities which can be most profitably learnt in groups and by contact with other people, such as theatre, sports, games etc.
Thirdly, the tools and skills of learning are computers, visuals, telephone, televisions and programmed learning machines. Children and adults of all ages make use of this part of education process.
The young mind develops by experiencing one’s day-to-day meeting with peer group, adults and through many other media.
We, teachers, have a great challenge to meet all these changing attitudes and aspirations of youngsters. With involvement of parents, teachers and students, we could have a healthy group of students with positive thinking which will help them to be an understanding adult in future.
Dr. (Mrs.) Santhamma Gopalkrishna
NPS Group of Institutions, NAFL & TISB
Education has a multifaceted function. The transformation from childhood to adulthood is an important one. Education has a major role to play in this process.
In Swami Vivekananda’s words, “Education is not the amount of information that is put in to your brain and runs riot there, undigested all your life. We want that education, by which character is formed, strength of mind is increased, intellect is expanded and by which we can stand on one’s own feet.”
In addition to acquisition of knowledge, education should aim at physical, mental and spiritual development. There should be opportunity for character formation and personality development.
The training one gets from schools and colleges should include academic excellence – professional, scientific and technological – attainment of life skills and vocational efficiency. The training should also help to manifest innate potentialities making use of opportunities and staying alert.
Progress of a country depends on its education system. In this era of globalization, it is necessary to understand economic, social and political aspects of all the countries. Practicing brotherhood, love and compassion between different communities, races and nations is of utmost importance. The emphasis on developing patriotism and pride in one’s culture is indispensable.
Daniel Webster put it rightly “Knowledge does not comprise all which is contained in the large term of education. The feelings are to be disciplined, the passions are to be restrained; true and worthy motives are to be inspired, a profound religious feeling is to be instilled and pure morality inculcated under all circumstances. All this is comprised in education.”
Education in its true sense leads to health and fitness, happy relationships, meaningful work and personal fulfilment.
We, at NPS try to promote an atmosphere where education is a blend of progressive ideas from the best in the Indian setting and culture. Students are given personal care and support so that they take the right place in the global society.
Dr. (Mrs.) Bindu Hari
NAFL, TISB & NPS Group of Schools
Welcome to NPS International, Chennai!
Preparation for tomorrow’s global economy requires every student to be equipped with critical thinking skills, creativity, a positive attitude, habits and values that build self esteem, the ability to take independent ethical decisions, the ability to lead, the ability to work as part of a team and be a compassionate human being within our community.
We aim to foster in our students the confidence to explore new areas of interest as we provide opportunities for students to exercise their initiative, develop and hone their own leadership skills.
Every student comes to us with special goals and gains and expectations of what their future life may hold. While our enthusiastic professional faculty ensures progress in the cognitive, affective and psychomotor domains of a child’s development, we invite parents to join our teachers in a spirit of cooperation and support to bring out the best in every child.
Success stories of our alumni for over 50 years bears rich testimony to the tried and tested NPS vision ‘Academic Excellence and Holistic Development’ in a personalised child-centric environment.
We encourage our students to aim high and achieve their goals in alignment with the NPS Motto ‘Reach Out, Reach High, Reach Beyond’.
Mr. Hari Krishnan
NPS Group of Institutions
NPS has always been in the forefront of schools where academic excellence and holistic development of each child has been emphasized. NPS International School, Chennai is the newest school, where we bring over 50 years of educational expertise in primary and secondary education to the jewel of Chennai.
At NPS International School, Chennai, we seek to provide that environment where each child is encouraged to attain his/her maximum potential, and our children develop the skills and values which would enable him/her to successfully meet the challenges in our changing world, built on the foundation of principles of hard work, creativity, enthusiasm, discipline and good conduct, that symbolize students who have studied in our schools. We recognize that we need to position our children to succeed in a global environment, and thus 21st century skills have to be developed and honed continuously, and NPS International School, Chennai aims to fulfill that purpose.
At NPS International School, Chennai, we seek to attract the best minds in teaching and development of children, and parents who value our educational approach, and I wish the entire family comprising our students, staff and parents all the very best as we undertake this journey of building young citizens.
Ms. Sudha Balan
NPS International School, Chennai
A good educational structure is the need of the hour to ensure that the students grow to contribute towards the economic growth of a nation. Aptitudes like research, enquiry, creativity, innovation, use of technology and entrepreneurial skills have to be built in the education system for nurturing the students.
In the 21st century the amount of information that we have around us is overwhelming. Students have to learn how to manage the available information collectively and also help it grow. This means that we must give today’s children the required skills, with which they find a way through the sea of knowledge that the world has to offer, and continue with lifelong learning. This also means that there has to be a constant innovation during the learning process. Right from the beginning, the aptitude for entrepreneurship should be cultivated in children. The character to do the right thing and influence others also to do right things will enable them to take up challenging tasks later. If we develop these skills in all our children, we are sure to produce independent, lifelong learners.
In India, most see education as the opportunity of a lifetime for our children to go out and live their dreams. The National Public Schools have built this reputation and every year we set higher standards for ourselves, since 1959. Every child who enters the portals of NPS is the pride of the institution and each one of them has emerged confident and positive, with the spirit of ‘I think therefore I can’. Our students utilize every opportunity to learn, grow and become accomplished global citizens. | <urn:uuid:a879e2aa-0205-4904-a327-608affcc7530> | {
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A massive dust storm on Mars has subsided enough for NASA to activate a 45-day active listening period, where the agency will try to establish contact with the Opportunity rover after a 3-month silence.
This decision was made on September 11, and over the next 45 days, NASA engineers will contact the ship several times a day (usually three times a week). This schedule is based on the hope that the rover will accumulate enough solar energy to take commands and react. In the active listening procedure, NASA sends instructions forcing the device to create a signal at a certain frequency if it is turned on and has not received serious damage.
If the rover does not respond to the signals before the expiration date, then NASA should be guided by a further plan of action. Earlier, agency representatives said they would continue the passive search until the end of January. The dust gradually settles, so there is hope that the solar panels will be able to recharge to restore contact with the Earth.
On the Martian surface, traces of a NASA rover Opportunity, captured in June 2017, are visible. After several forced months of silence, NASA will try to reconnect with the device within 45 days
When the agency announced a plan, some scientists expressed concern over the deadline. The fact is that the settling of dust can lead to the fact that it will block the solar panels and block them from recharging. But on the Red Planet there are seasonal weather conditions, called dust devils, that can clear the dust. However, they will not begin until November, when the 45-day period ends.
Rover has explored the Martian surface since 2004, surpassing the original 90-day mission. But the signals do not come from June 10. Scientists hope that Opportunity just went into hibernation and will soon wake up. We will count the days, and wait for the outcome. | <urn:uuid:4af2e07c-a375-4954-9ece-1a1eade18c9f> | {
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Reading and comprehension practice.
A discussion done per paragraph and answering the W and H questions. Some vocabularies
were also simplified its meaning so that the students may understand easily.
We also had We can 4 level textbook about verbs and dialogue about the topic.
Asking the student to find the verbs in the passage and discuss about it.
The passage reading. | <urn:uuid:a11a7f3e-8bc5-4fcd-987a-cefbfd45aa5d> | {
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Analyzing Symbols and Symbolism in the Canterbury Tales
In The Canterbury Tales, Chaucer uses his exemplary writing skills to employ a multitude of symbols and symbolic imagery to exercise his points. He uses symbols and symbolic imagery in many different ways and sometimes they are difficult to identify. Symbols were a large part of Chaucer's Canterbury Tales and they become very evident when reading the text with this theory in mind. When reading the Prioress' Tale, Chaucer's symbolism becomes evident when we learn of her name, Madame Eglentyne. Her last name is also a name for a sweet briar rose, an eglantine rose. This can signify many things. The name has traditionally been a name for heroines of medieval romances (1). The Prioress seems to be the mortal parallel to the Virgin Mary. So, the fact that her name is a symbol for a rose, it is not wrong to assume that Chaucer meant for the reader to interpret this the way I have here. But, it is also important to note that this could be interpreted another way. The rose with thorns placed on Christ's head while being crucified was said to be the eglantine plant. So with this in mind, the reader has to decide weather the Prioress is named for a heroine of romance or for the Blessed Virgin in terms of the rest of her portrait painted by Chaucer (1). I am not entirely sure which Prioress Chaucer wanted us to choose, I believe that he intended that the name be equivocal. I believe that Chaucer was playing on the fact that he knows his readers will make a choice, regardless, and our tendency to do this was his motivation for not explicitly clarifying who, exactly, we should believe the Prioress to be. This to me seems true throughout the Canterbury Tales, as Chaucer lets the reader make opinions of his characters. An interesting passage I found in the Parson's Tale was a passage on pride, a symbol found often during the course of the Tales. Here the Parson...
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Space Explorer Mobile
Imagine what it would be like to float among the planets, stars, and comets! If you hang a space explorer mobile in your room, you can look up and imagine you're up there. That's easy with this science project for kids: the incredible universe.
©2007 Publications International, Ltd.
Travel through the planets with a mobile.
- Cardboard or heavy paper
- Decorations (paint, aluminum foil, or glitter)
- Thread or nylon line
- 2 dowel rods or sticks
Step 1: Cut out and color shapes to make planets, stars, spaceships, and other objects found in outer space. Use interesting materials such as glow-in-the-dark paint, aluminum foil, and glitter. Also use your imagination, and include anything you think might be found in space: Alien monsters? Giant dough-nuts? It's your universe!
Step 2: Use a pin to make a small hole in each shape you made.
Step 3: Tie a piece of thread or nylon line through each hole.
Step 4: Cross one dowel rod over the other at a right angle.
Step 5: Tie the dowels together, then tie your shapes to the dowels. Tie different shapes at different heights.
Step 6: Tie a strong thread or piece of nylon line around the dowels to hang your mobile. You've got your head in the stars!
Get a better sense of the size of the solar system by taking a planetary walk. Find out how on the next page of science projects for kids: the incredible universe.
For more fun science projects for kids, check out:
- Science Projects for Kids: States of Matter
- Science Projects for Kids: The Moon
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Since May is drowning prevention month, I’d like to take the opportunity to discuss the concepts of drowning prevention vs water safety. I know they seem like the same thing, but in fact, drowning prevention focuses more on isolated incidents while water safety is more of a big picture concept.
Probably the most consistent question I get over time is, ‘how soon will my child be water safe?’ This is not a simple answer as you may well imagine. The first thing that any responsible water safety advocate will say is that no person is ever 100% water safe which is why swimming alone is not advised, even for adults. That said, understanding what a parent means by water safe, I typically answer, ‘starting around age 8 provided that the child in question has had at least 5 years of consistent swim lessons and a variety of opportunities for recreational swim.’
I usually compare learning to swim with learning to read. In truth, the learning stages are very similar. With reading, children learn by degrees, first to identify letters visually, then the sounds, then matched with pictures (ie ‘A is for …), then short words, short sentences, simple concepts, etc., until they reach a stage of being able to read a paragraph with multiple sentences and concepts and understand all of it. That is the ultimate goal.
So with swimming and safety, children learn the stages of comprehension much the same way. First, with isolated skills, then layering of skills together, then simple commands, then multiple skills and safety commands and when practiced over and over (as we know repetition over long periods of time is the key to real learning), they begin to make connections and understand what they’re doing. Then we can begin to challenge them to problem solve and ‘think it through’, meaning what situation requires what form of action for safety purposes.
Drowning prevention is a single sentence in the overall concept of water safety. If water safety is the entire paragraph, ‘drowning prevention is a single concept’.
For example, the classic drowning prevention skill is to teach a child how to roll over and float if they fall into a pool. This is an excellent and valuable skill towards creating a water safe child. We want to add skills to that, which would be for the child to roll from back to front and swim to the side of the pool then climb out. That completes the sentence.
What’s also true, however, is that there are so many scenarios that do not include a child falling in without a parent present that can create a potential drowning situation. A child who is a competent swimmer in their own pool may be totally thrown off by a new pool they’ve never seen before. A child who always swims in a warm pool may have difficulty adjusting to a much colder pool. Younger children, who are good swimmers,
will often overestimate their own strength and skill levels by trying to carry other children around in water.
Even something as simple as a child getting a bit tired during their swim and picking their head up to take a breath, but instead getting a mouthful of water, can throw them into a panic.
So this is why I always tell parents not to be in a rush to give your child too much responsibility towards their own safety at too young an age. If being water safe means acting as your own lifeguard, knowing how to be safe in a variety of situations, this is a huge responsibility that often children under the age of 8 are not ready for.
Remember that just because your child appears to be a competent swimmer by age 4, they are still only 4 and they have a 4 year old mentality for dealing with surprises or challenges.
Teaching children to swim is a process that really does span the formative years between 0-8. Between the ages of 0-6 lessons should be consistent and take place during the course of the entire summer. After age 6, lessons can be used more intermittently, brushing up on strokes, preparing for camp swim tests, once a week so skills remain fresh.
There are no shortcuts to water safety, just as there are no shortcuts to reading and comprehension. Children need consistent practice and time to figure out what it all means. | <urn:uuid:ef8b5357-c3aa-49b2-a548-6d61ff24d305> | {
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What happens during an assessment
Hopefully all children irrespective of whether they are having reading difficulties have had an NHS eye test with their family Optometrist. However it is surprising how many have not had a basic eye screen, so if you or the patient have not had a basic eye test you are advised to have one.
Before an assessment takes place we will ask you to fill out one of our questionnaires (link) about the difficulties. We always send one out in advance for the parent regarding the history and one for the teacher. We are interested not only in the child’s current problems, be they reading difficulties or concentration problems. We also need to know what has happened in the past and what has been done so far to help, be it through school or at home. What has led up to the current situation? what was the developmental history like, walking, talking or has there been a need for occupational therapy?
Any family history of dyslexia, migraines, headaches is also important. the teacher will tell us; how the child is progressing at school, how is their reading, writing and spelling?
This information is important to have so that we can have the full picture before the assessment takes place.
During the assessment we are making observations about their ‘laterality’, simply, can the child identify their right hand, my right hand, their parents or carers right hand? Why? Well so that when I ask them to cover their right eye they will get it right! But more importantly children with a poor sense of laterality often do ‘b’ and ‘d’, ‘p’ and ‘q’ the wrong way round!
We look at the child ability to move their eyes. Can they jump from target to target called pursuit and saccadic movements. People who are good at ball sports are noted to have particularly smooth and accurate pursuit movements whilst we have noticed that people with poor saccadic eye movements often have problems with reading, missing out words, getting lost adding in extra words and skipping or repeating lines.
We check colour vision and stereopsis. Stereopsis or 3D vision is a measure of the level of teaming of the eyes. Not so much how well they work together but how much extra information the brain receives when they are teamed together properly. In a situation where the two eyes are poorly teamed it does not matter if one of the eyes drifts a little, but a good team of properly coordinated eyes, if there is tension in the team can pull the whole visions train off the rails. A person with a squint has no teaming and the eyes will alternate control, one eye will be the master and the other just be there for the ride.
The eye has to do so much for it to be able to read accurately. All this is to happen automatically with very little thought process from the person who meantime has to process what the text is all about. It is a complicated process. We think of it as a sport that needs just as much practice and training as any other sport to be good at it. people who don’t read much don’t learn the skills and so find reading tedious and boring. Those who master the skills find the process of reading easy and so are able to relax and enjoy the text.
What we do during an assessment is try and breakdown all these visual skills and examine them one by one. if we find one or more are weak then the obvious thing is to build up the skill level in that area. We pride ourselves on our successes with a variety of children and adults who often see what we do as a last resort.
What to expect & what to bring:
*Glasses if already wearing them.
*Reports from the school or any other professional(s) you have seen such as an educational psychologist,
occupational therapist, speech therapist or other optometrist.
*Examples of handwriting or other work that is an issue.
*Plan on arriving 10 minutes before the appointment to allow time for filling out information, settling down and going to the toilet. (Many children have travelled a long way and/or may be a little nervous). To get the most value from your time with the optometrist, please:
*Turn off your mobile phone during the assessment.
*Have other children minded outside of the test room.
What will happen
we will want you to:
*Sit in a big comfortable chair
*Read some letters – if you don’t know your letters that’s OK; just tell them and they will use pictures instead.
*Try some puzzles
*Draw some shapes or copy some pictures
*Look through some interesting machines and tell them when letters or pictures are clear or blurry and when you see one thing or two.
*Look at a light while they look into your eyes so that they can see how healthy they are.
If you don’t know an answer or find some things a bit tricky that’s OK – just say so. As long as you have a try, the optometrist will be happy.
* Very occasionally the optometrist will need to put drops in the eyes to get a better look. The drops sting a little for about 15-20 seconds. This is the only part of the examination that may be uncomfortable and is not needed for most patients. | <urn:uuid:d59bb77d-6b5c-43f2-b11d-3a20ac88e0fa> | {
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Women reentered the American coal mines in 1973 and quickly made an impact in the United Mine Workers of America (UMWA) as union members struggled with the meaning and future of union democracy. Although existing scholarship has pointed to the end of union democracy in the UMWA after the decline of the Miners for Democracy in 1973–74, this article argues that newly hired women miners took up the mantle of union democracy and, in the process of forging space for themselves in the workplace and the union, became leaders among the UMWA's rank and file as workers attempted to cope with neoliberal transformation across the 1970s.
Research Article|February 01 2016
Trish Kahle; “A Woman's Place Is in the Umwa”: Women Miners and the Struggle for a Democratic Union in Western Pennsylvania, 1973–1979. Labor 1 February 2016; 13 (1): 41–63. doi: https://doi.org/10.1215/15476715-3341058
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Children generally get sick more often than adults, with the average child falling ill about six times per year. If there is one benefit of getting sick, it’s that it helps children build up their immune systems.
If your child is exhibiting symptoms of being sick, call your pediatrician to schedule a sick child visit or appointment. A sick child visit is a medical appointment for a child who is not feeling well. The purpose of the visit is to determine what is causing the child’s symptoms and provide appropriate treatment to start their recovery from their illness.
In this article, we will talk about the signs of a sick child, what goes on during a sick child’s visit, and how to care for a sick child.
Symptoms of a Sick Child
- A temperature of 100.4 F (38 C) or higher
- Crying for no particular or known reason and crying with no tears
- Flu-like symptoms
- Feeling cold
- Loss of energy or lethargy
- Being unusually quiet
- No appetite and not drinking enough fluids
- Fast breathing or shortness of breath
- Changes in bathroom habits
A pediatrician will use various techniques, tools, and tests to determine what could be causing your child’s symptoms. Here’s what can happen during a sick child exam:
- Checking their temperature to see if your child has a fever
- Asking about their symptoms and how long they have been present
- Asking about their medical history
- Performing a physical examination on the child
- Feeling the lymph nodes in the neck to see if they are enlarged, which is a sign of infection
- Listening to breathing and heart rate using a stethoscope
- Examining the throat and nose for signs of infection, such as redness and swelling
- Looking for other signs of illness, such as rash on the skin
How to Care for a Sick Child
When your child is sick, it is important to take care of them and make sure they are comfortable. Here are some tips on how to care for your sick child:
- Make sure your child gets plenty of rest. Let your child sleep as much as they need to and try to limit activities during the day. Try to keep the house as quiet as possible and highly conducive to resting.
- Give your child lots of fluids. Offer water, juice, Pedialyte, or anything else that will help keep them hydrated. Avoid sugary drinks like soda, which are not good for recovery and overall health.
- Prepare nutritious meals that will provide your child with the right nutrients they need to fight and recover from their illness. Fresh fruits, applesauce, rice, chicken soup or broth, and vegetables are just some examples of what you can feed your sick child.
- If your child has a fever, provide acetaminophen or ibuprofen according to the directions on the package (do not give aspirin to children). You can also use a cool washcloth on your child’s forehead or neck to help bring down the fever.
- Ensure the room has fresh air coming in. If the windows are closed, keep the humidifier running to prevent the air from drying out.
- Allow your child to read books or play games while in bed for comfort.
- Check on your child frequently to monitor how they are doing.
Sick Child Visit in The Woodlands and Spring, TX
The pediatricians at Northwoods Pediatric Center, P.A. can provide the appropriate treatment for your sick child and give you detailed instructions on how to care for them yourself at home to bring your child back to good health.
Our physicians are committed to advancing your child’s health, development, and wellness, and we are very passionate about providing the highest quality care to children. We also offer well-child exams and vaccines to catch health problems early and avoid complications from illnesses. To schedule an appointment with one of the pediatricians, call our office today at (281) 296-7770 or use our convenient online appointment request form. | <urn:uuid:4fbfa238-5b9c-45f6-a11b-a9dd633fd647> | {
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Educators are always trying to discover and use new academic strategies to increase student learning. Sometimes the best approaches are not academic, but they are supportive in nature. According to Awaken the Learner, published by Marzano Research, as well as recent articles in NEA Today, attention should be paid to the inside climate of the classroom in addition to the activities that take place outside of the regular classroom setting.
Bulletin Boards and Wall Posters
Classrooms that have meaningful and relevant bulletin boards help to engage the students even when they are not in a formal instructional setting. Too much stimulation, caused by an overload of information displayed on the walls, can contribute to attention problems. Along the same line, too much wall décor can also pose other problems such as being a fire hazard. It is okay to have open space on the wall.
Natural lighting, when possible, is the best choice for a classroom. Classrooms with flickering fluorescent bulbs are distracting to the eyes and ears, especially to those students with attention problems. Too little light can also cause trouble when eyes strain to the point of fatigue.
Temperature Control and Air Quality
The temperature of a classroom should be comfortable. In order to save on heating and cooling costs, some districts keep the room temperatures too cool in the winter or too warm in the fall and spring. Students may be physically unable to focus on learning when they are shivering or sweating. Another factor to consider is the scent of the classroom. While fire codes ban burning candles in classrooms, they are often replaced by potpourri, warmers, and plug-in units. Be sensitive to students with allergies and make sure the scents aren’t too strong.
Standing instead of sitting
Some students benefit from standing desks and work stations. Recent research has determined that students with attention problems are less likely to get off task when they are allowed to stand. Not only does this improve classroom management, it also decreases stress on spinal structures and is may help reduce childhood obesity.
Activities taking place outside the classroom can have a negative or positive influence on learning. While the master schedule cannot be controlled by the regular classroom teacher, recess and exercise can be regularly scheduled within the teacher’s instructional plan, even if it occurs inside the classroom. If students engage in less than twenty minutes of unstructured play per day, cognitive, emotional, and physical development are not as great as they could be. Physical energy needs to be expended. Research indicates that being more physically active throughout the day increases cognitive ability and leads to higher academic achievement. Think about the following areas and their implications on student learning:
As mentioned earlier, standing in the classroom does have benefits. However, it cannot replace exercise provided through physical education and recess. The national recommendation for all students is for a minimum of sixty minutes of physical activity daily. Physical education classes can count for some of the desired time, but it is usually structured with no room for free play.
As defined, recess is the temporary withdrawal or cessation from usual activity. Most states do not mandate recess; however, students need breaks from academics. Allowing unstructured recess contributes to creativity and opportunities for social interactions. Research shows that students have a greater focus in class following a recessed break. It is not uncommon to allow a table-based activity to be used during inclement weather as a substitute for recess; but, playing board games just does not have the same effect as increasing the heart rate through a cardiovascular activity.
In past practices, it was common to keep students inside for recess as a disciplinary measure or to provide them more instruction. This is not only detrimental but counter-productive! Adults usually expect to have some type of break during an eight-hour workday. Why wouldn’t we allow the same for our young learners? Like adults, they need to spend some time off task to socialize so they can refocus later.
Ideal time for exercise
Another recommendation is to allow at least one 20-minute block of recess a day—preferably before lunch. Studies show that students who have recess before lunch tend to eat healthier food, including milk, fruits, and vegetables. A combination of exercise and eating healthy food helps combat the increasing concerns over childhood obesity.
Making it happen
The Every Students Succeeds Act (ESSA), an up-date of the original Elementary and Secondary Education Act (ESEA), has identified health and physical education as a vital part of a “well-rounded” education. This declaration also allows the utilization of Title IV federal funding for health, physical education, and physical activity programs. In return, the ESSA helps to alleviate the possible cuts to these programs and it places emphasis on establishing healthy living practices.
Although few of these areas receive the same attention as publicized academic assessment results, they are nevertheless essential to the experience of a young person’s overall education, which can indeed determine whether every student succeeds. | <urn:uuid:defb225b-9d9d-4e84-b654-92c0882c6ab0> | {
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For many of us, back to school is a time of excitement: new clothes, brand new school supplies, new friendships and fun. But for some children, school can mean uncertainty and even resistance. When children say they don’t want to go to school, they often need help from parents and healthcare professionals in finding and addressing the root causes of their anxiety. Big transitions like heading to kindergarten, middle school or high school or changing schools can be especially tough. But the start of any new school year can bring fear and resistance. Here are some tips for helping ensure a successful transition into the new school year.
Be Positive: The American Academy of Pediatrics and other experts stress that parents’ attitudes can play a big role in children’s outlook on returning to school. It’s so important that parents remember to talk in positive terms about school in general and their children’s school in particular. Back to school is also a chance to share your own positive experiences and memories and read books that contain positive messages about school with your young children. Don’t hesitate to ask your school or public librarian for suggestions if you need a reading list. Finally, if you have concerns about your child’s school or teacher, don’t discuss them in front of your child.
Get Comfortable: Your child’s school has a big stake in helping children come to school excited and ready to learn. They are ready and willing to help set your child up for success. Parents can arrange a tour and meet with their child’s to help with a sense of familiarity. Especially when starting at a new school, make time to attend parent and student orientations to get the lay of the land, meet staff and make connections for yourself and your child. Reaching out to other children who attend the same school is another excellent way to create connection and a comfort zone. For younger children, the AAP recommends “rehearsing” school routines and common interactions to help your child feel more confident.
Establish Routines: Routines are important at any age and can help establish a sense of calm in the face of uncertainty.
- Create a quiet space for homework and make yourself available for any questions or concerns your child has about school work.
- A solid sleep schedule is as important for teens and tweens as it is for little ones.
- For older children, set clear rules on electronics use during the school year and make sure electronic devices are shut down well ahead of bedtime to give your child time to unwind. Remember, there’s nothing better than a good old fashioned book before bed at any age.
Keep Nutrition in Mind: Good nutrition is an important and often overlooked element of physical and emotional well-being from preschool through high school and beyond. The importance of a healthy, high-protein breakfast can’t be overstated: avoid high sugar cereals and consider hot options like oatmeal and eggs. Make sure your child is refueling with a healthy lunch, and avoid sending candy or sugary foods as snacks. Too much sugar can cause lack of focus and behavioral issues. Talk with your primary care provider if you need nutrition tips and meal or snack suggestions.
Stay on Top of Vision and Hearing Screenings: In some cases, anxiety about school has its roots in basic health issues. If your child is having trouble seeing the whiteboard or hearing instructions, this can lead to school-related stress. Children are sometimes hesitant to speak up about vision or hearing problems, so it’s important to stay up to date with screenings. If you think your child has a vision or hearing problem, talk to your primary care provider. Once the problem is fixed, families often see dramatic differences in their child’s outlook right away.
What If My Child Has Regular Stomach Aches?
In many cases, a stomach ache can result from separation anxiety or emotional distress. The medical community calls this functional abdominal pain, and symptoms include pain, nausea and even vomiting. If your child has frequent stomach pain, your primary care practice is the best place to start. First, it’s important to rule out illness. If anxiety is identified as the cause, your primary care doctor can often help you come up with an approach to addressing the problem. In more challenging cases, your primary care provider can refer you to a counselor specializing in pediatric care.
Your Primary Care Practice is Your Partner in Back to School Success
Your primary care provider plays so many roles in helping your child get ready for school.
It starts with regular check-ups and childhood immunizations but can go well beyond the basics. If your child is showing resistance or anxiety related to school, your primary care practice is the best place to start. At Comprehensive Primary Care, we love our youngest patients and want to make sure they get the most from school. Our caring and experienced providers can help you identify and address the root causes of school-related anxiety and find the right solutions for your child. | <urn:uuid:374f6c4b-a4e8-4e1e-aad2-3bda6413970a> | {
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All Three Phases AT Once!
I’m sure you have already been told how amazing the substance the water is. Normally this is within the context of how it is a universal solvent. Another amazing property of water is that under easily accessed temperatures and pressures all three phases of matter (solid, liquid and gas) can be achieved simultaneously. At a hot spring, during the winter, you can observe solid water (snow or ice), liquid water (the water in the pool) and gaseous water (the steam above the surface of the liquid water – steam is invisible so don’t confuse it with liquid water vapor above the pool).
For what other substance can you access all three phases of matter at the same time?
Amazing But True!
- The phases of any substance are influenced by the ambient pressure and temperature. What does this complicated sentence mean? It means that for a substance to go from a solid to a liquid to a gas the temperature and the pressure are important. Taking this further, it means that the boiling point of water is not always 100°C. In fact, with the proper apparatus you can boil water at room temperature! Interestingly, in the same apparatus you can remove enough energy from a liquid sample of water to even freeze the water at room temperature. Pressure matters as much as temperature!
- Seeing is believing:
With the links below, learn more about phases and phase diagrams. Play with the phase change simulation (Phase Changes tab) and make sure to vary the temperature and the pressure. Then answer the following questions.
- How can you boil (convert a liquid to a gas) water without increasing the temperature?
- Water has an unusual phase diagram. If you look at the border between the solid and the liquid phase you will notice that the line has a negative slope (goes from top-left to bottom-right). This has profound implications. What is one of the counter-intuitive predictions you could make about applying extreme pressure to ice (solid water)? Why is this a counter-intuitive or unexpected prediction? (Note: This is a pretty deep question. Think about it first). | <urn:uuid:4597b5a3-f2b4-433b-b72d-df27f19e0504> | {
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Planting and caring for Apple trees
The pits for planting Apple trees it is necessary to dig a width of one meter and a depth of 80 cm.
You then add 2 – 3 buckets of compost and mix it with mineral fertilizers.
Then mix everything carefully with the earth.
Fresh manure is to be paid into the planting hole should not be, because the growth of trees and to slow down.
You should not make nitrogen fertilizers, which in this particular case, a bad influence on the growth of seedlings.For filling the pits it is necessary to use the upper fertile layer of the earth. For this purpose it consists in digging pits on one side and barren on the other.
On the bottom of the pit should be put clay layer, you can put toasted from all sides of the metal cans, pieces of broken bricks and small pieces of broken glass to 15 cm.
This household garbage great effect on the successful growth and fruiting of pear and Apple trees.
Then poured the top layer of soil mixed with humus or compost to 20 cm And again make a layer of clay with household waste of 15 cm, and the top adds another layer of fertile land.
Before landing in the Apple trees pruned knackered and broken parts of the roots, dip them in clay mortar, and put the sapling in the pit.
You need to plant a couple, one was keeping the seedling on the North side of the stake and the second spread the roots and plant the seedling with soil.
Land in the hole you need to stamp down so that the root collar was located 5 cm above the level of the edges of the pit.
Then sapling poured three buckets of water regardless of the weather and around the hole, make the earthen cushion to subsequent irrigation water is not poured beyond.
Then the tree is tied to a peg, and the top is cut to 10-15 cm
Care for an Apple tree
In winter the Apple trees need to hide until the mid or fully spanbonda: this material breathes well and does not bark to upreti, excellent protection from rodents, protects against cold in some way and keeps the crust from the first spring burns.
Watering young trees of Apple trees is necessary only in dry weather, because under constant rain the moisture they typically lack.
But if you need to pour, pour at least 3-5 buckets of water per tree depending on the age and height of the trunk. Care for an Apple tree is needed.
Don’t forget to loosen and to weed land need only within a row of the circle.
And in the autumn before the first frosts it is necessary superficially to dig up the soil in the tree trunks round and more deeply without damaging the roots, beyond.
This is to ensure that the pests lay their larvae in the ground died from frost.
To prevent aphids and other pests on leaves, dead leaves is also necessary to collect, carry off-site and be sure to burn.
All the remaining fruits on trees and leaves after the main Nov also need to pick off and destroy.
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RonPaulCurriculum English Essay Week 17
This is my 7th grade english semester report. There are 3 main ways of analyzing literature. The form of literature, genre, and the five parts of a work of fiction, I will start off with the main forms of literature: novels, short stories, and novellas.
Novels are long fiction stories usually written in a chronological order, and written in prose. Prose, "Written or spoken language in its ordinary form, without metrical structure". Some examples are Call of the Wild by Jack London, Robinson Crusoe by Daniel Defoe, and Christmas Carols by Charles Dickens.
Short stories, like novels, are also written in prose. Just that short stories are like novels, but shorter, so you can read all of it in one sitting. They don't have chapters and the story should be simple.
Novellas should have fewer conflict than a novel, but much more complicated than a short story. Its usually longer than a short story, but has a simple plot line than a novel.
Then there's genre. A genre is a word for any category of arts, music, or literature. It is an important part of the book.
The difference in literature genre is fiction and non-fiction
And finally, there is the 5 parts of a work of fiction. Plot, setting, theme, character development, and author's style.
The plot, which is about the story you are reading, has 5 parts to itself, exposition, rising action, climax, falling action, and resolution. Exposition is the beginning of the book, introducing you to the book and the characters. The rising action, is a small event that takes place and it turns to something big which is the climax. The climax is like the most exciting part of the book. Then comes the falling action which is like the opposite of the rising action, it slows the story down and it comes to an end, which is the resolution. The resolution is where the story is concluded and the story ends.
Setting is where the story takes place, where either the character travels to places or stays in one place throughout the book. It includes juxtaposition, milieu, customs, visualization, and mood.
The theme is like the moral or lesson that the author is trying to tell you. If a lot of people read the same book, they would eventually conclude of different themes. Sometimes the theme is not so obvious.
Next is Character Development. Character development is pretty important, without it the book would be very boring. The author can introduce the characters in to two ways, either direct or indirect.
Direct characterization is where the author goes straight to where he describes the character, ex. brunette, hazel eyes, slim etc. Indirect characterization is where we just observe the character as they react to situations.
There is types of characters including, protagonist, antagonist, primary, secondary, static, and dynamic characters. The protagonist is usually the main character and the good guy. While the antagonist is like the bad guy or the rival of the protagonist. The primary is the main character, they often appear in the book. The secondary characters would interact with the primary, but they do not effect the story. Static characters only have one characteristics and do not develop throughout the book. And finally dynamic characters. Dynamic characters are the opposite of static characters, they change dramatically throughout the book unlike static characters.
Finally there is the author's style. The author's style is a particular way of how the book is written. The author describes the situation, ideas, and also the figurative speech and sentence structure. Every author has an unique style on how they write.
And those are the ways of analyzing literature, I have learned a lot during this first semester taking this course, and I hope you also learned a lot from this post. | <urn:uuid:402adb25-fa71-4081-acef-514522807b33> | {
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The Concept of Healthy Lifestyles
Lifestyle is the attitudes, beliefs, behaviors, and personal orientations of individuals, family, group or society. The word was first introduced by Austrian psychiatrist Alfred Adler in his classic book, The Case of Miss R. with the more contemporary meaning of a person’s “general character”. It has since become an accepted word with much application to human behavior.
According to the Merriam Webster’s dictionary, the word lifestyle means “behaving in accordance with one’s lifestyle, inclinations, instincts, general disposition”. More specifically, it means being conductive, concerned about ones’ well-being, apt to take responsible for one’s own actions, and having initiative, seeking pleasure in doing things, energetic and alert, not slouching or lumbering. As this description of a well-balanced life is so broad, it has also been used to explain a lot of other things, such as being successful, an active learner, responsible, etc. Lifestyle is important for an individual because it influences his/her behavior. A person who is living a chaotic life, where everything is up to him/her and there is no balance between work and home, is very likely to get into various types of problems. A person who lives a healthy lifestyle, where he/she values the beauty of the outside world and appreciates and takes pride in himself/herself, has a much better chance of reaching and maintaining a balanced life.
An individual psychology specialist might look at a person’s lifestyle through the lens of psychology. This kind of analysis is known as lifestyle theory. Charles Bandler, James M. Bandler, and Lawrence Gersh have all made contributions to this important field. The three distinct theories that they founded are known as life-style theory, healthy dieting theory, and social learning theory. These three theories are often combined to form a comprehensive theory known as de vie theory.
The idea behind healthy living and a healthy lifestyle is that these two concepts complement each other and produce a more balanced life. It is common knowledge that one cannot live a healthy lifestyle without doing something about the other; thus, healthy dieting and exercising are needed in addition to a healthy lifestyle. However, it is also important to remember that these two concepts do not necessarily have to be used separately. The combination of both healthy dieting and healthy lifestyle can produce a perfectly balanced life.
People have started trying to improve their health by practicing healthy lifestyle changes. Health professionals have also started encouraging people to practice lifestyle changes as well. This new wave of encouragement to practice lifestyle changes came about because of the realization that lifestyle changes have a greater impact on overall well-being than any other alternative.
Max Weber, one of the biggest names in the American kitchen, has come up with a series of cookbooks specifically for people who want to live a healthy lifestyle. Weber’s books include books that provide practical advice on how to eat better and cook in order to lose weight. As a result of these books, many people have realized the importance of lifestyle management and have included it as an important part of their daily routine. The concept of healthy lifestyles is becoming more popular, thanks to books such as those by Max Weber, who has helped change the way how we think about lifestyles. | <urn:uuid:c00c2b8c-a9d8-474d-a2b9-888c3f42deed> | {
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The recent Organ Donation Taskforce Report published in the United Kingdom (UK) rejected an opt-out system but emphasised again the importance of educating the public, especially those groups with low rates of donation. The call for more education often carries the assumption that increased knowledge will result in a specific (desired) action: more sex education to reduce unwanted pregnancies among young girls or more education on organ transplantation to increase donation rates. As shown by public engagement in science, however, it is too simple to assume that increased information will result in particular attitudes or behaviour. This chapter examines public education in the field of organ transplantation and how it relates to other public engagement activities, to public attitudes and to the usual focus of public health education on prevention, as well as treatment. The underlying question is why the need to find resources to meet the demand for organ transplants is not questioned when other areas of health care, in a publicly funded system, are subject to various forms of rationing. | <urn:uuid:dc268c13-663c-411f-8696-1d350bda9025> | {
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Deep Space 1
Culminating a two-year extended mission, Deep Space 1 encounters the nucleus of Comet Borrelly on September 22, 2001. Flying at 16.5 kilometers per second (36,900 miles per hour) through the planet-sized cloud of gas and dust hiding the 8-kilometer (5-mile)nucleus, Deep Space 1 acquires pictures and other scientific data on this exotic object.
In this artist's concept, jets of gas and dust can be seen shooting from the nucleus.
Launched in 1998 to test high risk, advanced technologies (including its signature ion propulsion system), Deep Space 1 was the first
mission of the New Millennium Program. New Millennium missions reduce the cost and risk of subsequent space science missions while
providing them with important new capabilities. Following its highly successful 11-month technology mission, Deep Space 1 changed from a flying testbed to a scientific explorer. It acquired the best photos yet taken of a comet nucleus during its encounter with Comet Borrelly. | <urn:uuid:b45ce38b-bed3-437c-ade8-85dfb965ddc1> | {
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Chapter 17. Assessing efficiency and fairness in multilingual communication
As shown in several chapters of this book, actors confronted with the need to communicate in a multilingual context use a variety of strategies. These strategies may be more or less directly influenced by the language policies adopted by the public or private sector institutions in which they operate. Such policies may also be extremely diverse. Whether we are referring to actual language practices or explicit language policies, they can prove more or less multilingual. Assessing the relative merits of “more” or “less” multilingual practices and policies presupposes that we have a set of criteria which we can use as a basis for comparing them with each other. This chapter is devoted to the development of such criteria on the basis of the core principles of policy analysis, as it is applied to a host of other questions ranging from education planning to the provision of health services and environmental protection. We first show how the standard criteria of efficiency and fairness can be constructed and used with reference to language. We then infer from this analytical framework a matrix for the generation of a system of indicators of efficiency and fairness in multilingual communication. Examples of indicators, which can be “populated” with data, are provided in the appendix. | <urn:uuid:5a2e5b7b-e798-4158-88c5-00508d1cd278> | {
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Perched on the bluffs on the eastern banks of the Los Angeles River, the area that came to be known as Boyle Heights was home to the Tongva (or Kizh) peoples for centuries before the arrival of Europeans. Spanish colonists referred to the area as El Parédon Blanco (“the white bluff”) and claimed the land as their own, marking the eastern edge of the Pueblo de los Ángeles established in 1781. After Mexico won its independence from Spain in 1821, portions of the land in the area were granted to the López and Rubio families, who built farmsteads there, mostly growing grapes for use in the production of wine, then Los Angeles' primary crop.
In 1858, after California became an American state, an Irish immigrant named Andrew Boyle became the first Anglo to settle east of the Los Angeles River, purchasing a 22-acre tract and vineyard from the Rubio family, who had retained their property rights. The American government did not, however, recognize the entirety of the López and Rubio families' holdings; deeming most of the land in the area to be unoccupied, and therefore property of the state, in 1865, the Los Angeles City Council sold those "public lands" at auction, dividing the bulk of El Parédon Blanco into 35-acre lots, most of which were sold to investors for between five and ten dollars an acre. Boyle expanded his holdings to some 385 acres, and other plots were purchased by prominent investors, including Isaias Hellman, a Bavarian Jewish banker; John Downey, who later served as Governor of California; and William Workman, Boyle’s son-in-law.
Because of its limited access to downtown and lack of water supply, most of these plots remained undeveloped and unoccupied until the 1870s when, anticipating the growth that would follow the completion of the Transcontinental Railroad, landowners began pushing for municipal improvements in the area that would enhance their investments. Workman, who inherited his father-in-law’s holdings after Boyle’s death, played a leading role in these efforts, demanding that the City Council develop a sustainable water supply in the area, and running for City Council himself when they rejected his proposal. By the end of the decade, the City Council authorized the first bridge across the river at Macy Street (later Brooklyn Avenue) and the area’s first water pipelines and sewers, which were followed by its first horse-car transit lines and street pavings. These crucial infrastructure developments enabled landowners to subdivide their acreages into smaller holdings and sell them to individuals and real estate speculators.
Workman's efforts were supported by another landowner in the area, George Cummings, who was married to Maria del Sacramento López, daughter of Francisco López, one of the area's prominent landowners. In the later half of the nineteenth century, intermarraige between European-origin male settlers and women of elite, landholding Mexican families was a commonplace business strategy amongst new arrivals to acquire land and other economic privileges. Unlike Spanish and Mexican legal systems, U.S. laws did not permit women to be listed as property owners and, accordingly, intermarriages like that of Cummings and López facilitated an overall transition of private property from Mexican to European-origin families throughout the American west. After their marriage, Cummings set about to increase the value of the family's holdings by hiring architect W. R. Norton to design a fine new hotel on his property adjacent to the new streetcar lines on First Street, an area known as the Cummings Block. Opened to the public in 1889, the Queen Anne style building, known as the Boyle Hotel, featured decorative brickwork, cast iron columns, and a corner turret with an open balcony and quickly became a hub of social and political activity in the neighborhood. To learn more about the Boyle Hotel and its 2007 designation as a Historic-Cultural Monument, visit the Los Angeles Conservancy.
Marketed as an upscale development with picturesque views, beautiful parks, and a convenient location, Boyle Heights was home to approximately 2,000 residents by 1890, most of whom were affluent, white Protestants who lived on large estates in the western-most portion of the neighborhood. In an 1889 article, the Los Angeles Times described it as a "delightful suburb" where the "choicest residence sites are located," citing its "magnificent" views and "climate that cannot be improved upon." Alongside sketches of their large estates and "princely mansions," the article included profiles of the "men who pioneered and built it up," including William H. Workman, George Cummings, Samuel Rees, R.B. Young, and W. H. Perry, noting that "it is not at all surprising that a section so favorably situated...should have attracted wealth and culture." And, describing the improvements and street work underway—including on North Soto Street which, the author predicted, "will be by odds the finest drive as well as the finest residence portion in the city"—owed to the initiative of its upstanding citizens, the Times declared that "the Heights" was destined to become "the Nob Hill of the City of Angels."1 | <urn:uuid:a8ca085c-9f5c-4335-80a1-1fd443de7480> | {
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13 Apr 2018
ASSIGNMENT QUESTIONS AND ANSWER
Meta cognition is the higher order thinking which involve active control over thinking processes involved in learning. It refers to the process by which people’s knowledge controls their thinking and learning activities (It involves “thinking about thinking”). It can also be defined as thinking about one’s thinking i.e. it involves the process of stepping back to see what you are doing, as if you were someone else observing it. Meta cognitive activities helps people especially students to reflect on what they know, care about and are able to develop an awareness of themselves, and it gives them opportunity to reflect on their learning because it is often difficult for them to realize what they are doing. Meta cognition is also the ability to manage one’s own thinking processes.
Problem solving refers to the process by which difficult issues are tackled and solved whereby doing this the causes, solution and prevention to the problems are known.
Inn problem solving, we need to use THE RARE CONCEPT as a guide for us to know what we are doing. For instance, the present fuel scarcity; the government need to think of what they can RAISE up in order for the productivity of petrol to be constant; the need to think about what they can ADD in order for the refineries to be in good conditions and work effectively which can make life easier; they also need to think of what they can REDUCE i.e. those things that are not relevant to the production of fuel, they need to think of those factors that leads to time wasting and finally they need to think of what to ELIMINATE in terms of bad habits, the bad habit of hoarding fuel for personal use or the habit of using the resources meant for the production of fuel. If all these factors are put in place, the problem of fuel scarcity will be averted.
2. LIST AND EXPLAIN WITH EXAMPLES 5 NEGATIVE BEHAVIOUR AND 5 HARMFUL TRADITIONAL PRATICES THAT NEED TO BE CHANGED IN THE PRESENT DAY NIGERIAN SOCIETY
A. 5 NEGATIVE BEHAVIOUR ARE:
B. 5 HARMFUL TRADITIONAL PRATICES ARE:
a. MALTREATMENT OF WIDOWS: In most communities in Nigeria, widows are given harsh treatment and conditions. When a woman lose her husband, she may be made to cut her hair, put on white cloth or black cloth for a year after the death of her husband, made to remain indoors and should not visit friends or go to market for some months. She may be forced to drink water used in bathing the dead body of her husband. Besides, the property of the husband i.e. land etc. is sometimes taken away from the widow by relations of the dead husband leaving the widow and her children to suffer. Sometimes, they are forced out of their husband’s house but all these depends on the custom and community in place.
b. PREFERENCE FOR MALE CHILDREN: In the olden days, female children were not recognized because they believed training her in school was a waste because she will still have to end up in the kitchen, so only male children were given preference and recognition in the family. Discrimination in training of children in our communities is harmful, so therefore equal education should be given to both sexes (male or female).
c. CIRCUMCISION: This refers to the removal of some parts of the body organ either male or female circumcision is practiced in most communities of their world but female circumcision is common. Some part of the female genital organ removed, is believed to be the most sensitive and sensational part of female sexual organ and that by circumcision females sexuality will brought under control. This practice brings about a lot of health problems e.g. fibrosis, Hiv/Aids due to the instruments involved in the act.
d. SLAVERY: This is the illegal trade of human beings for the purpose of commercial, sexual exploitation or forced labour. It is also the transportation, transfer, harboring or receipt of persons by means of threat or use of force or deception in order to receive payment or benefit. Slavery also involves deals with the transportation of women, men or children.
e. INFANT BETROTHAL AND EARLY MARRIAGE: In some communities, marriage formalities are fulfilled for the couple before their maturity, whereby parents betroth their female children to older men or to their friends either for money or in order to achieve a goal. This early marriage leads to poor sexual and reproductive health of the victim, in some cases leads to the lickage of vagina due to child bearing, as well as depriving the girl the joy of youth or going further in her education. This affects the girl socially, psychologically, physically and emotionally.
3. WHAT ARE VALUES IN SOCIAL STUDIES?
Values are attitudes or beliefs which people should do, the standards they should live by, or the things they should endorse or maintain. Values are the principles we hold as important and worthwhile and which possess quality or merit. Values helps to direct our behavior and relationship with other people.
Right values we should possess are as follows:
4. EXPLAIN WITH 5 EXAMPLES WHAT THE RIGHT ATTITUDE TO WORK MEANS
1. INTERGRITY: This is the quality of being honest and having good moral principles and uprightness. Having integrity means doing the right thing in a reliable way. It’s a personality trait everyone should have, it literally means having “wholeness of character”, being unbiased always i.e. always standing by the truth.
2. DELIGENCE: This means careful and persistent work or effort. It is determination and perseverance when doing something; it is also the act of being hardworking in order to achieve a certain goal or goals. It involves being meticulous in duties, showing care and steady effort in discharging our duties in our life activities.
3. PUNCTUALITY: This is the act of arriving or doing something at the expected or planes time. This also means attending to any duty assigned to us to do at the right or appropriate time.
4. COMMITMENT AND DEDICATION: This is showing interest and good sense, responsibility in carrying out our duties. This is about having passion for the work we do and we are committed to our work, it brings success. It also means committing ourselves to something special. For instance, Mandela was committed and dedicated in bringing his country justice and democracy, he had great passion for what is right.
5. REGULARITY: This involves being in our place of work always and doing our work as supposed. This involves always in order and all constant.
5. EXPLAIN WITH 5 EXAMPLES OF PROMOTING POSITIVE BEHAVIOUR IN OUR SOCIEETY.
1. EDUCATION: Educating people about positive behavior and making them know the benefits of behaving right. Also through public enlightenment which have to do with the public aware of the dangers associated with negative behavior.
2. PUNISHMENT: This is using sanctions and punishments to discourage negative behaviors in order for them to know that negative behavior is bad.
3. ENFORCEMENT OF LAWS: The government should make strict laws against negative behaviors and make sure the laws are enforced tom the letter i.e. enforced on anyone going against the law.
4. REWARDS: Rewards should be given to people who portray positive behavior in order to encourage them and serve as motivation.
5. EMPHASIS ON GOOD MORALS: Lecture on good morals should be made in order to let people have discipline and abstain from negative behaviors.
6. EXAMINE CRITICALLY THE CONCEPT OF CULTURAL PATTERNS.
Culture is the way of life of people. It is a set of people grouped together having common accessories (linage) or parenthood; it includes the totality of people’s beliefs, their modes of worship, their occupation, ways of thinking etc. Culture varies from place to place and it is passed down from generation to another through learning. It grows and changes with time and through contact with people from outside our own groups. In Nigeria we have over 370 ethnic groups of which the three major and largest are the Hausa-Fulani, Igbo and Yoruba, and these people have different culture, for instance, the culture of the Yoruba’s is different from that of the Hausas and Igbo culture is different from those of the Hausas and Yoruba’s. Examples of the various cultural patterns are language, music, religion, art and craft, food, trading, occupation, traditions, architecture etc.
7. EXPLAIN WITH EXAMPLES THE NIGERIAN CULTURAL PATTERNS
9a. WHAT IS MEANT BY SOCIAL INTERACTIONS IN INDIGENIOUS SOCIETIES?
Social interaction can be defined as the process by which we act, relate and react to people around us. It is also those acts, actions or practices of two or more people mutually oriented towards each other, i.e. any behavior that tries to affect or take account of each other’s experiences or intentions. It includes those act people perform towards each other and the response they give in return. For instance, it is the way an ethnic group relates with another ethnic group. In relating with people, we must know their do’s and don’ts I.e. respecting them knowing what they like and do not like. In other words, parties in social interaction must be aware of each other’s self in mind. Social interaction can involve smiling, talking, winking, debating, negotiating; they can also be active or passive, brief or long-lived, organized, unorganized or disorganized, direct or indirect, shallow or intense etc.
9b. DISCUSS FIVE FACTORS THAT PROMOTE SOCIAL INTERACTIONS IN THE INDIGENIOUS SOCIETIES.
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Get in touch with our dedicated team to discuss about your requirements in detail. We are here to help you our best in any way. If you are unsure about what you exactly need, please complete the short enquiry form below and we will get back to you with quote as soon as possible. | <urn:uuid:e123a1bf-24b0-4ea7-b97b-ca39728b18ae> | {
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The Intellectual Property (IP) of new ideas, inventions and software can be protected by means of the intellectual property law. This is the law that prohibits others to exploit protected knowledge commercially, unless the owner, the university, has given permission. Protecting intellectual property is an instrument of the valorisation of knowledge which, besides education and research, is one of the three core activities of the TU Delft.
Intellectual property includes all developed and to be developed, knowledge, know-how, generated results, inventions (patent law), publications (copyright), drawings and models, designs and software. The IP that was developed within the TU Delft remains property of the university. (see the Patent Act 1995, in Dutch only)
Intellectual property includes all developed and to be developed, knowledge, know-how, generated results, inventions, publications, drawings and models, designs and software
Patent law protects an invention by the fact that the owner is entitled to prohibit others to use or develop a process or product by either selling, renting, or any other form of trade. Patents give owners the chance to invest in the development of the invention and make it profitable.
To receive a patent, the invention, product or process must meet three requirements:
> Novelty: when a patent request is filed, an invention must not be known to the public. It has not been shared with anyone, not even by the inventor. A presentation about the invention to third parties is an example of a breach of novelty.
> Inventiveness: the invention must be an inventive solution to a problem, and must not be obvious to an expert. Example: instead of gluing two boards together, they may be screwed as part of a new solution. A novelty to some, this solution is too obvious for a craftsman.
> Industrial applicability: the invention must involve a demonstrably functioning technical product or process, it must have industrial applicability meaning that it can be made. A patent can be filed for a new kind of game card that is for example easier to hold, but it cannot be filed for an idea for a new card game.
Copyright protects works of literature, science or art, including software. Copyright helps the author to protect his work against misuse by others. The creator decides how, where and when his work is made public or multiplied. Copyright arises automatically when something is created, a registration is not required. The maker may however transfer a copyright to a third party. The restrictions in copyrights are regulated by law. A creation is only protected by copyright when it has a distinguished character. A plain idea may for example not be protected, but a detailed plan is usually covered.
A copyright or patent doesn’t always automatically belong to the inventor. Copyrights for example belong to the ones under whose supervision the work came about. This is also why all IP derived from the work of employees of the TU Delft belongs to the university, including copyright. The inventor however remains the holder of so called personal rights.
IP that arises from work commissioned by third parties usually belongs to the third party, as will be set out in an agreement or contract most of the time. Separate rules apply for subsidized or paid research projects, which are often reflected in the terms and conditions that apply to the specific project. Intellectual property rights may be transferred to third parties by the owner even before an invention is realized, for example in a consortium agreement.
Staff and students of the TU Delft can secure IP via the TU Delft Valorisation Centre. First, a request needs to be filed digitally by filling in the Invention Disclosure Form (eIDF) via de inventor portal. Inventions by third parties or software can also be patented via the Valorisation Centre.
Afterwards a meeting will be planned to discuss the desirability of the patent and the technical details. Based on the eIDF and a personal interview with the inventor, an assessment will be made on the patentability of the invention. If an invention can be patented an application will be submitted. From the date the request is filed, an applicant will have 12 months ‘advantage’ time to request the patent in other countries as well. This is also the date from which the protection of the invention takes effect.
European countries work together on the basis of the European Patent Convention and around the world, there is a cooperation between countries on the basis of the Patent Cooperation Treaty. In this phase the application is an initial assessment rather than on the three requirements; novelty, inventiveness and industrial applicability.
Within the first year of application of a patent an international novelty report may be requested. In this, the novelty of the application will be evaluated as well as the possibility of rewriting the claims. The TU Delft requests novelty reports for all cases, and insight has to be given on the countries in which the patent will be continued after granting within 12 months. The choice of countries determines further procedures. European countries for example work together on the basis of the European Patent Convention and there is international consensus via the Patent Cooperation Treaty.
No later than 30 months after the application date, the countries in which a patent will be continued after granting must be chosen. After this date the amount of countries may only be reduced. The final assessment takes place after the determination of countries. The granting of patents is determined separately by each country and is usually awarded within 4-6 years. The Valorisation Centre manages the portfolio of intellectual property of the Delft University of technology. New patents are assesed on possibilities of commercial exploitation as soon as possible. | <urn:uuid:8a858ea5-e759-4f5b-90ab-67e5f460e1ff> | {
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Experience reinforced by research has shown Ecoagents that helping tribal people to use their innate knowledge and traditional practices to preserve rainforest lands is beneficial to the environment, indigenous communities, and the world. The indigenous tribes of the Amazon have co-existed with the flora and fauna of the forests for thousands of year and know how to properly sustain and manage the jungle ecosystem. They are the keepers of the rainforest, which benefits all inhabitants of the planet. For their efforts to remain productive, indigenous Amazonian peoples need effective ongoing communication between the many village communities spread throughout the jungle.
DEEP IN THE AMAZON RAINFOREST
A major effort of Ecoagents is to set up computer centers (computer labs) in the villages found deep in the Amazonian tribal peoples’ heartland, providing the necessary computer hardware and software. We fly in computers and electrical generators, and offer computer training to benefit the entire community but particularly the millennial age group. Forming a new tribal generation, the millennials quickly achieve computer competence and use digital tools to help sustain the forest and jungle. In addition, this technical acumen supports community efforts to document the bounty of the jungle environment. Tribal communities are creating a robust digital image and text library about the rainforest’s abundant medicinal and cosmetic plants, handmade organic ingredients, and rare animals and insets. This library, combined with the communities’ specialized knowledge of the rainforest’s flora and fauna, will allow tribal people to develop advanced ways of managing and protecting the rainforest and prevent exploitation of its medicinal and cosmetic ingredients.
Intercommunication Between Villages
Ecoagents provides two-way radios to participating villages, which enables them to immediately share information and alert each other about potential dangers, which may save lives. Contrary to the past, when it could take years and sometimes generations to share knowledge among villages, this immediate communication gives the Amazonian communities a clear sense of belonging to a larger organization.
Intellectual Property & Ancestral Rights
As part of its mission to preserve the Amazon Rainforest by empowering the indigenous communities, Ecoagents educates native communities about their property and intellectual rights through lectures, classes, workshops, and meetings.
The objective is to create a fair dialogue between the native tribes and global corporations. To that end, tribal peoples learn how to exercise their human, intellectual, ancestral, and environmental rights in order to protect the jungle and its trees, animals, plants, and microscopic life, some of which are unknown to the scientific community.
Educating From Jungle to Jungle
Ecoagents educates people in the cities as well, with the intent that modern, destructive patterns may be mitigated and even reversed. It is Ecoagents’ mission and the duty of every human to ensure that the Rainforest remains healthy for generations to come.
For an Amazonian eco session at your office or at your school contact email@example.com | <urn:uuid:b2de67db-3e9d-4b28-9882-f3ee38d9f08e> | {
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Proterocladus antiquus is the new oldest fossil plant discovered. It is considered the grandmother of all the plants known today, either from land or the sea. The fossil was found on rocks in northern China. Its age is of one billion years, and it is a multicellular plant—a seaweed. Land plants started their earthly journey only 450 million years ago, descending from a group of green seaweeds.
The same group, Proterocladus antiquus, belongs to. “Proterocladus antiquus is a close relative of the ancestor of all green plants alive today,” said Qing Tang, the lead report author of the study on the Chinese fossil.
The grandmother of all plants was found in China
The dimension of Proterocladus antiquus is no bigger than a grain of rice, but it had long and thin branches spreading, and roots that tide it to the seafloor. Although it seems small today, back in the early days of young Earth, it was one of the largest multicellular existing plants.
It covered the sea floors making one of the essential processes needed for us to emerge: photosynthesis. It is one of the first organisms to do that, as a descendant of the bacteria cyanobacteria, the first to do that. Yes, we owe the air we breathe to bacteria, but that’s another story.
From bacteria, through eukaryotes, to humans
Life on Earth has a beautiful, surprising story to tell. It started with simple cells that resembled bacteria that later evolved to eukaryotes. In time, eukaryote came to be composed of four kingdoms: Kingdom Protista, Kingdom Plantae, Kingdom Fungi, and Kingdom Animalia.
For more than a century, it has been assumed that the ancestors of land plants evolved in aquatic environments and then adapted to a life on land. A recent alternative view, supported by genetic evidence, is that they evolved from terrestrial single-celled algae. Maybe Proterocladus antiquus will have something to say in the contradicting theories.
As our second lead editor, Anna C. Mackinno provides guidance on the stories Great Lakes Ledger reporters cover. She has been instrumental in making sure the content on the site is clear and accurate for our readers. If you see a particularly clever title, you can likely thank Anna. Anna received a BA and and MA from Fordham University. | <urn:uuid:8c452d4c-d683-48a8-ae16-ba3323ad5394> | {
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The process of organizing and managing all the materials used to produce products or services. This includes materials used for production, raw materials, products, and the waste that is generated during production. Materials management is essential to ensuring the organization can meet its production goals and meet customer expectations.
The process of selecting, acquiring, storing, transporting, and disposing of materials to achieve company goals. materials management also includes the prevention of waste and the effective use of resources.
The process of planning, acquiring, storing, and distributing materials within an organization. Materials management may also refer to the physical, financial, and administrative resources devoted to the management of materials.
Responsible for ensuring that the necessary materials are available to support the work of the organization. This may include ensuring that the proper materials are purchased, and that they are delivered to the right place at the right time. Materials may also be stored, transported, or inventoried in order to ensure their proper use.
The process that associates the needs of the organization with the availability of the materials required to meet those needs. Materials are acquired, stored, transported, and used in a manner that optimizes the organization's efficiency and effectiveness. Materials management also includes the identification and assessment of waste and recycling needs.
The duty is to organize, store, and protect the company's physical assets. This can include anything from buildings to equipment. Materials management also includes ensuring that the correct materials are available when needed and that they are in proper condition.
The duty is to ensure that all necessary materials are available when needed and in the correct quantities. Materials should be ordered as needed, and stored in a safe and organized manner. Materials should be inventoried and monitored to ensure that they are used in the correct manner and in a timely manner.
The duty is to ensure that all materials are used in an effective and efficient manner. This includes ensuring that all materials are stored in an appropriate location, that materials are used in a way that is safe, and that waste is properly disposed of.
The duty is to protect and maintain assets while meeting production goals. It involves organizing, tracking, and ordering supplies to meet current and future production needs. Materials management also includes ensuring that the right materials are available when needed, and that waste is minimized.
The duty is to ensure that all materials are managed in an efficient, cost-effective manner. This includes ensuring that the right materials are acquired, stored, and used in a timely and effective manner. Materials management also includes tracking and reporting on material usage.
Require specialized knowledge in area such as inventory, storage, ordering, receiving, and distributing. There are many different types of materials management careers, including management of industrial materials, medical supplies and equipment, and construction materials. In order to be successful in a materials management career, you will need to be skilled in accounting, logistics, and business management.
Require knowledge of many different types of materials. A materials management professional must be able to identify materials, find suppliers, and track inventory. They must also be familiar with the regulations governing the handling, use, and disposal of materials.
Require someone to govern the movement of materials in an organization so that they are used in the most efficient way possible. Materials must be arranged in a way that allows for easy retrieval and use, and it is important to keep track of when and where materials were used so that re-use can be maximized. Materials must also be kept safe from fire, theft, and other forms of damage.
Require handling and organizing of different types of materials. Materials can be physical or digital, and can include anything from paper to metal to textiles. Materials must be managed to ensure that they are used in a safe and effective manner, and that they are available when and where they are needed.
Require ability to organize, manage, and control the flow of materials within an organization. Materials management professionals must be able to identify, assess, and prioritize the needs of their organization's customers, while ensuring that the required materials are available when and where they are needed.
Be able to identify and track the materials you use. You should also be able to determine how much of each material is left, and where it is stored. Finally, you should be able to order replacement materials when necessary.
Have a basic understanding of how materials work and how to optimize their use. You also need to be able to identify the various types of materials, organize them, and track their use.
Be able to effectively identify, track, and manage materials. You must also be able to efficiently use materials to create products and services. In order to become a good materials manager, you must first be able to identify the materials you are using. You must also be able to track the materials so that you can keep track of how much of them you have and when you will run out. Finally, you must be able to use the materials to create products and services. If you can do all of these things, you will be a good materials management.
Have a good understanding of the materials you are managing and the principles of effective materials management. You should also be able to identify and assess the resources that you have available and make decisions about how to use them most effectively.
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Ancient Britain with Ray Mears: Forest to Farms
Everyday Life in History • 26m
12,000 years ago, Britain entered a new chapter in its long history. By this point, hunting tools had evolved, from hefty spears to the slick and stealthy bow and arrow. This revolution in technology would change the way humans hunted forever.
In a period in which Britain was also thawing and exiting from an Ice Age, the warm and moist forest environments became home to the last of the hunter gatherers in Britain. They ate a diverse range of food, including wild meat, fish and fresh fruit from plants.
This would nonetheless change as the Britain entered the New Stone Age in circa 4000 BC and an agricultural revolution swathed the British Isles.
Join bushcraft and survival expert Ray Mears in Episode 2 of our Ancient Britain series, as he exits the Palaeolithic era and enters the Mesolithic and Neolithic era in Britain. On his journey, Ray will explore the evolution of hunting methods and equipment, and the eventual transformation of the hunter-gatherer culture and the adoption of agriculture and sedentary living.
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Roman connections with Britain stretch back to (at least) the mid 1st century BC, but what has archaeology revealed about the Late Iron Age British societies they interacted with? Do we have any concrete evidence for the druids? Was human sacrifice a thing? Sit back and enjoy as experts provide a... | <urn:uuid:528a34fb-333c-47b3-bbbb-68dd08b285f1> | {
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The technique in English grammar of adding extra emphasis to a syllable or word is called stress. This aids not only pronunciation, it can alter the meaning of a word or shift the purpose of a spoken statement.
Syllable Emphasis in a Word
Only vowels are stressed, not consonants. A word with one syllable can only have one emphasis; words that have two syllables or more will have various accents throughout the word but one emphasis will be the strongest.
When a verb with one syllable has -ing added to it, the verb retains the emphasis, such as in walking, laughing, swimming.
In the examples below, syllables carrying the most emphasis are capitalized.
English is a Germanic language but our words come from all over the planet, so there is really no clear-cut general rule on which syllable to emphasize. In some words, though, changing the emphasis changes the entire meaning of the word.
PRES-ent: a gift.
“The biggest present is for you.”
“Any child likes presents.”
Pre-SENT: to give or introduce.
“The new teacher was presented to the class.”
“Bob was presented with the key to his new home.”
OB-ject: anything visible or tangible.
“The object in the sky turned out to be a plane.”
“When it moved, we realized the object on the hill was an animal.”
Ob-JECT: to argue or oppose.
“Your Honor, I object to this witness!”
“Objecting to the rider, the horse started bucking.”
Stress in Conversation
English is called stress-timed language, this can show the beauty of the language. Let’s study the following examples. Emphasis in each example is noted with parentheses. Try saying them out loud to better understand how the main idea of the statement changes.
“A (fine) film.”
“A fine (film)?”
“(What) am I doing?”
“What (am) I doing?”
“What am (I) doing?”
“What am I (doing)?” | <urn:uuid:df75c1af-8104-4e9a-80c3-23616b54cc4e> | {
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Half the world menstruates, yet it’s a subject that’s rarely discussed in the media (with many publications refusing to cover any stories remotely related to that ‘time of the month’). In some cultures around the world, menstruation is so taboo that it isn’t talked about within individual families, communities or schools – making it difficult for women to manage their periods, not to mention terrifying for girls experiencing theirs for the first time. We spoke to Dr Dani Barrington, Research Fellow at Monash University and the International WaterCentre, about the world’s first Menstrual Hygiene Day this Wednesday 28 May 2014 – created to raise awareness and promote sanitation and hygiene for women and girls around the globe.
How did Menstrual Hygiene Day come about, and why is it needed?
Menstrual hygiene management has been largely overlooked in the context of water, sanitation and hygiene (WASH) development initiatives, even though it directly impacts 50% of the world’s population (100% if you consider that it’s a part of where we all come from!). A scary amount of girls around the globe have never heard of menstruation when they get their first period – imagine the fear and shock they must experience. Some girls know of its existence, but consider it a disease. And in some places it is a common belief that women don’t begin menstruating until they have lost their virginity, which can lead to cruel and harsh punishments (often by male family members) in conservative societies.
WASH United is a Berlin-based organisation that uses fun, games and positive communication to promote sanitation and hygiene for all. In May 2013, WASH pioneered May #MENSTRAVAGANZA, a 28-day social media campaign cycle dedicated to generating awareness about menstruation, the taboos surrounding it and the general significance of menstrual hygiene to ensuring the health and education of women and girls worldwide. The idea of creating a Menstrual Hygiene Day emerged when they saw how positively the campaign was being received and the momentum it was generating. Thus, the idea to create a day that concretises these sentiments was born, and we celebrate its inauguration this year. May is the 5th month of the year, representing 5 days, or the average number of days a woman or girl spends menstruating each month; 28 represents the average number of days in a menstrual cycle.
What kind of challenges do girls and women in the developing world have to deal with during their period?
In many countries women are banned from certain activities whilst they are menstruating. This can include things from cooking to praying. In some areas of Nepal women are even banished from their households whilst they bleed. This practice, Chaupadi, results in physical and emotional isolation, and exposes women to unhygienic conditions and wild animal attacks.
Where women do not have access to affordable, hygienic and safe products and facilities, or where they are too embarrassed to ask for materials, it is common for them to use whatever they can find to manage their flow. This includes things such as old rags, husks, dried leaves, grass, ash, sand or newspapers, which can lead to serious infections (not to mention the impacts on women’s dignity). Where female genital mutilation is practiced, women often have such a small opening left to urinate and menstruate through that their periods can last for three quarters of the month, which is not only uncomfortable, but again can lead to various infections.
What impact does menstruation have on the education of girls?
In many countries an alarming amount of girls either drop out of school altogether or decrease their attendance substantially once they reach puberty. A major reason for this is often the lack of private, appropriate toilet facilities. Girls want somewhere clean and separate from the boys to manage their periods, and sadly, at many schools the toilets are unhygienic, not separated according to gender, aren’t private or don’t exist at all! So we see a major ‘brain drain’ once girls hit puberty, which we know has a negative impact on human development.
Why do you think menstruation is such a taboo subject?
I have often wondered about this myself. I understand that menstruation is linked to reproduction and hence sex, which probably cements its ‘tabooness’ in more conservative cultures – but in Australia it is still taboo, despite the fact that every second television scene mentions sex in some way. So I can’t really answer the question, but I am trying to break the taboo in Australia by discussing my work with anyone and everyone. Also, I love this quote that I keep going back to as food for thought, and which inspires me to keep prattling on:
“If men could menstruate… menstruation would be an enviable, boast-worthy, masculine event: Men would brag about how long and how much. Boys would mark the onset of menses, that longed-for proof of manhood, with religious ritual and stag parties. Congress would fund a National Institute of Dysmenorrhea to help stamp out monthly discomforts. Sanitary supplies would be federally funded and free.”
– Gloria Steinem
(You can read the full version this is extracted from here)
How can educating boys and men about the issues surrounding menstrual hygiene help?
Many of us Australian girls will remember that awkward school day where the boys were suddenly separated from the girls for a ‘special health class’ – this isn’t common everywhere. Many boys lack accurate information about menstrual hygiene if they aren’t taught about it at school or at home, and what they do ‘know’ is often laced with negative stereotypes, reinforcing the stigmas attached to something that is completely natural. Educating boys and men about the facts of menstruation can dispel these myths, helping empower girls and women. This can be especially important in families where males are the breadwinners, and hence control how much money is available for menstrual hygiene products. And hey, it’s not even that great in Australia – did you know that menstrual hygiene products are taxed here because they are considered ‘luxury items’?!
What events are happening around the world on 28 May? How can people get involved?
There are heaps of events going on, including some ‘global’ activities which can be found here. In Australia we are focussing our efforts on bombarding social media with the hashtags #MenstruationMatters and #MHDay – they are already trending leading up to the day. Our main goal is to ‘Start the Conversation about Menstruation’ to dispel the myths and break the taboo in Australia, and let the Aussie public know what menstruation is like for girls in other parts of the world. WASH United have put together an awesome toolkit including a guide on how to start conversations around menstruation, menstrual hygiene fact sheets and an AMAZING infographic which we are encouraging people to use to do this.
Something super easy people can do is download the ‘#MenstruationMatters because…’ sign, fill it in, take a photo and share it on social media – we want everyone’s voices to be heard – male and female! My sign is stuck to my office door, and it has sparked some great, very open conversations about what it’s like to be a woman both here and overseas. Next year we would LOVE to run an event (celebration!) for Menstrual Hygiene Day in Australia. If all of this has inspired you, I’d love for you to get in touch so that we can make the day even more phenomenal in 2015! | <urn:uuid:d64c25ea-0f6e-4620-81f8-630973c6b24a> | {
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Reminiscence - this is a mnemonic effect characterized by a sudden recollection of the perceived material without repeating it after a long time (from one day to 7, or even a longer period of time). Reminiscence is a mental phenomenon that often occurs when perceiving information material with internal logical connections to the content, which produces a strong emotional impression on the individual. The apparent causes of sudden memories have not yet been studied.
Reminiscence refers to such a memory phenomenon that appears after memorizing information without immediately playing it immediately after perception, and after a certain period of time without affecting a person's stimulus series.
The term reminiscence was proposed in psychology by Serbian scholar V. Urbanchich in 1907. The scientist studied the phenomenon that he observed in subjects during memorizing material (verbal, non-verbal character and sensory-motor movements).
The reminiscence effect is most pronounced at preschool age and among younger students. In the field of psychology, scientists have identified higher quality indicators of the delayed reproduction of memorized material, rather than reproducing information immediately after memorizing it.
A sudden reproduction of the material after memorization was studied by P. Ballard. Individuals who memorized stimulus material took part in his experimental studies, but the time for sufficient mastery was not enough. After an interval of 24 hours to 7 days, the subjects reproduced the material. The best results showed reproduction after 2-3 daily interval. The results obtained differed quantitatively high rates, which was fixed in the psychological science of memory, as the phenomenon of Bellard.
Also in psychology, the scientist Pierre Jeanne studied reminiscence. In his writings, he described the phenomenon as an automatic repetition of actions independent of external factors.
Reminiscence is a phenomenon that is quite widespread, and the frequency of its occurrence depends largely on the nature of the material that needs to be remembered.
In the studies of the scientist DI Krasilshchikova, the reproduction of semantic material was revealed much more than incoherent reproduction of the material. Experimental studies have found that interest in the material significantly affects the manifestation of reminiscence.
The occurrence of the phenomenon of sudden memory is influenced by the degree of mastering the content of the material by memorizing. Provided that the individual has not sufficiently mastered the content of the information material, a sudden memory will not take place. If the memorizer tries to reproduce the material directly after the memorization itself, he relies on associations that appear between images and concepts, and if the reproduction is more time-consuming, then the subject relies on a logical connection.
An example of a reminiscence can be called passing a test by a student who memorizes the necessary information by heart without understanding it, comprehending it. Before passing the test, an individual may have a "mess in his head", but information is recalled at the required moment. And after passing the test, the student forgets everything, without understanding the meaning of the memorized. Or, for example, a verse from a student, the wording, the concept. In many learning models, the main thing is the inexpedient memorization of actions, phrases or words, which is achieved by frequent repetition of stimulus material.
Reminiscence can be observed in almost every person. It happens that an individual suddenly remembers this or that song, verse or minor events. The peculiarity of this effect is that this reproduction of the material takes place without any targeted efforts. A person does not draw from memory, does not try to remember the lines from a song, they come up from the depths of memory.
Reminiscence in psychology
Scientists have not sufficiently studied the causal series of the occurrence of sudden memories, the factors causing sudden recall, but the mechanism of the reminiscence effect could be investigated based on the works of domestic and foreign researchers.
The mechanism of occurrence of sudden memories is due to the action of affective inhibition, due to the pronounced emotional experience, the impression of the perceived information material. Emotional inhibition affects the nature of the reproduced material. When playing the memorized information, the story begins with the part that made the most vivid impression, and the logical connection between the reproduced information is lost. In case of delayed reproduction, the information does not lose its logical sequence.
From the point of view of psychology, reminiscence is the process of normalizing the state of fatigue after intense physical, intellectual or emotional stress. After his perception by an individual, informational material is arranged in the head, after which it becomes easier for the person to voice it.
Also, a sudden memory arises in the absence of the layering of many details of a single logical phenomenon, in which confusion arises. There may be conditional forgetting, but after an interval during which stimulus material does not act on an individual and there is no additional load on memory, a sudden memory may appear.
Reminiscence depends on an allusion, which is just a hint, a hint pushing the right thought. In an individual, a sudden memory arises as a result of an allusion. Allusion is an external phenomenon, a stimulus factor that provokes the emergence of an internal reminiscence phenomenon.
The phenomenon of reminiscence is also considered from the point of view of pathology in psychology, when a psycho-traumatic event takes place and the memories take on the character of an obsessive and negative one. Getting into external circumstances, similar to the circumstances of a traumatic event, a person may experience emotional discomfort associated with the effect of an obsessive reminiscence. This state directly depends on the initial emotional state of the individual.
The phenomenon of sudden memory in an obsessive form can be observed in individuals with PTSD. Reminiscence in these cases manifests itself in dreams with memories of acquired traumatic experiences.
The sudden reproduction of early perceived information is often a natural feature of the work of human memory.
If we consider the reminiscence of psychiatry, it can be a symptom of diseases such as traumatic brain injury, alcohol or infectious intoxications, brain pathologies and others.
Reminiscence in psychiatry is considered as a form of obsessive states, as a manifestation of neurosis, as a symptom in depressive states, manifested by uncontrolled chaotic thoughts. Sudden memories can manifest themselves in panic states, fears and phobias.
The manifestation of reminiscence, as a pathological symptom, is characterized by obsession of thoughts and images, and also causes an expressive emotional reaction (anxiety, anxiety, panic reactions, fears) in the individual.
Reminiscence can be the object of attention in the practice of the psychologist, the activities of correctional orientation in order to substitute negative experiences for positive ones, while treating conditions associated with psycho-traumatic situations. Specialist interventions require both intrusive reminiscences with negative emotional symptoms and the complete absence of this memory effect, which may signal disturbances in the work of the CNS or beginning senile dementia.
If a sudden memory takes place in a pathological manifestation, then intervention of a specialist is necessary, who will determine the medical principles of treatment of the disease, manifestations of which are reminiscence. Also, a psychotherapeutic tactic effective and adequate to the disease should be selected by a qualified specialist. | <urn:uuid:94c319a0-bbde-4aee-934b-339754eda124> | {
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Given a string str representing a number, the task is to find whether the number is valid or not if it made topsy-turvy i.e upside-down.
Input: str = “1183”
upside-down(1183) = 1183
Input: str = “983”
Approach: Only the digits 1, 3 and 8 are the digits that can form another valid digit when turned upside-down. If the number contains a digit other than these then print No else print Yes.
Below is the implementation of the above approach:
- Count number of bits to be flipped to convert A to B | Set-2
- Program to check if a date is valid or not
- Check if the given Binary Expressions are valid
- Check whether the triangle is valid or not if angles are given
- Check whether Quadrilateral is valid or not if angles are given
- Check if the given Prufer sequence is valid or not
- Check whether right angled triangle is valid or not for large sides
- Find the number of valid parentheses expressions of given length
- Number of valid indices in the permutation of first N natural numbers
- Minimum cells to be flipped to get a 2*2 submatrix with equal elements
- Check whether all the rotations of a given number is greater than or equal to the given number or not
- Check if a number is divisible by all prime divisors of another number
- Program to check whether a number is Proth number or not
- Check if a number with even number of digits is palindrome or not
- Check if a number is Flavius Number
If you like GeeksforGeeks and would like to contribute, you can also write an article using contribute.geeksforgeeks.org or mail your article to email@example.com. See your article appearing on the GeeksforGeeks main page and help other Geeks.
Please Improve this article if you find anything incorrect by clicking on the "Improve Article" button below. | <urn:uuid:65f3a5f5-a2f1-41d1-b28c-24bb10aa44e5> | {
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Obesity is a widespread disease that is described as an epidemic in many societies.
In addition to helping people shed unwanted pounds, an effective treatment for this disorder would likely have a huge impact on the prevention of obesity-related illnesses such as diabetes, stroke, heart disease and even cancer.
New research suggests that such a treatment may be closer than ever.
The hormone leptin plays an integral role in regulating body mass. When leptin binds to its protein receptor on cells in the brain region called the hypothalamus, feeding is suppressed and there is an increase in energy expenditure.
While it is well established that a mutation in leptin or the leptin receptor causes obesity, leptin itself has not proved useful as a treatment for obesity. In fact, most cases of obesity are associated with an increase in blood levels of leptin, suggesting that there is resistance to the protein in obese individuals.
Now, two studies published in the April issue of Developmental Cell identify a novel protein that regulates leptin signaling, and that may be a promising target for treatment of leptin resistance in obesity.
Dr. Michel Tremblay and colleagues from McGill University in Quebec and Dr. Barbara Kahn and colleagues from Harvard University both examined a signaling protein called protein tyrosine phosphatase 1B (PTP1B) and its effect on leptin signaling.
Because mice deficient in PTP1B are resistant to high fat diet-induced obesity, they hypothesized that PTP1B might regulate leptin signaling. Testing this idea, Dr. Tremblay's group found that mice lacking both leptin and PTP1B showed decreased weight gain and fat tissue, and had an increased metabolic rate, compared to mice lacking only leptin. In addition, the PTP1B-deficient mice showed an enhanced response to leptin-mediated weight loss.
Dr. Kahn's group found that PTP1B is present in the leptin-responsive cells of the hypothalamus and that PTP1B deficiency reduced the weight gain seen in mice whose leptin signaling was disrupted. Both groups found that PTP1B acts on the signaling protein Jak2 in the leptin signaling pathway.
Taken together, the results from these studies make the exciting prediction that pharmacological inhibitors of PTP1B may be useful as an alternative or supplement to leptin treatment of obesity.
[Contact: Dr. Michel L. Tremblay, Dr. Barbara B. Kahn] | <urn:uuid:dd00d3b4-98b7-4eeb-ae5e-90460379e12e> | {
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In recent years, historians of Guatemala have begun to formulate a new agenda for the study of power relationships between the government, socioeconomic elites, and the indigenous majority in this central American state. Thus a collection of essays by leading U.S. experts on Guatemalan history, published in 1992 and covering the period from the conquest to the 1980s, attempts nothing less than to “constitute the first real social history of Guatemala.”1 According to the volume’s editor, Carol Smith, the collection differs from earlier studies, which essentially took a sociological approach to Indian-state relations in the country, in “the way in which it brings a cultural perspective to questions of power (and vice versa) and by doing so helps dispel many of the myths concerning the unchanging nature of Guatemalan Indian communities and their relation to the state.”2
An important consequence of this novel approach is that historians are now beginning to emphasize the country’s regional and ethnic diversity and its significance for the study of social relations. In the case of Guatemala, David McCreery has noted, “it would be more accurate to speak of civil societies in the plural, for there were and are great differences between even adjacent communities, as well as within and between language and cultural groups.”3 Because “Indians recognize themselves as members of specific communities, which usually, but not always, correspond to the smallest administrative division, the municipio,” it is at the community level that the actual workings of power relationships in Guatemala must be examined.4
Despite this new agenda, the literature still lacks studies that trace the development over time of the relationship between government, landowners, and Indian workers in specific localities. This is especially true for the period of “liberal” reform governments, beginning with the presidency of Justo Rufino Barrios in 1870 and ending with Jorge Ubico’s fall in 1944.5 Therefore little is known, so far, about the impact of the period’s major economic and political transformations — the expansion of cash crop production for export, the corresponding movement of ladino and European landholders into remote Indian provinces of the country, the intensification of state interference in local affairs — on specific Indian communities.6
This essay, which focuses on the Pokom’chi community of San Cristóbal in the Alta Verapaz region, represents a first attempt to trace the transformations in Guatemalan social relations between 1870 and 1940 at the local level. The Alta Verapaz is of particular interest for several reasons. A remote province with an almost exclusively Indian population and few ties to the national and international economy in the 1870s, it became one of the country’s major export-oriented coffee-growing areas during the following decades. In addition, the period studied here coincides with the presence of German planters in the area, who began to immigrate to the Verapaz in the 1870s and played an important socioeconomic role in the region until their expulsion from the country in 1944.7 The German presence not only provides historically useful material in the form of autobiographies and travelers’ reports, but also makes possible a comparative analysis of the behavior of ladino and European members of the local elite.8 Finally, the Alta Verapaz, and the community of San Cristóbal in particular, was selected because of the quality and completeness of its legal and vital records.
Two developments during this period deserve particular attention. The first is the redistribution of land that began in the 1870s. This activity was closely tied to the expansion of coffee production in the Verapaz and the movement of ladino and European planters into the region. The second is the impact of the coffee economy on Indian living and working conditions.9 The first part of this essay attempts, therefore, to outline the development of land ownership in San Cristóbal and the resulting formation of a local socioeconomic elite of ladino and German planters and entrepreneurs. It pays particular attention to social status, economic and political influence, and the establishment of networks of family and kinship relations. In the second part, the consequences of cash crop production for some central aspects of Indian life —demographic behavior, work rhythms, modes of production, and festival culture—will be analyzed. In the course of the analysis, this essay tries to show which aspects of Indian culture were transformed by the dual advancement of state authority and a non-Indian economic elite, and which remained largely immune to outside interference. It attempts to gauge the Indians’ potential to resist these transformations, and to discover what forms that resistance assumed.
The sources on which this study is based are the records of the jefatura política, the highest administrative agency of the departamento; the land titles for San Cristóbal contained in the AGCA’s Sección de Tierras; and legal and church records. While changes in land distribution and occupation between the 1870s and the 1940s can be traced through the land titles, a detailed reconstruction of Indians’ living and working conditions in the 1930s is possible through the jefatura documents, which are reasonably complete for the Alta Verapaz in that decade. With the administrative reforms of the regime of Jorge Ubico, who came to power in 1931, the jefaturas handled a greatly increased amount of paperwork, including reports about occurrences in individual communities and statistics on production, crime, births, and mortality.10 Indeed, the sheer volume of the jefatura records (the material covering the period 1930-40 consists of no fewer than 130 bundles of papers, which are neither indexed, sorted in any systematic way, nor paginated) forces the researcher to concentrate on a relatively short timespan.
The Local Elite
The small community of San Cristóbal is situated about ten miles southwest of Cobán, the capital of the department. Like the city of Cobán, the community was founded by Dominicans in the sixteenth century.11 Connections with the outside world are maintained by a westward road that, after crossing the Río Chixoy, leads to Uspantán in the Department of Quiché; a road northeast via Santa Cruz to Cobán; and a road southeast leading to Tactic and beyond to Guatemala City, the nation’s capital.
Up to the third quarter of the nineteenth century, these roads remained in very bad condition and of minimal importance to the local Indians, who left their home communities only to trade with neighboring towns. After 1880, however, these roads took on a new, twofold significance for the Indians: they brought increasing contact with nonindigenous people, mainly ladinos, entering Indian land; and they imposed the burden of expanding and maintaining the transportation system by which the region’s new export crop, coffee, found its way to outside markets.12 The example of the road system thus reflects the two major changes that affected Indian living and working conditions after the 1870s: the growing influence of the state apparatus, and the redistribution of land as the productive base of the export economy, which fostered a new local elite.13
The Europeans and ladinos who wanted to take up land in the area reported so-called wasteland (tierras baldíos) to the authorities and laid claim to occupy it (denuncio). After a certain number of days, if no one else could prove a legal title to the land in question, it was transferred to the claimant against payment of the survey costs and a small fee. Once the land was surveyed its value rose considerably, and it became unaffordable for a large portion of the local population.14 In addition, Indian landowners usually failed to substantiate their claims; they lacked the necessary reading and writing skills, and they were unfamiliar with the title system, especially the concept of desamortization. Their disinvolvement also reflects fundamental differences between European-ladino and Indian attitudes toward the land. While for Indians land occupation traditionally had strong spiritual connotations — representing a gift from God, a link between the present occupant and his ancestors, and an inalienable possession —Europeans and ladinos viewed land as a capital investment, the value of which could be raised by producing cash crops for export.15
The first denuncios in San Cristóbal were filed in 1884, but only around 1910 were the boundaries between land titles clearly delineated and individual property rights securely established.16 In comparison with other communities in the Alta Verapaz, the process of land distribution was completed rather late in this municipio.17 By 1910, 43 ladinos and 4 Germans had claimed land in the community, while Indians had filed denuncios for six land titles.18 In the Indians’ case, several families laid joint claims to the same land parcel, reflecting the high value the Indians placed on communal property but possibly also the desire to share the high survey costs. Two groups of Indians, who claimed plots of land in San Cristóbal in 1882 and 1885, respectively, argued that they had been farming the land for a number of years and that their families depended on the products of the land for subsistence.19 Like the other Pokom’chi communities of the Alta Verapaz— Santa Cruz, Tactic, Tamahú, Tucurú—San Cristóbal at the beginning of the twentieth century was thus characterized by a relatively large presence of Indian landowners and a preponderance of ladino landholders over both Europeans and Indians. The Kekchi communities in the more remote areas of the Verapaz—San Pedro Carchá, Lanquín, or Senahú, for example —differ from those in the Pokom’chi area in that individual holdings were larger and a higher proportion of the land was in German hands.20
European planters entered San Cristóbal mainly after 1910. In the 1930s, out of 40 land titles in the community, 5 were in German, 2 in French hands.21 Two were still in the possession of indigenous families. Chisiram, with its annex, Pantocan, belonged to the Diego Mus Coy family, and San Isidro las Pacayas to Florentín Caal. Significantly, both were among the families who had claimed their land early in the period.22
Although ladinos had originally received 43 land titles, by the 1930s these had been consolidated in the hands of 14 ladino families. These families dominated the social and economic life of the community. Probably the most prominent member of this group was Humberto F. Soria, who, in addition to the fincas Venecin and San José Chituzul, owned an ore mine and a coffee beneficio (processing plant), to which many small local producers brought their crops for processing.23 He also occupied several public offices in the community; in 1931, for example, he served as justice of the peace.24 Soria’s economic influence was matched only by that of José Azurdia, owner of the finca La Primavera, another ore mine, and the only sugar ingenio in the Verapaz.25 By running these processing plants, men like Soria and Azurdia wielded considerable economic power over small producers who depended on the facilities to market their crops.26
It was customary for members of the local ladino elite to select marriage partners, godparents, or witnesses at wedding ceremonies from their own ranks. When Oscar Leal Peña, son of Francisco Leal and Nicolosa Peña, married Josefina, the daughter of Carlos Gómez and Servanda Asencio, in August 1925, one of the witnesses was Sanson García, owner of the finca Valparaiso.27 In May 1927, Oscar Leal Peña himself served as witness for Edmundo, son of Eduardo Soria and Elena Gómez, and María Ofelia, daughter of Federico García and Vicenta Reyes —all members of prominent local ladino families.28 The children of Miguel Gómez and Humberto Soria married in December 1927 with Rodolfo Narcisco and the French citizen Arturo Pierri as witnesses.29 Marriages among cousins were not unusual.30
Even though many planters were hard hit by the worldwide depression of the 1930s, and a number of ladino planters experienced severe financial difficulties, the combined support of family, kin, and state programs often helped these men to maintain their socioeconomic position in the community. The Leal Peña family again is a good example. Oscar Leal Peña owned the finca Santo Domingo, which employed 37 mozos.31 In 1930 he probably was mayor of San Cristóbal.32 His brother Francisco became mayor in 1934; he owned the finca Navidad, which had one ladino employee and 35 mozos.33
When Oscar Leal Peña found himself in financial straits in the late 1930s, he tried to profit from the Ubico government’s Decree 1986, which ostensibly established a program to distribute fallow communal lands to poor members of the community. The land had to be settled and cultivated within one year after the grant was issued. After ten years of cultivation, the settler would have been entitled to ownership.34 The land could not be sold, transferred, or divided within the ten-year span.35 The first fallow plots were distributed in San Cristóbal in 1935.36 A list of 20 “notoriously poor persons” filed by the municipality of San Cristóbal in 1939 reveals how the decree was interpreted at the local level. With one exception, all the “poor” applicants for land to be distributed were ladinos —men such as Oscar Leal Peña; Rafael Narcisco Gómez, owner of the finca El Refugio, with 24 mozos; and Ricardo González C., owner of the finca Concepción Pacaya, where 11 mozos worked for him.37
Another example of how the network of local ladino families supported its financially troubled members during the depression is that of Wenceslao Soria, a brother of Humberto Soria. In 1932, Soria’s finca, San Joaquín, was burdened with two mortgages, one amounting to 5,000 gold pesos, the other to 2,900. These mortgages had been assumed by the German immigrant Rudolf Hesse. When Soria could not repay his debts, Hesse took over the finca as well. Soria tried unsuccessfully to prevent the transfer of the property by dubious means —at one point, two fires broke out on the finca under mysterious circumstances.38 As early as 1936, however, he appears in the records as the owner of another plantation. His new finca, San Lucas Chicar, employed 110 non-Spanish-speaking persons in 1939.39 It is inconceivable that Wenceslao Soria could make this quick comeback without strong support from his influential kin.
The economic elite of San Cristóbal was complemented by a number of German immigrants, who either came to the country with substantial capital or started out as highly qualified estate managers and moved into the ranks of finca owners. Virtually all the Germans in the Verapaz were engaged in the production and marketing of coffee.40 In San Cristóbal, the most successful members of the small German community during the 1930s were Edith Hesse (widow of Rudolf), owner of the finca San Joaquín and an ore mine; Waldemar Thiemer, owner of the finca La Providencia and shops in San Cristóbal and San Pedro Carchá; and Alfons Herring, who ran a shoe factory. All three also operated their own coffee beneficios and exported their produce themselves. Thiemer and Herring had a branch firm in Hamburg.41 Thiemer also exported coffee to New Orleans via the Guatemalan Atlantic port of Puerto Barrios.42
The careers of Thiemer, Herring, and Rudolf Hesse illustrate the possibilities for upward social mobility for German immigrants in the Verapaz. Thiemer came to Guatemala in 1899 as estate manager for the German finquero Richard Sapper, later opened a shop in San Cristóbal, and finally was able to buy the finca La Providencia.43 He also became co-owner of the export firm Schlubach, Thiemer and Company and held shares in the Empresa Eléctrica, a power plant in Guatemala’s capital.44 In the 1930s, Thiemer employed German immigrants himself; his estate managers at La Providencia were Georg Steiger and Paul Fink.45 August Kuckling, who had come to Guatemala in 1913 with a contract from the German entrepreneur Erwin Paul Dieseldorff, later worked for Thiemer.46 So did the technician Herbert John.47
Alfons Herring, a tanner by profession, came to Guatemala in 1909 and, like Thiemer, worked for Richard Sapper before founding his shoe factory in San Cristóbal. He also became a shareholder in the Empresa Eléctrica.48 In the 1930s he employed the brothers Hermann and Eugen Walch in his factory; they also were tanners by profession, and had come to Guatemala in 1928 and 1931, respectively. Hermann Walch soon moved on to work for Thiemer before following his employers’ path, acquiring the finca Pantup and founding his own tannery.49 In 1932, Herring recruited another German tanner, Heinrich Rühl, for his expanding enterprise. Bernhard Burmester, who had worked as bookkeeper on another German planter’s estate since 1907, later became Herring’s estate manager.50 He was one of the very few Germans in the Verapaz who became naturalized Guatemalan citizens.51
Rudolf Hesse took up residence in the Verapaz in 1928 and eventually took over the finca San Joaquín. After his death his widow, Edith, continued his enterprises.52 Her estate manager, Johann Pape, had come to the country through a work contract with Dieseldorff. In 1935 Pape acquired the finca Helvetia.53
As the examples of Pape, Thiemer, Herring, and Walch show, the formation of the German local elite depended on the recruitment of skilled personnel from the home country and on these employees’ potential for upward mobility. Professional skills, ties to the German finqueros already established in the region, and high salaries gave these men a fair chance to move into the ranks of the finqueros themselves. A German employee on one of his compatriots’ estates usually earned a monthly salary of 100 German marks the first year, 125 marks the second, and 150 marks the third, in addition to free room, board, and medical care. He thus might save between 1,200 and 1,800 marks per year that he could invest in real estate.54 Competicion among the finqueros for such skilled personnel, moreover, kept their earnings high.
Besides the mode of recruitment, two further differences are notable between ladino and German members of the local elite. While the ladinos usually resided in the towns and visited the fincas only sporadically, the German finqueros and estate managers lived on the estates. In addition, whereas ladino finqueros virtually never entered into lasting personal relationships with Indian women, such concubinages were quite common between Germans and Indian women in the Verapaz. Young, unmarried men were particularly inclined toward such relationships.55 Four out of five children of German fathers in the Verapaz were of mixed blood: 155 German planters of the first generation fathered no fewer than 359 children with Indian women.56
The offspring of these relationships usually selected their marriage partners or companions from the German, German-Indian, or ladino segments of the local population. One example from San Cristóbal may illustrate the point. Johann Pape, Edith Hesses estate manager, had sexual relationships with three Indian women and one woman of German-Indian descent, Francisca Spiegeler Choc, illegitimate daughter of the Sapper family’s German estate manager, Wilhelm Spiegeler. The son of Pape and Spiegeler Choc, Enrique, had relationships with an Indian, María Caal, and a German, Alicia Düring.57 A significant number of these illegitimate children married into the local elite. A prominent example is María Luisa Klug Macz, who became the wife of Fidel Torres, jefe político of the Alta Verapaz in the 1940s.58 While these relationships thus constituted a channel of upward social mobility for a fraction of the local Indian population, the vast majority felt the impact of a non-Indian elite on their communities in a very different way.
State Intrusion and Indian Responses
During the 1930s, the 40 fincas of San Cristóbal had a non-Spanish-speaking population of 2,760.59 Most of this number represented women and children; the adult male Indians could usually understand and speak some Spanish and therefore were not included in the count. Despite some irregularities in the statistics, it is clear that the indígenas constituted the vast majority of San Cristóbal’s inhabitants. With the introduction of coffee and the expansion of ladino land ownership, the living conditions of this native majority changed dramatically.
After the Dominicans lost control of the region in 1829, the Verapaz experienced little outside economic and administrative interference for almost half a century.60 From the 1870s on, however, the Guatemalan state reasserted its control over the region in order to create an administrative framework for the introduction of export-oriented agriculture. Of particular importance in this context is the desamortization law of 1878. Communal land that could only be rented before was now transferred to private ownership.61
An essential requirement for the transition to cash crop production in the Verapaz was an adequate labor pool. Government policies therefore were designed “to provide the Indian labor force for the new plantation elite.”62 The Indians, for their part, were given the right to remain on their ancestral land and were allotted small tracts of land for subsistence agriculture. Government legislation thereby transformed the socioeconomic position of the region’s Indians from one of landowners and subsistence farmers to one of dependent agricultural laborers.63
State intrusion into the lives of Indian families is particularly visible in two areas: vagrancy legislation and road construction. In 1878, the government had passed a law against vagrancy, which sought to keep the Indians on their plots of land.64 In combination with debt peonage, which in Guatemala remained a legal means of keeping Indian laborers dependent on their patrons, the vagrancy legislation became an important vehicle for ensuring the labor supply for the fincas.65 By the early twentieth century, however, the landowning elite had found the existing legislation inadequate, and began to pressure the government to do more. Peticions and reports filed by influential landowners frequently reiterated the complaint that labor was too scarce in the region. A report from the community of San Pedro Carchá in May 1923, for example, called for legislation that was “in accordance with the nature of the Indian workers” —that is, that improved the elite’s ability to recruit the Indian labor force.66
The 1934 Ley Contra la Vagancia (Decree 1995) followed the example of the 1878 law in that it used the vagrancy issue to meet the planters’ labor demands. While the 1878 law did not apply to subsistence farmers, however, its 1934 successor went one step further by requiring all adult males to prove that they had regular employment. Only those who owned a certain minimum acreage of land were exempt from this requirement.67 While the finqueros met this criterion, the subsistence plots of the native population usually were too small for their owners to qualify. If an Indian was arrested because of suspected vagrancy, he had to produce a valid labor contract or, as in the case of Juan Jom Cal of San Cristóbal in 1936, certification from the community that he owned enough land to be free of labor obligations.68
The jefatura records show how finqueros in San Cristóbal used the Ley Contra la Vagancia to enforce labor contracts. In 1934 the manager of the finca La Primavera, Carlos Enrique Azurdia y Valenzuela, reported five indios who had disappeared from the plantation and had not yet returned. Azurdia asked the jefe político to punish the “vagrants” with three months of forced roadwork before sending them back to him.69 In 1939, the indio Manuel Ac Pop, arrested under the vagrancy law, argued that he had absconded from the finca where he worked only because he could not feed his family there. He received a fairly light punishment for not having fulfilled a two-week labor contract.70 In September 1938, 13 men from San Cristóbal were tried as a group for violation of the vagancia law; 9 were acquitted, and the 4 others were sentenced to one month in jail or a fine of ten centavos per day.71 Considering that in 1933 the daily wage of an Indian laborer was about four centavos plus provisions, these men would have had to work 75 days to pay their fine.72 Imprisonment of the male head of household, on the other hand, could mean a heavy economic burden for his family, particularly if it coincided with the planting or harvest periods of the agricultural year.
The expansion of the export economy in the Verapaz increased the need for transportation and communication routes in the area.73 Since the 1870s, the extent and speed of road construction in the region had been dictated largely by the needs and requirements of the finqueros. The road workers (zapadores) were recruited from the local Indian population. In 1887, all of the 1,412 road workers from San Cristóbal had Indian names.74 Lists of zapadores drawn up during the 1930s also consist exclusively of Indians.75 Because the indios were needed in the agricultural economy during the harvest season, however, construction virtually stopped during the harvest period; in San Cristóbal, for example, during the coffee harvest, which lasted from November to February.76Finqueros also sought the release of their mozos from roadwork for urgent work on the estates.77 They tried to prevent the mozos’ employment at altitudes and in climatic zones they were unused to.78 Small estates in particular could hardly do without their laborers for extended periods. Thus José Gómez Prado, owner of a small finca in San Cristóbal, Peticioned the jefatura to release four mozos from the vialidad in 1936 because they represented a significant part of his labor force, which consisted of only 14 men.79 The preservation of the agricultural labor pool always had top priority.
In 1933, the Ley de Vialidad (Decree 1474) required every adult male between 18 and 65 years of age to work two weeks per year on road construction without pay. Persons who could pay a tax of one quetzal per week of vialidad were exempt.80 The jefaturas organized the work units and recruited and supervised the zapadores.81 During the first half of 1937, the law applied to 27,701 men in the Verapaz. Of these, 25,843 were agricultural laborers, 598 laborers in other sectors of the economy, and 799 finqueros — who usually paid the exemption tax.82 Because the zapadores were required to provision themselves, roadwork meant an additional burden not only for adult male Indians but for their families. The Indians’ workload during the vialidad, moreover, greatly exceeded that of the normal agricultural season. The Indians usually had to transport the construction materials on their backs, while the women had to prepare greater amounts of food and take over such typically male tasks as gathering firewood.83
The intensified state interference in the living and working conditions of Indian farmhands in the 1930s, epitomized in the vagancia and vialidad legislation, was accompanied by a decline in real wages. While in 1935 a jornalero received ten centavos and a mozo eight centavos per day, for example, these wages dropped in 1936 to eight and four centavos, respectively.84 Indian laborers were divided into two categories: day laborers (braceros voluntarios or jornaleros) and permanently employed laborers (mozos colonos). Though jornaleros earned twice as much as mozos colonos, they were probably worse off, for the latter were given plots of land for subsistence, free firewood, and provisions. Even day laborers sometimes received part of their pay in the form of foodstuffs. Indians’ monetary income was hardly adequate, however, if they had to buy food. In 1934, one quintal of rice in the Verapaz cost 5.50 quetzales, one quintal of beans 2.50 quetzales, one quintal of corn 1.25 quetzales, and one liter of milk 8 centavos.85 In terms of the 1935 wages, a jornalero had to work 25 days for a quintal of beans and 12.5 days for a quintal of com, while a mozo had to labor 50 days for the same amount of beans and 25 days for the com. The allocation of plots for subsistence agriculture thus was a means for the finquero to provide workers with an adequate diet at very low cost. For the Indians, subsistence farming at least represented a continuation of an important aspect of their traditional way of life.
In addition to the demands of finca labor and state-enforced road construction, ecological change also contributed to the Indian family’s increasing workload between 1880 and 1940. The expansion of coffee production led to large-scale deforestation in the Verapaz. In the San Cristóbal area, the original vegetation of oak and pinewoods was largely replaced by coffee trees and shade-giving banana plants.86 For the Indians, this environmental change meant a depletion of local firewood and construction material. The wood they needed for building, cooking, and heating they had to fetch from ever more remote places—with increasing requirements of time and labor.
The demands of labor on the large estate on the one hand and subsistence farming on the other occasionally surpassed the Indian family’s resources. The division of labor in Indian families traditionally follows strict gender lines. While fieldwork is regarded exclusively as a male domain, women are responsible for childrearing, household chores, and raising small livestock. For this reason, widowed women frequently Peticioned the authorities to release their sons from work on the finca for certain periods — usually 10 to 20 days—so they could cultivate the family’s subsistence plots.87 In the coffee economy, however, the traditional division of labor in the Indian family broke down: women as well as men now worked as field hands on the plantation.
The Indian population did not merely accept these changes passively. They adjusted to some and developed various forms of resistance against others. An adjustment process is clearly evident in the Indians’ attitude toward the region’s new export crop, coffee. While coffee had played no role in their subsistence economy before, they engaged in small-scale coffee production on their own plots fairly soon after the plant was introduced. Coffee production by indígenas is documented for the Verapaz as early as the 1880s.88 In 1943 the beneficio of C. Vidal Reyes M. received coffee from 350 small producers in quantities ranging from 0.25 to 7 quintales. Reyes paid the suppliers 1.35 quetzales for a quintal of coffee pergamino (unprocessed).89
This transition to cash crop cultivation is all the more remarkable because coffee requires a substantial initial input of labor and capital. It usually takes five years for a coffee tree to bear its first fruit. The Indians’ production and marketing of coffee on a small scale thus confirms some scholars’ observation of a high degree of acceptance of capitalistic forms of production and trade among Guatemala’s indigenous population.90 While they originally produced coffee exclusively for sale, moreover, the Indians started to become consumers of coffee themselves during the 1930s.91
One form of indigenous resistance, on the other hand, was flight from the land. Indians who were unwilling to work for their new masters migrated to remote areas of the Verapaz, where they cleared the forest and planted their milpas92 Removal to the backcountry, however, turned out to be at best a temporary way to escape the system. By introducing subsistence agriculture to hitherto uncultivated frontier regions, these Indians virtually paved the way for the advancement of export agriculture and the large fincas as well. Ladinos or Europeans intending to take up land grants and establish coffee fincas there found the land already cleared and a potential labor force in place. The creation of new municipalities in the Verapaz in the late nineteenth and early twentieth centuries testifies to this process of expansion.93
Indian resistance to dispossession and intrusion into community and family structures also took more active forms. In the case of Mexico, it has been noted that “breaches of traditional practice by landowners or public officials at a time of intensified search for subsistence could well produce a shock that drove a sedentary community to rebel.”94 While no rebellions erupted in the Verapaz during the period under study, two peaceful forms of Indian resistance were widely practiced: Peticions to state authorities and lawsuits against finqueros over property matters.
The frequency of Indian Peticions to state authorities-during the 1930s demonstrates that the native population continued to view the government bureaucracy, at least occasionally, as a potential ally against the finqueros’ demands. Thus a Peticion from Indians of the Verapaz community of San Pedro Carchá in 1931 refers to the Ubico regime’s proclaimed principles of justicia and honradez to underscore its expectations of the government.95 Some Ubico measures, such as the legal abolition of debt peonage in 1934, may have contributed to the perception of government favor. Many of the Peticions concerned payment of outstanding wages. In 1933, for example, the mozos of the finca San Rafael in Santa Cruz protested to the jefatura that the owner had not paid them their daily wages of four centavos for a period of one-and-a-half years. When they had demanded payment from the finquero, Gabriel Gómez of San Cristóbal, he had injured one of the mozos by hitting him on the head. The Indians obtained a settlement that obliged the insolvent finquero to pay the outstanding wages in foodstuffs.96 In a remarkable Petición filed in 1934, 40 mozos on the finca La Primavera—with the help of a knowledgeable scribe (tinterillo) — justified their demand for payment of outstanding wages with the principles of the French Revolution, which were believed to have led to the abolition of slavery everywhere in the world except Guatemala.97
It is significant that such Peticions show up in the jefatura records only until 1937. Their complete absence after that date may indicate the growing conservatism of the Ubico regime and the Indians’ later perception that the government’s policies did not cater to their interests.98
In lawsuits between Indians and finqueros about property titles, Indians usually took a defensive position. They resisted attempts by the landowning elite to lay claim to their property, especially in cases of land sale or inheritance.99 In 1934, several Indian families who had inherited the plot Cumbre de Panbom o Pansijmaj applied for a new survey, but the overseer of the finca La Primavera, Carlos Enrique Azurdia y Valenzuela, claimed that he had a right to the land and that the Indian applicants were his mozos. The Indians, however, were able to prove a legal title dating from 1910. They also tried to prove that they had obtained the land from Doña Francisca Aparicio, widow of former president General Justo Rufino Barrios, who had previously owned the finca.100
Shortly thereafter, one of the heirs, Sebastián Chen Sis, became involved in another legal dispute about land with a member of San Cristóbal’s ladino elite, Francisco Leal Peña, who for a time was the community’s alcalde mayor.101 Leal tried to incorporate the Indian’s plot, which bordered his finca, into his own property by extending his cultivation onto it. When Chen Sis protested to the jefatura, Leal first attempted, in vain, to get the Indian imprisoned, then claimed him as his mozo enganchado and demanded that he be made a zapador in punishment for his misdemeanor. Chen Sis, however, proved that Leal’s accusations were false and obtained his release. Much later, Leal Peña managed to produce a work contract, which led once again to the recruitment of Chen Sis as a zapador—this time on the road between Tamahú and Pancajché. This site was a potential health hazard for the Indian, for it lay at a much lower altitude than his native community.102
In the neighboring Kekchi community of San Juan Chamelco, a similar legal dispute dragged on for more than 40 years. The 25 indio families who attempted to defend their right to a tract of land even addressed a Peticion to President Ubico in 1939, but ultimately lost their case. Even so, it is remarkable how long the authorities delayed settling the case decisively—an indication that the indios’ claims were not without foundation.103
Several areas of Indian life fostered neither complete adjustment nor total resistance to the processes of socioeconomic transformation, but a combination of the two. One of those areas was the cycle of agrarian production, which continued largely unaltered in the Indians’ small subsistence fields. In San Cristóbal the agricultural cycle started with potato planting in January and continued with the planting of beans in February, corn from March to May, and rice in May and June. Rice and potatoes were harvested in April and May, beans in May and June, and corn in September. Corn was the Indians’ most important crop; the first and second plantings of corn (tunamil) had central significance in the rhythm of the agricultural year.104 The introduction of coffee production to the region extended the agricultural cycle, because the coffee harvest took place from November to February. Still, the labor required for coffee cultivation basically did not interfere with the traditional agricultural cycle.
The rhythm of agricultural production coincided with marked seasonal variations in the birth rate among Indian women in San Cristóbal. Although the municipality registered a monthly average of 52 births during the decade 1930-40, that average increased to 64 for the months of August to October. Thus, while the introduction of colfee ended the three-month rest period in the agricultural year, the months from November to February remained a period of increased reproductive activity. This continuity in reproductive behavior despite changing labor requirements might be explained by noting that the Indian males were generally freed from roadwork during the months of the coffee harvest, which therefore may have been viewed as the comparatively least labor-intensive period of the year.105
Another area in which the indígenas sought to guard traditional values and practices was their festival culture. As in other agrarian societies, festivals were closely tied to the rhythms of seed and harvest periods. Corn planting or the local saint’s day were celebrated with fireworks, marimba music, dance, excessive consumption of alcoholic beverages, and heightened sexual activity. The Indians usually drank alcohol only at specific religious festivals, but then in large quantities. According to travelers who attended such celebrations, a state of drunken ecstasy allegedly allowed the Indians to enter into spiritual communion with their ancestors. It also contained an element of worship of the ancient Maya gods who coexisted with the Christian saints in the Indian imagination.106
Viewed against this background, the Ubico regime’s prohibition of the production and sale of spirits under the Ley Contra la Vagancia can be seen as an attempt to assert state control over one of the areas of Indian life that was traditionally most resistant to outside interference.107 The Verapaz legal records reveal, however, that the Indians continued to violate the law. In San Cristóbal, Jose Ac Jul was jailed in 1940 when a bottle of chicha was found near his house. Although Ac Jul declared that the bottle did not belong to him, he was sentenced to two months in jail and a fine of 66 quetzales, 66 centavos. But because the indio proved unable to pay, the fine was converted to one additional day in prison for every 2 quetzales.108
In another case, three men from the San Cristóbal area were arrested in 1938 because they allegedly had been found intoxicated. It turned out that one of the men, without the knowledge of the other two, had produced about five liters of chicha for the celebration of the planting season.109 The offense was more problematic because the work contracts of the three men with the finca La Primavera contained an express prohibition against making and selling spirits.110 The offender was sentenced to one month in jail and a fine of one hundred quetzales, which could also be converted to 50 days in prison.111
The heavy sentences seem out of proportion to the offenses committed, especially in Ac Jul’s case. They underscore the authorities’ determination to enforce measures against an integral part of Indian cultural tradition. Like the vagrancy legislation of which it was a part, the prohibition of alcohol was intended to discipline the Indian rural labor force, implement the moral project of the Ubico regime, and advance the process of ladinization!112
After a long period in which the Indians of the Verapaz were left largely to themselves, the Guatemalan state reasserted its control over the indigenous population in the 1870s by taking the first steps toward integrating the region into the national and international cash crop economy. The local finquero elite that established itself in the region served as a mediator in this process. It essentially took over the function of exercising control over the native population that the church had fulfilled during the colonial period.113
From the 1870s on, this group of ladino and German planters appropriated most of the arable land in the San Cristóbal area. While the ladino finqueros were bound by strong kinship ties, the German planters continued to recruit new personnel from the home country. The German presence opened two channels of upward social mobility in the community: one allowed skilled German estate managers to move into the ranks of the finqueros, and the other permitted a small number of Indians to advance socially through concubinage.
Government policies were designed to meet the finquero oligarchy’s need for a readily available labor force. The Indians were thereby transformed into a dependent rural laboring class. Fieldwork on the large estates, heavy labor on the roads that were constructed to abet the export economy, and the need for self-provisioning combined to increase the workload for the Indian family. Meanwhile, labor requirements, vagrancy legislation, and low living standards undercut the Indian family’s autonomy.
Some areas of Indian life and cultural identity survived largely intact despite these processes of transformation. The requirement that Indian laborers feed their families themselves ensured the preservation of small-scale subsistence agriculture, with its traditional division of labor, side by side with the export economy In addition, the Pokom’chi of San Cristóbal preserved their language and their religious festivals, which continue today. Nor did San Cristóbal’s Indians yield passively to the pressures of economic and political modernization. Up to the mid-1930s, at least, they attempted to use bureaucratic channels to assert their rights to land and wages through Peticions and lawsuits. The disappearance of these forms of resistance in the mid-1930s, which coincided with an increased number of trials of Indians who violated the vagancia legislation, might reflect the growing understanding among San Cristóbal’s indios of the thrust of Guatemalan government policies by that time: to transform social relations in the countryside for the sole benefit of the landed elite.
I wish to thank my friends Franz Binder, José Chaclán Díaz, and Padre Ricardo Terga for their help in finding my way through the Guatemalan archival jungle; and my husband, Dr. Mark Haberlein, for his scholarly and personal support, critical comments, and help in producing an English-language manuscript.
Citations refer to the following archives: Archivo General de Centro América, Guatemala, Sectión de Tierras Alta Verapaz, 1878-1944, and Jefatura Política Alta Verapaz (AGCA, STAV and JPAV); Archivo Paroquial de San Cristóbal Alta Verapaz, Guatemala (APSC); Bundesarchiv Abteilung Militärarchiv, Freiburg (BAMF); Stadtarchiv, Ravensburg (SR); Siemens Archiv, Munich (SAM).
Carol A. Smith, ed., Guatemalan Indians and the State, 1540-1988 (Austin: Univ. of Texas Press, 1992).
Idem, Introduction to Guatemalan Indians, 2. For earlier approaches to the topic, see Alain Y. Dessaint, “Effects of the Hacienda and Plantation Systems on Guatemala’s Indians,” America Indígene 22 (1962), 322-54; Ralph Lee Woodward, Privilegio de classe y desarrollo económico, Guatemala 1793 a 1871 [translation of Class Privilege and Economic Development: The Consulado de Comercio of Guatemala, 1793-1871] (San José, Costa Rica: Editorial Universitaria Centroamericana, 1981); and the following, all by David McCreery: “Coffee and Class: The Structure of Development in Liberal Guatemala,” HAHR 56:3 (Aug. 1976), 438-60; “Debt Servitude in Rural Guatemala, 1876-1936, HAHR 63:4 (Nov. 1983), 735-59; Desarrollo económico y político nacional: el Ministerio de Fomento de Guatemala, 1871-1885, trans. Stephen Webre (Guatemala City: Centro de Investigaciones Regionales de Mesoamérica, 1981); ‘“An Odious Feudalism’: Mandamiento Labor and Commercial Agriculture in Guatemala, 1858-1920,” Latin American Perspectives 13 (1986), 99-117.
David McCreery, “Hegemony and Repression in Rural Guatemala, 1871-1940,” Peasant Studies 17 (1990), 158.
Smith, Introduction, 3.
The period of Ubico’s rule (1931-44) is not even dealt with in Smith, Guatemalan Indians.
There is a large literature on the meanings of the terms indio and ladino (the latter comprises all non-Indian Spanish-speaking inhabitants of Guatemala) and their implications for Guatemalan history and society. See, e.g., Smith, Guatemalan Indians; Arturo Tarracena Arriola, “Contributión al estudio del vocablo ladino en Guatemala (siglos XVI-XIX),” in Historia y antropología de Guatemala. Ensayos en honor de J. Daniel Contreras R., ed. Jorge Luján Muñoz (Ciudad Universitaria, Guatemala: Facultad de Humanidades, Univ. de San Carlos, 1982), 89-104.
For an overview, see Regina Wagner, Los alemanes en Guatemala, 1828-1944 (Guatemala City: IDEA, 1991).
Of particular importance are Karl Sapper, Mittelamerikanische Reisen und Studien aus den Jahren 1888-1900 (Braunschweig: F. Wieweg, 1902); Caecilie Seler-Sachs, Auf alten Wegen in Mexiko und Guatemala, 2d ed. (Stuttgart: Stecker und Schröder, 1925); Adrian Rösch, Allerlei aus der Alta Verapaz. Bilder aus dem deutschen Leben (Stuttgart: Ausland und Heimat, 1934).
A large literature addresses the impact of coffee production on social and economic relations in various Latin American countries. See Marco Palacios, Coffee in Colombia, 1850-1970: An Economic, Social, and Political History (Cambridge: Cambridge Univ. Press, 1980); Laird W. Bergad, Coffee and the Growth of Agrarian Capitalism in Nineteenth-Century Puerto Rico (Princeton: Princeton Univ. Press, 1983); Mauricio A. Font, Coffee, Contention, and Change in the Making of Modern Brazil (Cambridge: Basil Blackwell, 1990); William Roseberry, Coffee and Capitalism in the Venezuelan Andes (Austin: Univ. of Texas Press, 1983); Verena Stolcke, Coffee, Planters, Workers, and Wives: Class Conflicts and Gender Relations on São Paulo Plantations, 1850-1980 (New York: St. Martin’s Press, 1988). In the case of Guatemala, the socioeconomic consequences of the coffee economy have been treated on the macro level from a Marxist perspective in Julio C. Cambranes, Coffee and Peasants: The Origins of the Modern Plantation Economy in Guatemala, 1853-1897 (Stockholm: Institute of Latin American Studies, 1985). For a critical assessment of Cambranes’ work, see W. George Lovell, “Voces desde la oscuridad: escritos recientes sobre Guatemala,” Mesoamérica 14 (1987), 555-64. For a comparative perspective on Latin American coffee economies, see Verena Stolcke, “The Labours of Coffee in Latin America: The Hidden Charm of Family Labor and Self-provisioning,” in Nord und Süd in Amerika: Gemeinsamkeiten, Gegensätze, europäischer Hintergrund, ed. Wolfgang Reinhard and Peter Waldmann (Freiburg: Rombach, 1992), 408-21.
For the reforms, see Rafael Arévalo Martínez, Ubico (Guatemala City: Tipografía National, 1984); Piero Gleijeses, “La aldea de Ubico, 1931-1944,” Mesoamérica 17 (1989), 25-60; Kenneth J. Grieb, Guatemalan Caudillo: The Regime of Jorge Ubico (Athens: Ohio Univ. Press, 1979); Stefan Karlen, “Paz, Progreso, Justicia, y Honradez”: Das Ubico-Regime in Guatemala, 1931-1944 (Stuttgart: Franz Steiner, 1991); Joseph A. Pitty, Jorge Ubico and Guatemalan Politics in the 1920s (Albuquerque: Univ. of New Mexico Press, 1975).
On the Verapaz in the colonial period, see esp. Michel Bertrand, Terre et société colonial: les communautés Maya-Quiché de la région de Rabinal du XVIe au XIXe siècle (Mexico City: Centre d’Etudes Mexicaines et Centroamericaines, 1987); idem, “La tierray los hombres: la sociedad rural en Baja Verapaz durante los siglos XVI al XIX,” in La sociedad. colonial en Guatemala: estudios regionales y locales, ed. Stephen Webre, trans. Margarita Cruz de Drake et al. (Antigua, Guatemala/South Woodstock: Centro de Investigaciones Regionales de Mesoamérica/Plumsock Mesoamerícan Studies, 1989), 141-87; André Saint-Lu, La Vera Paz, ésprit évangélique et colonisation (Paris: Centre de Recherches Hispaniques, Institut des Etudes Hispaniques, 1968); Karl Sapper, “Die Dominikanerprovinz Vera Paz in Guatemala als Vorbild der Südamerikanischen Missionsstaaten,” Ibero-Amerikanisches Archiv 13 (1939), 217-44.
See Cambranes, Coffee and Peasants, 47.
David McCreery, “State Power, Indigenous Communities, and Land in Nineteenth-Century Guatemala, 1820-1920,” in Smith, Guatemalan Indians, 96-115.
Karl Sapper, “Mittelamerika,” Auslandswegweiser 5 (1921), 105.
For the Indian view, see John D. Early, The Demographic Structure and Evolution of a Peasant System: The Guatemalan Population (Boca Raton: Univ. Presses of Florida, 1982), 74. For the European version, see Rodolfo Stavenhagen, Las closes sociales en las sociedades agrarias, 16th ed. (Mexico City: Siglo XXI, 1986), 279.
AGCA, STAV. Land titles for the Alta Verapaz are scattered over four different repositories. One part is in AGCA, ST; a second, comprising mostly records of the post-1940 period, in the Archivo de Propiedad Inmeuble; a third in the notary archives of the Corte Supremo; and a fourth, documents concerning land formerly owned by German planters, in the Instituto de Transformatión Agraria (INTA). Because the Corte Supremo records are filed by notary and not indexed, they are extremely difficult to use. This section is based mainly on the material in the AGCA.
Karl Sapper, “Die Alta Verapaz,” Mitteilungen der geographischen Gesellschaft in Hamburg 17 (1901), 78-223, esp. 215-18.
The Germans were Hans Tafel, paq. 22, exp. 6; Peter Günther, paq. 92, exp. 3. Cf. paq. 69, exp. 10, and paq. 72, Jorge Klee, paq. 3, exp. 5 and 8, Sociedad Plantaciones Verapaz “Primavera,” Cobán. AGCA, STAV.
Domingo Mo y Compañeros Chiatal, paq. 13, exp. 11; José Velásquez, Juan Mus, Pedro Quej “Chisiram,” paq. 14, exp. 9, AGCA, STAV.
See Karl Sapper, Karte der Alta Verapaz (Guatemala) zur Veranschaulichung der Besitzverteilung, Mitteilungen der geographischen Gesellschaft 17 (1901), n.p.; also in Wagner, Los alemanes, 205.
Lists of fincas of the Alta Verapaz, AGCA, JPAV 1940. Thejefatura itself speaks of 52 titles, but this number seems too high; it probably includes the fincas of Santa Cruz, which were partly administered from San Cristóbal. A plan of the community drawn in 1939, on the other hand, shows only 30 fincas. Carta de San Cristóbal Verapaz; Respuesta de circulario nr. 570, Dec. 21, 1938, from San Cristóbal, Feb. 8, 1939; and Santa Cruz, Jan. 31, 1939; all AGCA, JPAV 1939.
Land title paq. 14, exp. 9, and paq. 13, exp. 3, AGCA, STAV
Informe San Cristóbal a Jefatura Politica, AGCA, JPAV 1940.
Secretaría de Gobemación y Justicia, Guatemala, Dec. 21, 1931, AGCA, sign. B, leg. 30271.
Auditorio y Sectión de Contabilidad y Estadístico, Jan. 1933, AGCA, Agricultura y Caminos 1932-33, Nominas de fincas de azúcar, 1931-32.
Rösch, Allerlei, 46, 50; Informe San Cristóbal a Jefatura Política, AGCA, JPAV 1940; Carta de Jefatura Política Cobán a Ministerio de Gobernación y Justicia, Jan. 16, 1932, AGCA, sign. B., leg. 30271; Estadísticas de Café, June 12, 1944, AGCA, Oficina de Café, 1944.
APSC, Libro de Matrimonios, vol. 7, fol. 126r.
Ibid., fol. 135v.
Ibid., fol. 140r.
An example is the marriage of Victoriano Narcisco Chavarría and María Tereza Gómez Ascencio in November 1932. APSC, Libro de Matrimonios, vol. 7, fol. 181v.
Marriage of Oscar Leal Peña and Josefina de Jesús Goméz Ascencio, August 1925, APSC, Libro de Matrimonios, vol. 7, fol. 126r, San Cristóbal; Informes a Jefe Político de Intendente Municipal San Cristóbal, AGCA, JPAV 1936, 1938, 1940; Nomina de Ios propietarios, Santa Cruz Verapaz, Feb. 24, 1931, AGCA, JPAV 1930.
Informes al Jefe Político de Intendente Municipal de San Cristóbal, AGCA, JPAV 1936; Aug. 17, 1939, JPAV 1938; Feb. 8, 1938, JPAV 1939; Listas de los fincas productores de café del Depto. Alta Verapaz, JPAV 1940; Petición de Waldemar Thiemer a Señor Jefe Político, San Cristóbal, Mar. 27, 1930, JPAV 1930.
Informes a Jefe Político de Intendente Municipal, AGCA, JPAV 1936; Aug. 7, 1938 JPAV 1938.
“Decreto no. 1986,” Diario de Centro América, sectión oficial, May 28, 1934.
“Parcelimiento de los terrenos communales para fincas agrícolas de las mismas comunidades a solicitud,” El Liberal Progresista, May 16, 1934; “Dictamen de la Asamblea National Legislativa sobre la memoria de los trabajadores de la Secretaría de Agriculture y Caminos,” Revista Agrícola 1 (1936), 3-19, esp. 7.
Secretaría de Gobemación y Justicia, acuerdo no. 17,1935, AGCA, sign. B, leg. 30932.
Informe no. 498 de Intendente Municipal de San Cristóbal, AGCA, JPAV 1939; Informe al Jefe Político de Intendente Municipal de San Cristóbal, Aug. 16, 1939, JPAV 1938.
Secretaría de Gobemación y Justicia, no. 2, 1932-33, AGCA, sign. B, leg. 30654; Juzgado Penal de Cobán, AGCA, leg. 35, pieza 23.
Informes a Jefe Político de Intendente Municipal, AGCA, JPAV 1936; Aug. 17, 1938, JPAV 1938; Listas de las fincas del Depto. Alta Verapaz, JPAV 1940; Respuesta de circular no. 570, Dec. 21, 1938, San Cristóbal, Feb. 8, 1939, JPAV 1939.
See the vice consular list for Cobán, 1879-1937, printed in Deutschtum in der Alta Verapaz 1888-1938, ed. Deutscher Verein Cobán (Stuttgart: Deutsche Verlagsanstalt, 1938); Wagner, Los alemanes, 410-20.
Various statistics, AGCA, Exportatión de Café, Agriculture y Caminos 1937-38.
AGCA, Exportatión de Cafe, Puerto Barrios, Agriculture y Caminos 1937-38.
Archivo de la Secretaría de Gobemación y Justicia, Feb. 1930, AGCA, sign. B, leg. 30267; Rösch, Allerlei, 50; Ricardo Terga Cintrón, Almas gemelas: un estudio de la insertión alemana en las Verapaces y consequente relatión entre los alemanes y los k’ekchies (Cobán, Guatemala: Imprenta “El Norte,” 1991), 362-63.
SAM, 17/Ld 929; BAMF, RM/3657, fol. 12r.
Paq. 111, exp. 1, AGCA, STAV.
For the Dieseldorff family see Guillermo Náñez Falcón, “Erwin Dieseldorff: German Entrepreneur in the Alta Verapaz of Guatemala, 1889-1937” (Ph.D. diss., Tulane Univ., 1970).
Nomina de los extranjeros de San Cristóbal, Aug, 26, 1939, AGCA, JPAV 1939; Terga Cintrón, Almas gemelas, 360-61.
Secretaría de Gobemación y Justicia, Guatemala, Aug. 31, 1927, AGCA, sign. B, leg. 30506; Terga Cintrón, Almas gemelas, 359-60.
Nomina de los extranjeros de San Cristóbal, Aug. 26, 1939, AGCA, JPAV 1939; Terga Cintrón, Almas gemelas, 364.
Nomina de los extranjeros de San Cristóbal, Aug. 26, 1939; AGCA, B 99-34-2, leg. 6803; Terga Cintrón, Almas gemelas, 95, 215, 217.
Detalle que demuestra la manera como estan distribuidas las 270 naturalisaciones . . . de 1900 hasta el 30 de octubre de 1934, AGCA, B 99-31-3, leg. 6733. Of the 53 Germans naturalized in Guatemala, only two resided in the Verapaz.
Secretaría de Gobernación y Justicia, acuerdo no. 2, 1932-33, AGCA, sign. B, leg. 30654; Juzgado Penal de Cobán, AGCA, leg. 35, pieza 23; Juzgado Penal de Cobán, leg. 35, pieza 24; Secretaría de Gobernación y Justicia, Cobán, Apr. 16,1936, AGCA, sign. B, leg. 31081; Terga Cintrón, Almas gemelas, 358-59.
Terga Cintrón, Almas gemelas, 164; Juzgado Penal de Cobán, AGCA, leg. 35 D, pieza 23, fols. 6v-7v.
See Wagner, Los alemanes, 312.
German-Indian relationships are occasionally mentioned in the older German literature on the Verapaz. See, e.g., Rösch, Allerlei, 85; Karl Sapper, Die Tropen: Naturund Mensch zwischen den Wendekreisen (Stuttgart: Stecker und Schröder, 1923), 116; Seler-Sachs, Auf alten Wegen, 92.
This estimate is based on a number of sources, including AGCA, Extranjería B 99-34-2, leg. 6803, Jefatura Política 1929-40, STAV, Ministerio de Agricultura y Caminos 1933-44, and Oficina de Café, 1931-40; APSC, Libro de Matrimonios de San Cristóbal, vol. 7; SR, ZR III 5,5, ZR V 78, X 201, Genealogie Spohn, Genealogie Sterkel; Deutscher Verein Cobán, Deutschtum; Nicolas Leysbeth, Histoire de la colonisation belge à Santo Tomás, Guatemala (Brussels: Nouvelle Editions, 1938); Náñez Falcón, Erwin Dieseldorff; Rösch, Allerlei; Terga Cintrón, Almas gemelas.
Terga Cintrón, Almas gemelas, 164.
Ibid., 134-35, 137.
Respuestas de circular no. 570, Dec. 21,1938, San Cristóbal, Feb. 8, 1939, Santa Cruz, Jan. 31, 1939, AGCA, JPAV 1939.
Bertrand, Terre et société, 238-39.
Cambranes, Coffee and Peasants, 84-85.
Smith, Introduction, 16. See also McCreery, “State Power,” 96-115.
Rösch, Allerlei, 35; Sapper, Die Tropen, 116.
McCreery, “Debt Servitude,” 742.
On debt peonage in Guatemala, see McCreery, “Debt Servitude,” 742; Alfred Figueroa Navarro, “Ladinisation, structure agraire, et classes sociales au Guatemala,” Civilisations (Brussels) 18 (1978), 169-70; Cambranes, Coffee and Peasants, 55, 101; Chester Lloyd Jones, Guatemala, Past and Present (Minneapolis: Univ. of Minnesota Press, 1940), 139, 152-53; McCreery, “Odious Feudalism,” 99-100; idem, “Hegemony and Repression,” 167; Ralph Lee Woodward, Central America: A Nation Divided, 2d ed. (New York: Oxford Univ. Press, 1985), 174.
AGCA, Agricultura y Caminos 1922-23, legajado copiador 81, fol. 320.
Diario de Centro América 56 (May 12, 1934), 345-47. For the vagancia legislation of the Ubico period, see Gleijeses, “La aldea de Ubico”; Grieb, Guatemalan Caudillo, 38; McCreery, “Debt Servitude” and “Hegemony and Repression.”
Intendente Municipal de San Cristóbal, June 28, 1936, AGCA, JPAV 1936.
C. E. Azurdia y V. a Señor Don Alejandro Juárez, Secretario de la Jefatura Politica Departamental, San Cristóbal, Dec. 2,1934, AGCA, JPAV 1934. Cf. Petición de Carlos Enrique Azurdia a Señor Jefe Político, Cobán, Dec. 3, 1934, JPAV 1934; Aviso de Ingeniero C. Enrique Azurdia y V. a Jefe Político y Comandante de Armas, San Cristóbal, Dec. 6, 1934, JPAV 1934.
Juzgado Penal de Cobán, Mar, 17, 1939, AGCA, leg. 40, pieza 7, fol. 2r-2v.
Juzgado Penal de Cobán, Sept. 10,1938, AGCA, leg. 39, pieza 29. For more examples see ibid., leg. 38, pieza 28, leg. 39B, pieza 18, 53, leg. 39 C, pieza 17.
The wage figure appears in a Peticion, Jacinto Caal, Serapio Caal, Mateo Tzuram C., et al. a Señor Jefe Político Cobari, May 29, 1933, in Legajado Orden, 38 copias de oficios dirigidos a la Secretaría de la Presidencia, Cobán, Feb. 12, 1936, AGCA, JPAV 1936.
McCreery, “State Power,” 96-115.
Padrón de Contribuyentes al fondo u caminos del Pueblo de San Cristóbal Verapaz, 1887, AGCA, B 84.3, leg. 3972, exp. 88403.
AGCA, JPAV 1931-1944.
AGCA, Agriculture y Caminos 1934-1944, Planillas de Bolletos “B.”
“Pero la situatión actual de los fincas queros debida al mal precio de Café nos imposibilta hacer desembolsos tan grandes, me permitió solicitar a Ud.: se me conceda pagar en efectivo por el 40 por ciento de mis mozos de dicha finca, y usar el 60 por ciento restante para reparar el caminos.” Petición del Señor Hempstead al Señor Jefe Político, AGCA, JPAV 1933.
Vgl. Petitión de Jorge Koester a Don Miguel Castro Monzón, Seamay, Apr. 7, 1936, AGCA, JPAV 1936, fol. 1r-1v.
Petitión de José Gómez Prado at Señor Jefe Político Alta Verapaz, Feb. 11, 1936, AGCA, JPAV 1936. Cf. Petición de Vecinos de Cahabon al Señor Jefe Político, Cahabón, Apr. 21, 1932, JPAV 1932.
Decreto 1474, Artículo 1: Reglamento del Decreto Gubemativo numero 1474 (Guatemala City: Imprenta National, Jan. 1934), 3-4. Cf. the modifications in Diario de Centro América, Decreto 1783, Feb. 10, 1936, and Decreto 3086, Dec. 21, 1943. See also McCreery, “Hegemony and Repression” and “State Power”; Piero Gleijeses, Shattered Hope: The Guatemalan Revolution and the United States, 1944-1954 (Princeton: Princeton Univ. Press, 1991); idem, “La aldea de Ubico”; Arevalo Martínez, Ubico.
“Circular girada, contenido el Reglamento de Vialidad,” Revista Agrícola 1 (1934), 25.
Resumen del censo de vialidad de la República de Guatemala, correspondiente al segundo semestre del año 1937,” and “Resumen general de caminos efectuados en la República durante el año 1937,” Revista Agrícola 1 (1938), 184-85.
AGCA, Agriculture y Caminos 1934-1940, Planillas de Boletos “B” extendidos en la Jefatura Política de Agriculture y Caminos de Alta Verapaz.
Jacinto Caal, Serapio Caal, Mateo Tzuram et al. a Señor Jefe Político, Cobán, May 29, 1933, AGCA, JPAV 1933. Cf. Legajado Orden; Hans Boesch, La tierra del quetzal: Zentralamerika heute (Bern: Kümmerly and Frey, 1952), 136. Cf. also Peter Fleer, “Der Arbeitsmarkt in Guatemala, 1927-1940” (Master’s thesis, Univ. of Bern, 1991), 119; Gleijeses, “La aldea de Ubico,” 32; Carlos Figueroa Ibarra, El proletario rural en el agro guatemalteco (Ciudad Universitaria: Editorial Universitaria de Guatemala, 1980), 93; Jones, Guatemala, Past and Present, 154–55. 166; Grieb, Guatemalan Caudillo, 142; Karlen, Paz, Progreso, 305, n. 36.
“Cuadro de cotizaciones 1934,” Revista Agrícola 6 (1934), 444; Legajado Orden.
Karl Sapper, “Die Verbreitung der Vegetationsformen in der Alta Verapaz,” Mitteilungen der geographischen Gesellschaft in Hamburg 17 (1901), map 5; idem, Mittelamerikanische Reisen, 308-9.
Petitión de Macaria Miz a Señor Jefe Político y Comandante de Armas, San Cristóbal, Apr. 12, 1931, AGCA, JPAV 1931.
Cambranes, Coffee and Peasants, 167.
Certificado de Cuota de Café, Guatemala, June 12, 1944, AGCA, Oficina de Café, leg. 1944.
Cf. Sol Tax, “The Indian in the Economy of Guatemala,” Social and Economic Studies 6 (1955), 413-24; Rösch, Allerlei, 50.
José A. Miranda, “El problema de los mozos y el salario,” Diario de Centro América, May 28, 1931, sectión informativo, 7; Michaela Schmölz-Häberlein, Die Grenzen des Caudillismo. Die Modernisierung des guatemaltekischen Staates unter Jorge Ubico, 1931-1944. Eine regionalgeschichtliche Studie am Beispiel der Alta Verapaz (Frankfurt: Peter Lang, 1993), 119, 131-32.
Cf. Cambranes, Coffee and Peasants, 80-82.
BAMF, RM/5402, fols. 116, 144; Rösch, Allerlei, 40; Julio C. Cambranes, Aspectos del desarrollo político y social, a la luz de fuentes históricas alemanas, 1868-1885 (Ciudad Universitaria: Institute) de Investigaeiones Económicas y Sociales de la Univ. de San Carlos, 1975), 105; idem, Coffee and Peasants, 225; McCreery, “Hegemony and Repression,” 171-74; Richard R. Wilk, Household Ecology: Economic Change and Domestic Life Among the Kekchi Maya in Belize (Tucson: Univ. of Arizona Press, 1991).
Brian R. Hamnett, Roots of Insurgency: Mexican Regions, 1750-1824 (Cambridge: Cambridge Univ. Press, 1986), 75.
Suscritos Vecinos a Señor Comandante de Armas, Cobán, Apr. 21, 1931, AGCA, JPAV 1931.
Caal, Caal, Tzuram a Jefe Político.
“Ante el Señor Jefe Político exponemos: que los Señoríos y la esclavitud se abolió lo mismo los privilegios desde la revolutión Francesa realizando igual procedimiento en los años subsiguente en los demás pueblos de orve. El indio con su trabajo que produce la vida a los habitantes de los pueblos, y creemos que no les debe deprimir, hasta el grado de combatirlos en esclavos como antiguamente ... a llevar a cabo trabajos sin renumeración de ninguna especie, pues semos obliga a trabajar gratuitamente como se hacia antiguamente por los Señores feudales.” Petitión de Juan Pérez Calel [et at], todos guatemaltecos, al Jefe Político, Oct. 25,1934, AGCA, JPAV 1934. Cf. Pablo Mo y Andrés Chiquin al Señor Jefe Político del Departamento, Cobán, Mar. 3, 1932, and Marcos Pacay, Pablo Caal, Juan Pacay, Cobán, Feb. 25, 1931, JPAV 1931. For similar Peticions, see Fleer, “Arbeitsmarkt,” 107-8.
Cf. Grieb, Guatemalan Caudillo, 35-38; Gleijeses, Shattered Hope, 35.
See, e.g., AGCA, STAV, paq. 69, exp. 10, and paq. 72, exp. 8 for theories La Primavera.
Petición de Carlos Enrique Azurdia y Valenzuela a Jefe Político, Cobán, Dec. 29, 1934. AGCA, JPAV 1934; Petición de Pablo Ical, Pablo Chen Tilón, Sebástian Chen Sis [et al.] a Jefe Político, Jan. 25, 1935, JPAV 1935.
See a number of Informes a Jefe Político de Intendente Municipal San Cristóbal, AGCA, JPAV 1936, 1938, 1939, 1940.
Carta al Señor Presidente Jorge Ubico a ruego de Sebastián Chen y Joaquín Gualim Mora, San Cristóbal, June 12,1935; Petición al Señor Jefe Político de Sebastián Chen, Tamahú, July 12, 1935, AGCA, JPAV 1935.
Petición de Maximo Quirin a Señor Jefe Político, Cobán, Mar. 31,1930, AGCA, JPAV 1931. Cf. JPAV 1936; Petición de Manuel May Cue y Pedro Beb Yc, Guatemala City, Apr. 24, 1936; Memorandum para el Señor Presidente de la República de Manuel May Cue y Pedro Beb Yc, Guatemala City, n.d., JPAV 1939.
Quadra que específica épocas de siembra y cosecha Alta Verapaz, AGCA, JPAV 1936, 1940. Cf. Ruth Bunzel, Chichicastenango: A Guatemalan Village (Seattle: Univ. of Washington Press, 1953), 51-53.
Weekly and monthly vital statistics for the community of San Cristóbal, AGCA, JPAV See also APSC, Libros de Bautismo, siglos XIX y XX.
Seler-Sachs, Auf alien Wegen, 199, 246. The German traveler Seler-Sachs, who visited the region in the 1890s, describes a religious festival in the Pokom’chi community of Tactic, about seven miles southeast of San Cristóbal. See also Bunzel, Chichicastenango, 254-59.
See Karlen, Paz, Progreso, 73, n. 7.
Juzgado Penal de Cobán, Aug. 1940, AGCA, leg. 41, pieza 4, fols. 1r, 22v.
Juzgado Penal de Cobán, June 1938, AGCA, leg. 39A, pieza 38, fol. 20.
Petición de Juan Pérez Calel a Señor Jefe Político, Oct. 25, 1934, AGCA, JPAV 1934.
Juzgado Penal de Cobán, June 1938, AGCA, leg. 39A, pieza 38, fol. 21r.
For the Ubico regime’s moral intentions see Karlen, Paz, Progreso, 72-78.
See McCreery, “State Power,” 96-115. For the colonial period, cf. Robert Wasserstrom, Class and Society in Central Chiapas (Berkeley: Univ. of California Press, 1983); and Bertrand, Terre et société colonial. | <urn:uuid:7a8ea328-07d0-45c4-b50b-65cdf32a8612> | {
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For those of you Harry Potter fans out there, you may be familiar with the four different crests of all the "wizarding" houses of Hogwarts. These symbols are not merely decorative badges but represent a long history of traditions, achievements and shared identity. Like the noblemen and knights of the medieval period, coats of arms or crests are proudly emblazoned on armour, gates and even silverware!
Not enrolled in a magical wizard school? Or don't have any fancy noble relations from the old country? Not a problem :) Like all traditions, they need to start somewhere and why not start one yourself. This creative printable activity will help set you on the right course. Let's start designing!
Printable & Activity Objectives
In this activity, your child will learn more about the history and use of coats of arms and crests in the past. They will also design their own personal coat of arms using the printable templates.
It will help your child or student:
- Learn about the historical use of symbols, in particular the coat of arms, to identify individuals and also members of each tribe, community, clan and family.
- Develop their artistic and design skills through the creation of their own unique coat of arms.
Let's find out more!
How to Get Started
Simple steps to start:
- Research and find out more about how coat of arms and crests came about. Here's a comprehensive and interesting video about what coat of arms are and how knights in the medieval times use them to identify themselves on the battlefield.
- Research more about the common elements found on the coat of arms. Here's a simpler video about the origins of the coat of arms and what the common symbols and colours represent:
- Get started on your very own coat of arms! Download the printable below!
What's in the Printable Pack
This printable pack consists of 2 printable coat of arms templates. One is more complete than the other. The more basic printable allows for greater creativity.
Click on the download link below to get started. Please note that this printable pack is only for subscribers and paid members. | <urn:uuid:b933f6a6-c31f-4dfc-979a-7c66c60ef2a0> | {
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Hendrick Hamel (died Gorinchem 1692) was the first Westerner to write about the Joseon Dynasty era in Korea (1666).
Hendrick Hamel was a bookkeeper with the Dutch East India Company (the VOC). In 1653, while heading for Japan on the ship 'De Sperwer' (the Sparrowhawk), he was shipwrecked on Jeju Island off the southern coast of Korea along with thirty-five of his crewmates. 36 of the 64 member of the crew survived the shipwreck, and the men were promptly taken into custody and sent to Seoul. They were forbidden to leave the country, because the Korean government preferred not to allow information about Korea to reach the outside world. However, they were given some freedom to move and mix with the different classes of Korean society.
After thirteen years, Hamel and seven of his crewmates managed to escape to Japan, and from there to the Netherlands. In 1666, three different publishers published his report, describing their improbable adventure and giving the first detailed and accurate description of Korea to Europe.
During the time of Hamel's accidental discovery of the "Hermit Kingdom", Korea, like its neighbor Japan, had made great strides in keeping foreign influences and foreigners at bay. That decision by the Korean rulers was born out of necessity, as from 1592 onwards a number of bloody attempts had been made by Japan to conquer the peninsula and use it as a stepping stone to confront the Chinese empire. The first invasion by an army of 250,000 was successful until the Korean fleet was able to cut Japanese supply lines, forcing a retreat and an armistice.
Five years later, another Japanese incursion was halted by a joined Sino-Korean army. Again the Korean navy managed to deal its Japanese counterpart a devastating blow, but not before the Japanese - and the ensuing battles - had laid waste to virtually the entire country.
Because of their anti-Japanese feelings, the 17th century Koreans, ruled by kings of the Joseon dynasty, effectively sealed off the country, only allowing for time-honored relations with China. That relationship was tenuous at best, as China had added to Korea's post-war woes by raiding the country - for centuries a satellite state of China - in reprisals for political and especially tax infractions.
Not surprisingly, the sudden appearance of 35 Europeans caused a major disturbance among the Koreans. Though the sailors unmistakably were victims rather than deliberate raiders, they also were foreign and even alien to many Koreans. As castaways, Hamel and the others were treated well in the early months after the disaster. However, as soon as the novelty wore off, they again became the foreigners whom Korea had wanted to keep away from its shores. The fact that they could just have come from their arch enemy Japan perhaps added to the fate of the Dutchmen.
Gradually the fate of the survivors changed for the better. It was obvious to them that the Koreans intended to restrict their movements. From Jeju they were taken to the mainland and appropriated by the local ruler. As was common in those days, not only in Asia, people were a commodity, truly subjects of a ruler, without a voice or vote and to be used at the ruler's whim. The Dutchmen soon were no better than slaves.
Hendrick Hamel, the most educated of the seventeen prisoners, wrote a report during their stay in Dejima about their stay and about the customs in Korea. Of his first encounter with Koreans after they had crawled ashore from the wreck of De Sperwer, Hamel wrote: "We panicked as we thought these people were ready to lynch us." He described some of the later humiliations he and the others suffered as the blatant disaster. Spurned in their quest for freedom, the men were obliged to adhere to the customs of the land and became as repressed as the Koreans.
When the novelty of their capture was still fresh, the Dutchmen had been brought to the royal palace in Seoul, as a kind of novelty item for the king. Through interpreters and confidants, Hamel and the others were able to relay an urgent request to the king. They bade to grant them their release so they could go back home and rejoin their wives and children. Hamel's entry in the journal conveyed the disappointment the men felt upon the negative decision. The king answered that such was not the custom of the land. Foreigners never were granted permission to leave the realm.
In 1666, after thirteen years of what then had become imprisonment, eight men including Hamel were able to escape. They managed to seize a boat and soon reached Japan where they were able to travel on to the VOC trading mission at Dejima, the artificial island in the bay of Nagasaki. Although Japan also was closed of to foreigners, its local rulers and people at least were not unfamiliar with Europeans, especially the Dutch traders. Hamel soon after returned to Gorinchem where he died in 1692.
Back in 17th century Holland, Hamel was just another of the many former VOC crewmen with stories to tell about his adventures. He had sailed the Seven Seas at a time when dozens of VOC ships plied their trade, fought sea battles, survived disasters, made discoveries and enjoyed adventures. Not surprisingly, the events described in his journal were regarded a mere curiosity and never were judged on their true merits: a detailed description of life in the Hermit Kingdom as no Westerner had ever lived to talk and write about at home. Without Hamel's journal, Korea would have remained a truly foreign country for centuries longer.
South Korea for decades has been celebrating 17th century Dutch sailor Hendrick Hamel's importance to the history of that country. Hamel's hometown only recently acknowledged his role and as an explorer. In a major move to pay homage to its famous traveler, the old fortress town of Gorinchem now boasts a statue of Hamel. A second, similar casting was added to the Hamel monument in the South Korean town of Gangjin.
The first public recognition of Hamel in the Netherlands occurred early in the 20th century, when locally a street was named after him (it still exists). However, few people knew the reason for that honour. Only recently, when Gorinchem's city fathers traveled to Korea to cement twinning relations with Kangjin did they to their embarrassment discover how much their townsman Hamel was revered in that country. An imposing monument to the onetime VOC bookkeeper had become a cultural attraction on the island of Jeju and the Dutch visitors felt painfully amiss in their own failure of recognizing him whom they since are calling their Columbus of Korea. As a first step in recognizing Hamel's contribution to the body of knowledge of Korea was the unveiling of a small statue of the explorer. The rendition of regional sculptor Jaapo Hartman served as a model for a larger casting destined as an addition to the monument at Jeju. A full-scale reconstruction of De Sperwer now features at Yongmori, the Jeju beach where the ship ran ashore. It contains a Hamel exhibition, and also a presentation on Korea's other favourite Dutchman, Guus Hiddink. | <urn:uuid:de50ba0d-98fd-4cab-83f4-6697963f4926> | {
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Screening is a strategy to detect early stage cancer in an asymptomatic individual. Screening has the potential advantage to detect cancer in early stage and hence making them curable. Screening is undertaken by healthy individuals and they are likely to follow healthy life style as advice by primary care physician.
Breast cancer is a global health problem. It is most common cancer to occur in women. Regular screening has been shown to decrease the odd of dying from breast cancer by around 20%. This reduction is found among women in all age groups who have undergone screening.
Screening has been divided according to women risk assessment of developing breast cancer. On one extent are the women with average risk and on other extent are the women with high risk.
#Screening in average risk women: All women who do not have mutation in cancer susceptibility gene are average risk. Screening in these women is undertaken by doing “Mammography”. Mammography is specialized X-ray of the breast done in two views cranio-caudal and medio-lateral. Mammography is reported according to BIRADS category. BIRADS category gives us idea for planning the approach towards patient. It can be either biopsy or just follow-up.
Mammography is done between age group of 40 to 74 years. It is done once in every two years, unless any abnormality detected which suggest close follow-up.
Ultrasound of breast is adjunct to Mammography. Ultrasound alone is not used for screening purpose. It is helpful especially in age group of 40 to 49 years where Mammography may not be very sensitive in lieu of dense breast. Ultrasound may help to further characterize the lesion as solid or cystic.
#Screening in high risk women: Women who carries genetic mutation in breast cancer susceptibility genes like BRCA1 and BRCA2, P53, PTEN have very high risk for breast cancer.
High risk women are screened with MRI breast which is more sensitive than Mammography. MRI breast is done with a dedicated breast coil and it can detect a small lesion even in dense breast which is missed by Mammography. MRI screening is typically started from the age of 40 unless an indexed in the family had breast cancer at very early age.
Centers where MRI is performed for screening in high risk should have the facility for MRI guided biopsy of the breast lesion.
Screening is the only way to detect cancer at an early stage and Mammography has been shown to effectively reduce death caused by breast cancer. All women should be encouraged for screening starting from the age of 40 and repeating it every two yearly tll the age of 74. | <urn:uuid:54d62564-ed2f-443c-b0cf-9031fb42c00f> | {
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New submitter cinemetek quotes a report from University of Central Florida: Researchers at the University of Central Florida have developed a new color changing surface tunable through electrical voltage that could lead to three times the resolution for televisions, smartphones and other devices. Current LCD's are made up of hundreds of thousands of pixels that display different colors. With current technology, each of these pixels contain three subpixels -- one red, one green, one blue. UCF's NanoScience Technology Center (Assistant Professor Debashis Chanda and physics doctoral student Daniel Franklin) have come up with a way to tune the color of these subpixels. By applying differing voltages, they are able to change the color of individual subpixels to red, green or blue -- the RGB scale -- or gradations in between. By eliminating the three static subpixels that currently make up every pixel, the size of individual pixels can be reduced by three. Three times as many pixels means three times the resolution. That would have major implications for not only TVs and other general displays, but augmented reality and virtual-reality headsets that need very high resolution because they're so close to the eye.
Attend or create a Slashdot 20th anniversary party! DEAL: For $25 - Add A Second Phone Number To Your Smartphone for life! Use promo code SLASHDOT25. Check out the new SourceForge HTML5 Internet speed test. × | <urn:uuid:cff138bb-2bda-4d1c-b4a2-4f0a1207a0c9> | {
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The history of Myanmar formerly known as Burma is both exciting and disastrous. It is only since 2010 that the country gradually opened its borders to the world.
Myanmar, a highly-coveted country, witnessed the arrival of several peoples in its country, which led to numerous clashes, but which allowed the construction of the famous temples on site of Bagan until the thirteenth century by the Burmese. Subsequently the entire country was colonized by the British, until the arrival of General Aung San who will obtain the independence of his Burmese country in 1947, this one will be assassinated the same year by opponents. As a result, the country experienced an instability which led to a dictatorship by the military junta resulting in many victims.
BOOK YOUR MYANMAR HOLIDAY
Contact our destination specialist to start planning your journey. | <urn:uuid:323b224d-e688-4344-b0a6-880f9b4ac90c> | {
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(b. Amberg, Oberpfalz, Germany, 14 January 1568; d. Kassel, Germany, 7 December 1631)
iatrochemistry, medicine, mathematics.
Hartmann, a weaver’s son, worked as a bookbinder; scholarship aid enabled him to attend the university. He studied the arts, notably mathematics, at Jena, Wittenberg, and, from 1591, Marburg, from which he received a master’s degree. He may also have attended the universities of Altdorf, Helmstedt, and Leipzig. A friend, the Hessian court chronicler Wilhelm Dilich, introduced Hartmann to Landgrave Wilhelm IV of Hesse-Kassel, who was interested in the natural sciences, and to the landgrave’s son Moritz, who was interested particularly in alchemical metallurgical processes. In 1592 Hartmann became professor of mathematics at the University of Marburg, which was under the jurisdiction of Wilhelm IV’s brother, Landgrave Ludwig. He also studied medicine and received a doctorate in this subject in 1606. In addition, in 1594 he became adviser to Landgrave Moritz in Kassel, where he taught at the court school until 1601.
Thereafter Hartmann combined his interest in mathematics, astronomy, and alchemy with medicine. Starting in 1609 he gave lectures and practical laboratory instruction on materia medica and the chemical and mineralogical preparation of medicines in the “laboratorium chymicum publicum” at Marburg. In the same year he was appointed professor of medical and pharmaceutical chemistry, in effect the first such professorship in Europe. He was several times dean and rector of the University of Marburg and was also very successful in his scientific work. By 1616 ten of his students had earned the doctorate. Following disputes with the university and the landgrave, Hartmann moved in 1621 to Kassel—nominally retaining his professorship—and became court physician, a post he lost as a result of the abdication of Landgrave Moritz in 1627. Until his death in 1631 Hartmann was professor of natural science and medicine at the new University of Kassel, which had offered courses for four years before its official opening in 1633.
Hartmann’s importance is in having introduced pharmaceutical and medical chemistry into the university and in having given practical instruction in it. This new field, which had been developed in the works of Paracelsus and his disciples, was then emerging from alchemy. Yet Hartmann did not fall into alchemical speculations; instead, he sought to mediate between the Galenists and the iatrochemists. He left few writings on the practical aspects of the subject, and most of his works appeared posthumously. A glimpse of his activity is given by a laboratory journal for the year 1615.
As a physician Hartmann was not especially successful. His nickname “Theophrastus Cassellanus” derives from his Paracelsian-chemical activity. There is no doubt that his Hermetic philosophical ideas had a considerable influence during 1614-1626, which even his contemporaries called the “Rosicrucian” period; and his views, a union of animistic and vitalistic notions, reached far beyond his native land, carried by friends and students including Oswald Crollius, Johann Daniel Mylius, and Johannes Rhenanus. In addition, he corresponded with English and Polish iatrochemists and with alchemists in Prague. The many editions of his principal work, Praxis chymiatrica, testify to the respect that contemporaries accorded to this textbook of pharmaceutical chemistry.
I. Original Works. Hartmann’s works were collected as Opera omnia medico-chymica, Conrad Johrenius, ed. (Frankfurt, 1684; 1690), also translated into German (1698). His individual works include Disputationes elementorum geometricorum (Kassel, 1600); ’Eπιφvλλιδες sive miscellae medicae cum πρoϑηkη chymico therapeutica doloris colici (Marburg, 1606); Philosophus sive naturae consultus medicus, oratio (Marburg, 1609); Disputationes chymicomedicae quatuordecim (Marburg, 1611; 1614), also translated into English as Choice Collection of Chymical Experiments (London, 1682) and into German as Philosophische Geheimnisse und chymische Experimenta (Hamburg, 1684); Praxis chymiatrica (Leipzig, 1633; Frankfurt, 1634; 1671; Geneva, 1635; 1639; 1647; 1649; 1659; 1682; Leiden, 1663; Nuremberg, 1677), also translated into German as Chymische Arzneiübung (Nuremberg, 1678); and Tractatus physico-medicus de opio (Wittenberg, 1635; 1658). In addition, Hartmann prepared an edition, which was finished by his son, G. E. Hartmann, of Oswald Crollius’ Basilica chymica (Geneva, 1635) and works of Joseph Duchesne (Quercetanus). Under the pseudonym Christopher Glückradt he commented on the Tyrocinium chymicum of J. Beguin (Wittenberg, 1634, 1666).
II. Secondary Literature. The following, listed in chronological order, may be consulted: Andreas Libavius, Examen philosophiae novae (Frankfurt, 1615), which discusses Hartmann’s ideas on vital and Hermetic philosophy; and Appendix necessaria syntagmatis... (Frankfurt, 1615), with the ch. “Censura philosophiae vitalis Joannis Hartmanni”; Friedrich W. Strieder, Grundlage zu einer hessischen Gelehrten- und Schriftstellergeschichte, V (Kassel, 1785), 281-289; John Ferguson, Bibliotheca chemica, I (Glasgow, 1906; repr. London, 1954), 365, 366; Wilhelm Ganzenmüller, “Das chemische Laboratorium der Universität Marburg im Jahre 1615,” in Angewandte Chemie, 54 (1941), also in Ganzenmüller’s Beiträge zur Geschichte der Technologie und der Alchemie (Weinheim, 1956), pp. 314-322; Lynn Thorndike, A History of Magic and Experimental Science, VIII (New York-London, 1958), 116-118; Rudolf Schmitz, “Die Universität Kassel und ihre Beziehung zu Pharmazie und Chemie,” in Pharinazeutische Zeitung, 104 (1959), 1413-1417; J. R. Partington, A History of Chemistry, II (London-New York, 1961), 177-178; Rudolf Schmitz, “Naturwissenschaft an der Universität Marburg,” in Sitzungsberichte der Gesellschaft zur Beförderung der gesamten Naturwissenschaften zu Marburg, 83-84 (1961-1962), 12-21; and Rudolf Schmitz and Adolf Winkelmann, “Johannes Hartmann (1568-1631) Doctor, Medicus et Chymiatriae Professor Publicus,” in Pharmazeutische Zeitung, 111 (1966), 1233-1241. | <urn:uuid:63c89a55-29b1-495e-b3fc-a80467ef3d51> | {
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The science known to most people today suggests that healing a physical problem requires physical intervention.
The science known to most people today suggests that healing a physical problem requires physical intervention. For example, a wounded person will need cleaning and stitching to close the wound and prevent infection.
However, several studies suggest that mind-body therapies or MBTs also can positively affect your physical status by elevating your mental status through various exercises. Such behavioral therapy exercises include mindfulness meditation, controlled breathing…etc.
While the aforementioned exercises won’t heal an open wound or do something supernatural like cure cancer, they are to improve one's quality of life.
Let’s begin by understanding MBTs’ physiological correlations.
When it comes to treating diseases and keeping our bodies healthy, preventing the problem before it happens is always a better choice. This is known as a preventative treatment.
You may have heard or seen some movies talking about how connecting the mind to the body can help you reach the perfect balance.
While the final result isn’t as exaggerated as it’s in movies, several studies and clinical trials have actually found solid results that prove the validity of mind-body therapies. Here are a couple of them:
This study concluded that the lack of positive social influence can increase the risk of mortality.
In other words, while loneliness can motivate someone to go out there and seek that positive influence, it can also tamper with basic physical functions like sleep and overall mental/physical well-being.
This study found that mental mindfulness has an effect on physical markers of cardiovascular health. Increased mindfulness improved physical activity and body mass index, and reduced smoking.
Higher fasting glucose was also noticed in individuals with elevated mental states.
Some correlations were found between stress and the expression of genes:
A 2014 study found that social stress can actually increase inflammation instances both in humans and animals.
Psychological stress causes adrenergic stimulation, which controls the genes expressed during inflammation.
Further studies also concluded that psychological stress can reduce the amount of circulating leukocytes (white blood cells) through the bloodstream, increasing instances of infection and inflammation.
Negative mental conditions like stress and bereavement can also affect gene expression and reduce the overall count of leukocytes in the bloodstream.
Alternatively, positive psychological states, like being informed of good news, can have the opposite effect.
Various studies reported multiple positive psychological responses to MBTs. Such therapies don’t only reduce stress, but they also improve gene expression, resulting in an increased number of circulating immune cells.
Examples of those MBTs are yoga, breathing exercises, guided imagery, Tai Chi Chuan, and progressive muscle relaxation.
However, further studies are required to prove the validity of those claims.
Some studies, like Zhang et al., 2014 found a relationship between psychological conditions and cellular aging.
The study concluded that increased stress over a long period can reduce the telomere length; a marker used to measure the biological cell’s age at the chromosomal level.
In other words, cells will age faster and die quicker if their telomere length is reduced. Alternatively, MBTs, which reduce stress and promote a better mental state, can slow down cellular aging, improving overall health over one’s lifespan.
Most studies have focused on the effect of MBTs on gene expression, cellular quantity, and inflammatory response. However, recently, research has started to focus more on the neurological level in hopes of a richer understanding of the matter.
The methods used were electroencephalography and neuroimaging.
Electroencephalography or EEG is essentially a recording of the brain’s neural activity. Various studies have linked the emotional state with specific EEG maps.
In other words, scientists have started creating EEG profiles that they can use to tell the emotional mindset of a person based on the current EEG profile they have.
These scans can track the blood flow into the brain, allowing scientists to detect which areas of the brain are more active during various emotional states.
Eventually, this lead to dividing the brain cells into “centers.” For example, elevated mental conditions have consistently increased the blood flow into a particular center of the brain.
Both types of meditation can be attempted by novices or experts. fMRI scans showed differences in the brain-activated centers between FAM and LKM.
The scans also found differences in the activated brain centers of two practitioners of different levels of the same meditation style.
Since the scans of novices and experts practicing the same meditation style were different, it was suggested that constant learning can affect the areas stimulated in the brain.
When a person does something for the first time(s), their brain is in the default mode activity or default mode network (DMN). Once the same person consistently becomes better in what they do, various alterations gradually get implemented into the default mode activity.
Mind-body therapies are becoming more and more popular because of how they improve the quality of life and reduce chronic pain conditions.
Whether they utilize minimum movement like mindfulness meditation or focus on a series of controlled movements like Tai Chi, one thing remains the same; they reflect positive physical effects.
Various studies were performed throughout the last two decades, linking the mental state with gene expression, cellular aging, leukocyte count, and brain function stimulation.
Most of these studies suggest that the negative mental state of constantly distressed individuals will have adverse effects on their bodies. Accordingly, MBTs can help alleviate those side effects, and hopefully put the mind and body back to a productive state.
If you want an in-depth, fully referenced version of this blog post, please refer to this Neuroscience and Biobehavioral Review PDF. | <urn:uuid:75dd0677-736b-46ef-bb2d-42667860c090> | {
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A large body of scientific evidence indicates the benefits of tea drinking for its wide range of medicinal properties. Tea prevents coronary heart disease, hypertension, blood sugar and tooth decay. Tea has also been reported to have antiviral and germicidal activity.
The most important medicinal value of tea is that it is anticarcinogenic and antimutagenic. The anticarcin ogenic activity contributed by the antioxidant polyphenols in tea has been shown to be in very low concentration even in consumer dosages. Thus tea offers tremendous scope of emerging as practical chemipreventive included in a healthy diet for protection of the general consumers by lowering the risk of different types of cancer.
Tea Research Association (TRA), Tocklai in collaboration with Indian Institute of Chemical Biology (IICB), Kolkata has carried out studies on health aspects of black tea. In these studies, the influence of tea in totality was examined rather than evaluating isolated fractions. Results indicated the following:
- Regular administration of low dose of black tea extracts (0.002-0.2%) significantly reduced the total cholesterol levels in rats.
- Normal rates of black tea extracts significantly reduced the trigycerides levels.
- The level of HDL (high density lipids) was increased though not significantly.
- The levels of VLDL (very high density lipids) and LDL (low density lipids)showed a slight decrease but the effect was not significant.
Thus the results indicated that chronic administration of black tea is capable of reducing the total cholesterol and triglyceride levels in healthy animals. The flavonoids in tea prevent oxidation of LDL cholesterol.
In another study effect of black tea consumption on diabetes mellitus was evaluated. Consumption of black and green tea could not only prevent the experimentally induced diabetes but was also found to be effective in curing diabetes induced by streptozotocin in rats.
The effect of black tea consumption on liver function was examined by monitoring the levels of SGOT (serum glutamic oxolacetic transaminase) and SGPT (serum glutamic pyruvic transaminase) in experimental hepatoxicity induced rats. Results indicated that consumption of black or green tea had no adverse effect on liver function in the experimental animals.
The influence of tea on muscular function was studied by examining the effect of hot water brew of black or green tea on the mammalian skeletomotor apparatus. Black tea extract produced a concentration dependent facilitation of muscle contraction induced by nerve stimulation.
The effect of tea consumption on experimentally induced gastric ulcer in rats was also carried out. Tea extracts was most effective in preventing ulcers induced by aspirin, indomethacine, cold resistant stress and reserpine.
Further studies on health aspects of tea are in progress.
Principal Components of Black Tea Beverage
|Phenolic acids and Depsides||
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Greece’s Imperial Treasures
Greece, a country renowned for its rich cultural heritage, holds a treasure trove of artifacts that bring to life the splendor and grandeur of its ancient civilization. These imperial treasures, carefully preserved and proudly displayed, offer a unique glimpse into Greece’s historical wealth. From archaeological sites to museums, Greece unveils its imperial era, captivating visitors with its remarkable artifacts. This article takes you on a journey through time, exploring the significance, legacy, and cultural importance of Greece’s imperial treasures.
Exploring the Ancient Civilization of Greece
The ancient civilization of Greece, with its foundation dating back to the 8th century BCE, is a marvel to behold. With a legacy that spans over thousands of years, Greece produced some of the most influential thinkers, artists, and philosophers in history. The ruins of ancient cities such as Athens, Delphi, and Olympia stand as testaments to the brilliance of Greek civilization, offering a glimpse into their architectural and engineering prowess.
The Significance and Legacy of Imperial Treasures
Greece’s imperial treasures hold immense significance and offer a tangible link to the past. These artifacts provide invaluable insights into the religious, cultural, and political aspects of ancient Greece. From statues of deities to intricate pottery, each artifact tells a story of the people who created and revered them, leaving a lasting legacy for generations to come.
Unveiling the Riches of Greece’s Imperial Era
The unveiling of Greece’s imperial treasures is a fascinating experience. Museums such as the Acropolis Museum and the National Archaeological Museum in Athens showcase an array of artifacts, including statues, jewelry, pottery, and more. These treasures, meticulously preserved and displayed, transport visitors back in time, allowing them to witness the opulence and creativity of Greece’s ancient civilization.
A Glimpse into Greece’s Historical Wealth
Greece’s imperial treasures provide a glimpse into the immense wealth that the ancient civilization possessed. Gold and silver jewelry adorned with precious gemstones, elaborate ceremonial armor, and finely crafted household items are just a few examples of the extravagance displayed by the elite of ancient Greece. These artifacts serve as a reminder of the economic prosperity and sophistication of the era.
The Marvels of Greece’s Imperial Artifacts
The imperial artifacts of Greece are a marvel of craftsmanship and artistic expression. Intricate sculptures carved from marble or bronze, depicting gods, heroes, and mythical creatures, are a testament to the skill and creativity of Greek artists. Additionally, the delicate patterns and vibrant colors found on pottery showcase the mastery of Greek ceramic artists.
Delving into the Ancient Civilization’s Splendor
Delving into the splendor of Greece’s ancient civilization is a journey of discovery. The imperial treasures reveal not only the material wealth but also the intellectual and philosophical depth of the civilization. Ancient texts, philosophical treatises, and scientific advancements demonstrate the profound intellectual contributions of the Greeks, which continue to shape various fields of study to this day.
Greece’s Imperial Treasures: a Journey through Time
Exploring Greece’s imperial treasures is akin to embarking on a mesmerizing journey through time. From the grandeur of the Parthenon to the serenity of the Temple of Apollo at Delphi, each artifact offers a glimpse into the daily life and aspirations of the people who lived in ancient Greece. This journey allows us to connect with the past, understand our shared human history, and appreciate the remarkable achievements of a civilization long gone.
Understanding the Cultural Importance of the Artifacts
The cultural importance of Greece’s imperial treasures cannot be overstated. These artifacts are not only valuable for their historical and artistic significance but also for the sense of identity they provide to the Greek people. The artifacts represent a tangible link to their ancestors, helping to preserve and reinforce their cultural heritage.
Preserving and Protecting Greece’s Imperial Heritage
Preserving and protecting Greece’s imperial heritage is of utmost importance. Efforts are made to ensure the artifacts are safeguarded from natural elements, theft, and environmental degradation. Conservation projects, digital archiving, and strict regulations on excavation and export of artifacts help to maintain the integrity of Greece’s imperial treasures for future generations to appreciate and study.
The Impact of Greece’s Imperial Treasures on Modern Society
Greece’s imperial treasures continue to have a significant impact on modern society. They inspire artists, scholars, and thinkers from around the world, fostering a deeper understanding and appreciation of ancient Greece’s influence on various aspects of human civilization. The study of ancient Greek art, philosophy, and politics continues to shape contemporary disciplines, including architecture, literature, and political theory.
Greece’s Imperial Treasures in the Global Context
Greece’s imperial treasures are not just a source of national pride but also an invaluable part of the global cultural heritage. These artifacts offer a glimpse into a civilization that laid the foundation for Western culture as we know it today. The unveiling and preservation of Greece’s imperial treasures serve as a reminder of the interconnectedness and universality of human history, making them treasures of immense significance beyond the borders of Greece. | <urn:uuid:e396e100-14e7-430d-8823-7a71de3077bb> | {
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The federal government defines unaffordable housing as that which exceeds 30% of a person's income. That puts a two-bedroom apartment rental out of reach of many full-time workers. In Dartmouth, N.S., across the harbour from Halifax, John and Stacey Smith lost their rental home in November. Now, they are looking for another rental home. This article discusses some of the factors that contribute to an affordable housing market in Canada.
The federal government's income tax reforms in 1972 began with a series of reforms aimed at raising equitable taxation, closing loopholes, and reorienting the economy. Many argued that rent controls would harm affordability, as they removed new primary rental supply from the market, making the shortage worse. However, in 1992, the exemption period was extended to five years, and then made permanent. Today, critics of rent control disagree, arguing that it only hurts rental affordability.
Many governments in Canada are trying to address this issue by lowering the rental cost, and most of these suggestions involve direct subsidies or the reinstitution of tax shelters. However, without these interventions, rental housing in Canada wouldn't exist. One government agency that aims to combat this issue is the Canadian Mortgage and Housing Corporation. In this report, it explains how the government's policies have affected rental affordability in Canada. While these changes are positive, they will be short-lived.
Canadian tenants have long argued that outrageous eviction laws are part of the problem. Compared to the US, Canada has fewer rental units, but the government discourages landlords from evicting tenants who are in need of affordable housing. Whether it's landlords trying to get rid of tenants or zoning changes, there are ways to protect tenants. Listed below are some examples of ridiculous eviction laws in Canada.
These eviction laws are based on the assumption that a tenant can afford to pay the rent. In reality, however, minimum income criteria do not accurately predict a tenant's ability to pay rent. Moreover, protected groups have repeatedly voiced concerns about how the minimum income criteria would impact them. These tenants include those with mental illnesses, who might choose to pay seventy or eighty percent of their income to rent.
Canadian policy makers must adopt a comprehensive housing supply strategy to solve the problem of low supply of affordable housing. The federal government must provide financial incentives to developers to build more rental housing, especially purpose-built rentals, to increase the diversity of housing stock. The IMF's June 2019 report calls for a comprehensive housing supply strategy, including a mix of high-rise and single-family units, to meet the needs of all income groups.
The Bank of Canada has estimated that the median housing supply elasticity will be 2.2% by 2021, with a one per cent increase in price being associated with a two-per-cent increase in housing supply. While this figure is relatively consistent across cities across Canada, it varies significantly among them. In Vancouver, it was only 0.63%, while in Toronto it was 1.9%. In Winnipeg, the figure was 4.3%.
Canadians face a dire housing shortage. As a result, more than a third of the population has given up on owning a home. While the government has stepped up efforts to build more affordable housing, the debate on the matter still rages. The debate is rooted in myths about affordable housing that are harmful to communities and devalue the surrounding property prices. To overcome this myth, it is important to understand what makes housing affordable.
A lopsided economic performance is one of the major factors behind the current high demand for affordable housing in Canada. While wages remain stagnant, housing costs continue to increase. More Canadians will be forced to rent at unaffordable rates. This problem has reached crisis proportions and will only continue to worsen. Fortunately, Justin Trudeau's government has taken action. This government has proposed 29 housing-related measures that will cost $10 billion over the next five years. The measures aim to boost housing supply, combat speculative buying, and help first-time homebuyers afford their first homes.
This sample could have been used by your fellow student... Get your own unique essay on any topic and submit it by the deadline.
Hire one of our experts to create a completely original paper even in 3 hours! | <urn:uuid:89dbc6e5-6d0e-4be2-8974-45cab631771e> | {
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“Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand.”
PE is organised at Key Stage 3 to allow students to study a wide range of activities and Sports. Connections are made between elements of the curriculum across and between years. There are also opportunities to participate in extra-curricular competitions. Skills build up progressively in each year towards GCSE PE, and mirror the activities students tend to participate in at this level. We aim to deliver activities which keep students motivated, fit and having fun with the goal of encouraging lifelong participation in sport and physical activity.
Getting Better at PE
Students get better at PE by enjoying the activities and environment that they are in. Students are challenged in a variety of activities that follow a progressive route to GCSE PE. This gradual approach allows students to improve and experience a number of activities that they may not have participated in before. Getting better at sport involves developing thinking skills about tactics, techniques and evaluating performance, as well as improving physical skills and application of techniques, as well as becoming fitter, and more accurate.
We hope that many of our students will choose to study PE at GCSE, A Level, BTEC and beyond. One of our major aims is to promote lifelong participation in PE and Sport. We attempt to encourage students to try new activities and emphasise the importance of regular participation and its benefits to mental, social and physical well-being.
Careers can be as diverse as Physiotherapy, Sports Psychologist, Fitness instructor, Sports Conditioning, and Teaching or Coaching.
"Sports teaches you character, it teaches you to play by the rules, it teaches you to know what it feels like to win and lose - it teaches you about life.”
Billie Jean King | <urn:uuid:275fb31b-d83c-42ab-a3bf-c45ef21f60b0> | {
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Today we live in a melting pot. Our children are exposed to many diversities of life through a wide variety of cultures and languages. Generations earlier the divide seemed to be clearer. There were the “white” neighborhoods and the “black” neighborhoods.
Unfortunately there is still some racism that exists with some people. Whether it is your grandparents or parents, adults from prior generations have a harder time accepting all walks of life. Children today are more likely not to see color, race, religion.
Tips for Parents
At what age do children begin to notice and understand race? Psychologist Stephen Quintana, Ph.D., has developed and evaluated a model of children’s understanding of ethnicity, race, gender, social status, nationality and social class. Quintana’s research, through interviews conducted with hundreds of children of various ethnic backgrounds, led to a model described in Monitor on Psychology, a journal of the American Psychological Association. The model divides children’s developmental understanding of race and ethnicity into four levels:
- Physical: Ages 3 to 6. Children in this age group view race purely in physical terms and may think racial characteristics can be changed by surgery, that skin color could be the result of staying in the sun too long.
- Literal: Ages 6 to 10. Children understand that ethnic background is a function of ancestry that influences not only how people look, but also the food they eat, the language they speak, and the activities they enjoy. It is a very literal understanding of ethnicity.
- Social: Ages 10 to 14. Children realize that ethnicity can be linked to social class. Often, among children in this age group, interracial and inter-ethnic friendships that began in elementary school come to an end, as social groups become more racially segregated.
- Group: Adolescence. Many teenagers express pride in their heritage and a sense of belonging to a group. Their view of ethnicity and race matures.
Source: Connect with Kids
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A distributed application is the application which runs on the multiple computers at the same time within a network at the same time and the data can be stored in the cloud or the server. unlike the traditional application which run on a single computer and only a single user can interact with it. The distributed system is very useful when for a particular task more than one person is required in that case multiple users can work at the same time on a single application can share data with each other.
a distributed application can be broken down into to mainly two parts: client software and server software. the client software or the system access the data from the server side or from the cloud environment, on the other hand, the server or the cloud computing the data and all the resources are stored.
Front end of the distributed application is the end user which the user which is using the application at real time is said to be front end or we can say that the software part of the application is front end, while the database of the application and all the resources and functionality which are executing in background are said to be back end.
If a single system goes down in distributed application environment then there will be no effect on the distributed application and the data because all the data and process are being stored on the server and cloud so it won’t .effect the distributed application.
Benefits of using distributed application are that more than one person can use the application at a real time in a single place. the data of the application are stored in the cloud or server due to which your data is secured.
Dropbox, online google docs are some of the examples of distributed application | <urn:uuid:6955da74-d671-4bf1-a608-ad0b0d703297> | {
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Letter F Worksheet for Preschool are knowing important social ability and how to discharge duty in a society. as soon as the rules and daily routine is one of the concepts you must comprehend back you start school.
Preschool age starts at age 3 and continues until age 5 in imitation of most kids enter kindergarten. they fabricate a suitability of independence from their parents. They want to learn new things and spend grow old in groups, kindergarten classes, or peer groups. | <urn:uuid:8a99fe58-09dd-4b90-89dd-a847186dc54c> | {
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As a parent, you only desire the best for your kids. This has nothing to do with having the latest gadgets or having up-market clothes. Most likely, it has to do with helping them stay safe and secure. You can do this by laying a strong foundation to help them build themselves and do well in life.
You might ask yourself if you are doing enough for your children to teach them key life lessons that will greatly impact their lives. One of these critical life lessons is about money. Without basic money skills, it is unlikely that someone will do well in life. Money is fundamental for transacting life. Everything revolves around money everywhere, from what we eat to what we wear to the car we drive to healthcare to insurance to entertainment: you name it, everything involves money.
Plenty of parents are not teaching their kids to become financially literate. On the other hand, children are waiting for their parents to give them basic money skills. Learn to teach your kids financial literacy at an early age so that they do not learn along the way through mistakes. This is the best gift that you as a parent can give your children. Here is how you can teach your kids smart money habits:
Start With The Basics At A Young Age
The earlier you start the financial education process for your kids, the better. It will help if you start these lessons even before your kids attain the age of seven. At this age, they have already begun to develop money attitudes and habits.
Once your kids start recognizing that they need money to buy their favorite toy, this is the perfect time to teach them the value of money. Explain where people get money from and how they use it. It can be quite effective if you can be more pragmatic by letting them see you as you make purchases using money.
Instill A Habit Of Saving
Your children’s early encounters with money will primarily involve spending. They are likely to see you making purchases and some involving their candies and toys. You should teach them that money is not just for spending and that they should save too. Saving is not just a basic money habit; it teaches delayed gratification and discipline. In addition, it teaches your children to set goals and plan for the feature, hence building independence and security.
Create Opportunities To Earn Money
Kids should have their own money to learn how to make better decisions. You can consider giving your kids some simple home chores to earn their allowances. This way, they will learn that money comes from working. When you pay your kids to do certain chores, they are likely to complete tasks within a good time. Also, you can encourage them to take on more tasks for more allowances. This exercise will instill discipline and hard work.
Good Things Happen To Those With Patience
Teach your kids that delayed gratification combats the buy now, pay later mentality that could get them in credit card debt later. Learn how you can reinforce the idea that patience pays off. You can help your children save through the banking system. Find a financial institution that offers a bank account and debit card for children to help your young ones spend better.
Tell Them The Truth
You should let your children know why you go to work every morning and return home late. Explain to them why you cannot spend the whole day at home playing with them. Also, let them know why you constantly talk, as well as your family’s financial status. Telling them the truth will lessen their anxiety and understand how much money is part and parcel of living.
Explain To Them How Much Things Cost
Some parents are always surprised to learn that their children do not grasp what some basic commodities cost. You can give them a tour around the house and let them know the cost of some basic items. Let them know that you pay bills to keep water and electricity supplied. This exercise will teach them the importance of conservation in money-saving.
Realize That Kids Learn What They Live
Parents are the most influential people in children’s lives. When you live by spending and having nothing to save, your children may perceive that as normal. You can not realistically expect your children to do what you say if they realize it is not what you do. They are going to do what you practice.
Kids are often bombarded with information about the cost of different commodities, whether fancy cars or high-end fashions. What they are not informed about is how they should manage money effectively. Let them know that a fancy way of life is not the only way for a happy life. With the little they have, they can save some for a better future.
Get to know where your kids’ money is going. This is a great step towards your kids achieving excellent money management skills. Teach them recordkeeping to keep track of earnings, spendings, and savings. You can help them do it on their computers or a notebook by creating a file to keep all the recordings, statements, and receipts.
Offer Savings Incentives
If you find it hard to teach your kids how to save, you can reward them with a certain percentage of money, depending on how much they have saved. This will encourage them to keep more as they know there is a reward for it. You can also set a milestone; you can give a bonus when they hit the halfway mark, and once they complete the milestone, you can reward them fully.
The tips outlined above are an excellent place to start towards financial independence and literacy for your young ones. Your kids can not learn all the habits overnight. It is a gradual process that slowly becomes part of their lives. Be a good teacher by setting a good example of smart money habits. | <urn:uuid:21a6f28b-aba4-49cc-a20a-5307055f21b1> | {
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CORONAVIRUS NOTICE: HERE AT DENVER DUCTS CORP WE ALWAYS CARE ABOUT THE SAFETY OF OUR EMPLOYEES AND THE COMMUNITIES WE SERVE. IN THESE UNCERTAIN TIMES, WE WANT TO REASSURE YOU THAT YOU CAN COUNT ON OUR COMMITMENT TO YOU. WE ARE PARTICULARLY GRATEFUL FOR HEALTHCARE WORKERS, FIRST RESPONDERS, AND OTHER PROFESSIONALS ON THE FRONT LINES - THANK YOU FOR YOUR SACRIFICES!
THE CENTER FOR DISEASE CONTROL AND PREVENTION ( CDC ) SIGNALED THE IMPORTANCE OF HAVING A CLEAN, DISINFECTED AND SANITIZED ENVIRONMENT TO HELP CONTROL THE SPREAD OF CORONAVIRUS. Cleaning & Disinfecting Environmental Surfaces
Cleaning is the necessary first step of any disinfection process. Cleaning removes organic matter, salts, and visible soils, all of which interfere with microbial inactivation. The physical action of scrubbing with detergents and surfactants and rinsing with water removes substantial numbers of microorganisms. If a surface is not cleaned first, the success of the disinfection process can be compromised. Removal of all visible blood and inorganic and organic matter can be as critical as the germicidal activity of the disinfecting agent. When a surface cannot be cleaned adequately, it should be protected with barriers.
Disinfection destroys most pathogenic and other microorganisms by physical or chemical means. In contrast, sterilization destroys all microorganisms, including substantial numbers of resistant bacterial spores, by heat (steam autoclave, dry heat, and unsaturated chemical vapor) or liquid chemical sterilants. Disinfection does not ensure the degree of safety associated with sterilization processes.
.Clean & Disinfect
Interim Recommendations for US Households with Suspected/Confirmed Coronavirus Disease 2019
There is much to learn about the novel coronavirus that causes coronavirus disease 2019 (COVID-19). Based on what is currently known about the novel coronavirus and similar coronaviruses that cause SARS and MERS, spread from person-to-person with these viruses happens most frequently among close contacts (within about 6 feet). This type of transmission occurs via respiratory droplets. On the other hand, transmission of novel coronavirus to persons from surfaces contaminated with the virus has not been documented. Transmission of coronavirus occurs much more commonly through respiratory droplets than through fomites. Current evidence suggests that novel coronavirus may remain viable for hours to days on surfaces made from a variety of materials. Cleaning of visibly dirty surfaces followed by disinfection is a best practice measure for prevention of COVID-19 and other viral respiratory illnesses in households and community settings.
This guidance provides recommendations on the cleaning and disinfection of households where persons under investigation (PUI) or those with confirmed COVID-19 reside or may be in self-isolation. It is aimed at limiting the survival of the virus in the environments. These recommendations will be updated if additional information becomes available.
These guidelines are focused on household settings and are meant for the general public.
.Cleaning refers to the removal of germs, dirt, and impurities from surfaces. Cleaning does not kill germs, but by removing them, it lowers their numbers and the risk of spreading infection.
.Disinfecting refers to using chemicals to kill germs on surfaces. This process does not necessarily clean dirty surfaces or remove germs, but by killing germs on a surface after cleaning, it can further lower the risk of spreading infection.
DENVER DUCTS CORP USES VARIETY EPA ( Environmental Protection Agency ) APPROVED PRODUCTS, SANITIZERS, DISINFECTANTS AND DEODORIZERS. | <urn:uuid:38a34b8c-978f-420a-9d8b-a799981c947b> | {
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Socrates pushes forward further with the declaration that it is worse to do than to suffer wrong, a claim to which Polus objects. Polus says that many people who do wrong are happy. Socrates insists, however, that the wicked and evildoers are necessarily unhappy, while unhappier still are those who commit wrong and escape punishment. Immediately the question arises why those who commit wrongful acts should be unhappy at all, especially if they become able to get away with the committing of their wrongful act while simultaneously avoiding punishment for it. As the beginning of an answer, Socrates somewhat confusingly maintains that it is more shameful to do than to suffer wrong, and that this greater shame also means it is worse to do than suffer wrong. From this formulation, the more shameful equals the worse. Polus disagrees with this reasoning, since he considers neither the good and the fair nor the evil and the shameful to be equivalent. Even though somewhat clearly formed, the specifics of the ideas and positions in question here remain to some extent impenetrable by the understanding, since they remain in some way, at their core, matters of vague subjective perspectives on the issue which Plato attempts to develop into reality through the mechanism of this dialogue.
In a display of great patience, Socrates states that when one of two shameful things exceeds the other in "baseness," the excess either is one of pain or one of evil. The idea behind this claim is that without somehow inflicting either pain or evil, something is not bad, wicked, or shameful—is not a cause of suffering. For, without pain or evil inflicted somehow on someone, why would one suffer? Polus readily agrees with Socrates's line of thought. And, since the infliction of wrong cannot exceed the suffering of wrong in terms of pain and yet does exceed the suffering of wrong in terms of shame, the excess of infliction must be that of evil. It is more evil to commit than to suffer wrong. Polus ultimately assents to this decree.
Worse yet is to not be punished for the infliction of wrong. Socrates and Polus both agree that punishment serves to bring those guilty of wrong to justice, by balancing against the wrong which already has been committed. Socrates also points out that one who receives punishment for a wrong "suffers justly" by paying the just penalty. This fact in turn prompts him to avow that one who is justly punished suffers the good and is thereby liberated from the high evil of the soul. One who inflicts wrong and receives proper punishment therefore liberates his soul from evil in a way that another who inflicts wrong and escapes punishment cannot. Consequently, it is worse to commit a wrongful act and escape punishment than to commit wrong and be punished. By this point in the dialogue even Polus must defer to Socrates's reasoning.
This section constitutes what likely stands as the most intricate and subtle strain of reasoning within Gorgias. To start, the overall hierarchy of wrongs as Plato establishes it through Socrates at first seems highly counterintuitive. It simply opposes instinct that one who commits wrong is better off being caught and punished than getting away. Essentially therefore, though it is not very controversial that not doing wrong is better than doing wrong, the question whether committing wrong with punishment versus committing wrong and escaping punishment is worse in many ways looks to be a matter of subjective opinion rather than objective standard. In other words, some people might believe all wrongs are best executed if somehow eventually (through punishment) righted. For such people, doing wrong and receiving punishment to right the wrong is the best formula possible which still involves some form of actually committed wrongdoing. At the same time, to a bad person, the best formula for inflicting a wrongful act is that of committing wrong and not being punished for it. To the wicked, then, it would be worse to do wrong and suffer punishment for the act than not to suffer such punishment. Indeed, Plato does not desire the better in terms of the wicked. Nonetheless, it is not difficult to see that many (especially the evil) could make a strong claim for inflicting wrong without punishment to be better than doing so and receiving punishment. For Plato to save virtue as desirable, he must make it obvious why punishment for a wrongful act truly is objectively better than committing wrong without punishment. For, this claim runs counter to instinct in many cases. Polus's mistaken assumption here therefore appears quite common—far more likely, in fact, than Plato's opinion.
Proper understanding of the matter is made all the more difficult by the intricacy of Socrates's logic on the subject. The use of shame, pain, evil, suffering, and the good in relationship to just punishment comprises a rather complex and esoteric depiction of the issue. Luckily, Socrates employs an extremely careful and precise vocabulary and presentation, most likely due to the fact that Plato knew both how intricate and obscure this point could be for all but the most virtuous and skilled of thinkers. Furthermore, the great importance of this particular strain of inquiry most likely reinforced Plato's determination in the creation of such a proof.
This importance comes as a result of multiple factors. To start, Plato again here appears intent upon reconciling Socrates's death with his (rather than his executioners') virtue. In order for his teacher not to have lived and died in vain, Plato must somehow prove that even in death Socrates maintains the upper hand over their corrupt Athenian government. And, there appears no surer manner in which to do so than to show that these rulers, who commit such an intensely wrongful act, are even worse off in the long run exactly because they go unpunished. In this sense, Plato's proof in this section represents a sort of verbal revolution.
The topic gains even more significance in that it comes as the first hint of some overarching sense of right and wrong within the dialogue. Put differently, by discussing justice of the soul as the highest state of human existence, Plato effectively arrives at a notion of abstract and hierarchical virtue through the vehicle of more particular considerations. The pattern thus takes shape for a consideration of virtue in general by way of an inquiry into particular instances of right and wrong, good and bad, as well as the resulting implications. This model applies to Gorgias as well as to Plato's entire extended philosophical project. | <urn:uuid:fcf5e750-f45c-4cb4-83ff-bd85bf735b83> | {
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Digital Signal Processing assignment help
Digital signal processing (DSP) describes numerous strategies for enhancing the precision and dependability of digital interactions. The theory behind DSP is rather complicated. Essentially, DSP works by clarifying, or standardizing, the levels or states of a digital signal.
Exactly what is a DSP?
In the real-world, analog items find signals such as noise, pressure, temperature level or light and control them. All interactions circuits include some noise.This is real whether the signals are analog or digital, and regardless of the type of info communicated. Digital signal processing significantly enhances the level of sensitivity of a getting system. If the sound is so strong that all traces of the signal are eliminated, a DSP circuit can not discover any order in the turmoil, and no signal will be gotten. Advancements in incorporated circuit innovation have actually had a substantial influence on the technical locations to which digital signal processing methods and hardware are getting used. Applications of these methods are in fact common in such varied areas as acoustics, biomedical engineering, radar, finder, speech interaction, seismology, nuclear science, telephone systems, image processing and much more. Hence, a total understanding of digital signal processing basics and methods is necessary for anybody concentrated on signal processing applications.
A digital signal processor is created to carry out these mathematical functions quickly. The signals are processed so the info included in them can be shown or transformed to another type of signal. Adaptive Signal ProcessingLinear minimum mean-square mistake LMMSE filteringAdaptive filtering LMS algorithm Power spectrum evaluation Multirate digital signal processing discrete time signalstime domain representationsSampling standard operationssignal examples Basic discrete time series category of discrete time systems Convolution sumsImpulse and action responsesstability and causalityseries and parallel mixes Response to sinusoidal inputsFrequency domain representations Discrete Time Fourier TransformApplication of DTFTsampling and restoration filters Computation with quick Fourier change Zero-paddingFourier domain filteringshort-time Fourier transformLinear and circular convolution Overlap-AddOverlap-saveReview of Z transformWavelet
Filter Basic filter structures easy low pass model low pass filters Digital filter structures FIR filter style window works Bilinear Transformation IR filter style with MATLAB, Multi-rate DSPup-sampling and down-sampling quantization and vibrant variety Spectral Analysis Musical Sound Processing Trans multiplexer signal analysis Discrete-time signals systems Signal conditioning Fourier analysis spectral evaluation Digital filtering essentials Z-transform Transfer function Digital signal processing considerably enhances the level of sensitivity of a getting system. The impact is most visible when sound completes with a preferred signal. If the sound is so strong that all traces of the signal are eliminated, a DSP circuit can not discover any order in the turmoil, and no signal will be gotten. If an inbound signal is analog, for example a basic tv broadcast station, the signal is very first transformed to digital kind by an analog-to-digital converter (ADC). The resulting digital signal has 2 or more levels. The digital signal is then transformed back to analog from through a digital-to-analog converter (DAC).
Ours projects are backed by genuine composing ability, with total referencing and are entirely plagiarism totally free. We supply correct in- text citation to cater the requirements of all trainees in United States, United Kingdom, Australia, UAE and others. Tutors at Assignments Help Tutors are well certified and have considerable experience of fixing Digital Signal Processing Assignments of countless trainees. They are quite effective in fixing different kind of Digital Signal Processing Homework Help from college, university and school level. | <urn:uuid:1d3cfaab-017b-44df-8b92-38cc0de6436b> | {
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Sine (sin) function - Trigonometry
of the triangle and see how the sine of A and C are calculated.
The sine function, along with cosine and tangent, is one of the three most common
In any right triangle,
the sine of an angle x is the length of the opposite side (O) divided by the length of the
In a formula, it is written as 'sin' without the 'e':
Often remembered as "SOH" - meaning
See SOH CAH TOA
As an example, let's say we want to find the sine of angle C in the figure above (click 'reset' first).
From the formula above we know that the sine of an angle is the opposite side divided by the hyupotenuse.
The opposite side is AB and has a length of 15. The hypotenuse is AC with a length of 30. So we can write
which comes out to 0.5.
So we can say "The sine of 30° is 0.5 ", or
Use your calculator to find the sine of 30°. It should come out to 0.5 as above.
(If it doesn't - make sure the calculator is set to work in degrees and not
Example - using sine to find the hypotenuse
If we look at the general definition -
we see that there are three variables: the measure of the angle x, and the lengths of the two sides (Opposite and Hypotenuse).
So if we have any two of them, we can find the third.
In the figure above, click 'reset'. Imagine we didn't know the length of the hypotenuse H.
We know that the sine of A (60°) is the opposite side (26) divided by H.
From our calculator we find that sin60 is 0.866, so we can write
which comes out to 30.02 *
The lengths and angles in the figure above are rounded for clarity.
Using a calculator, they will be slightly different. The calculator is correct.
The inverse sine function - arcsin
For every trigonometry function such as sin, there is an inverse function that works in reverse.
These inverse functions have the same name but with 'arc' in front.
(On some calculators the arcsin button may be labelled asin, or sometimes
So the inverse of sin is arcsin etc. When we see "arcsin A", we understand it as "the angle whose sin is A"
Use it when you know the sine of an angle and want to know the actual angle.
|sin30 = 0.5
||Means: The sine of 30 degrees is 0.5
|arcsin0.5 = 30
||Means: The angle whose sin is 0.5 is 30 degrees.
See also Arc sine definition and
Inverse functions - trigonometry
Large and negative angles
In a right triangle, the two variable angles are always less than 90°
(See Interior angles of a triangle).
But we can find the sine of any angle, no matter how large, and also the sine of negative angles.
For more on this see Functions of large and negative angles.
Graphing the sine function
When the sine of an angle is graphed against the angle, the result is a shape similar to that on the right,
called a sine wave.
For more on this see Graphing the sine function.
The derivative of sin(x)
In calculus, the derivative of sin(x) is cos(x).
This means that at any value of x, the rate of change or slope of sin(x) is cos(x).
For more on this see
Derivatives of trigonometric functions together with the derivatives of other trig functions.
See also the Calculus Table of Contents.
While you are here..
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Other trigonometry topics
Solving trigonometry problems
(C) 2011 Copyright Math Open Reference. All rights reserved | <urn:uuid:a68c6866-dc6e-4ab8-b5ed-8de0c13b52c4> | {
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Saving energy is the topic of the hour. Most of us are now aware of how we can use less electricity, gas or fuel in everyday life. But what about the industry?
Swiss industry consumes almost 20 percent of our total energy, in the form of electricity and fossil fuels to generate heat for industrial processes.
Measured against the European average of 25 percent, Switzerland does not look bad at first glance. But no reason to rest on our laurels. Industry must also become more energy efficient – not so much to get through this winter, but to reduce CO2
Efficiency and power saving potential
As with living or mobility, there is a lot of potential for saving electricity in industry: systems are oversized, pumps and compressors are outdated or inefficient. Motors and drive systems account for about three quarters of the electricity consumption in industry.
It is difficult to refurbish all the pumps or systems in Swiss industrial companies, but the Federal Institute of Technology in Lausanne expects a realistic electricity saving potential of four to five terawatt hours. This roughly corresponds to the potential of all wind power in Switzerland.
Electricity consumption increases where it is possible to switch from combustion to electricity. New systems are more economical and – if the electricity is generated from alternative energies – CO2-neutral.
Less heating oil, less electricity
In the last ten years, industry has used around 40 percent less extra-light heating oil. Despite more electrification, the demand for electricity has also fallen by around four percent since 2000. The reason for this are legal requirements for more energy-efficient systems.
In industries that require high process temperatures, it is not easy to replace fossil fuel combustion with electricity. In the cement industry, the combustion processes remain critical for the climate: The global cement and concrete industry is currently responsible for around seven percent of global CO2 emissions. That is more than twice as much as global aviation.
Product innovations are becoming more important
Where it is not possible to switch to electricity, innovative ideas are called for: the cement industry is using new processes to bind industrially produced CO2 again in the cement from demolition concrete. The CO2 reacts with the calcium in the cement and hardens. Research is also being carried out into less and less cement-containing concrete, up to completely cement-free concrete. It is important that the stability of the concrete is still correct.
Another way: replacing fossil fuels with more climate-friendly variants that do not produce CO2 in the first place. This is where “green” hydrogen is needed – “green” because it is obtained from renewable sources. It is regarded as a great hope for the future because it stores the volatile energy from renewables and can be used to produce synthetic, CO2-neutral fuels.
But there is a problem: Synthetic fuels made from “green” hydrogen are now around five times more expensive than electricity from renewable energy sources. Nevertheless, it is a decisive factor in the energy mix, where such electrification is not possible.
Methane pyrolysis: the “turquoise” hydrogen
Currently put the federal government and industry on a technique to produce this hydrogen from methane – methane is the main component of natural gas. One speaks of “turquoise” hydrogen.
This is how methane pyrolysis works
In the so-called methane pyrolysis, the methane is split into its components carbon and hydrogen. In this process, no more CO2 is released into the air as a greenhouse gas, but the resulting carbon is obtained in solid form (as a powder). It could be used for further processing into products or stored underground (carbon capture and storage).
If synthetic methane (from green hydrogen and CO2) is used instead of fossil natural gas, then even negative CO2 emissions result. This is because more CO2 has to be removed from the atmosphere for the production of synthetic methane than is subsequently emitted again through all the process steps.
According to the federal government and industry, the carbon that is produced in solid form during this process could be “further developed into a resource for construction and agriculture” or “used as an admixture in building materials or to enrich humus”.
But: For every tonne of hydrogen that would be produced by methane pyrolysis, about three tons of solid carbon would be produced – there are still no industrial buyers for these quantities.
Further innovations will be needed – the phase-out of fossil fuels in industry remains one of the greatest challenges of our time. | <urn:uuid:d9307661-1a44-4cf4-a8d3-07ef633ae1df> | {
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SECONDARY LEVELI AND II
CHAGALL: ANGELS AND ANIMALS
TO GRADE 6
Floating angels and fantasy creatures, cows, horses, goats and roosters populate Chagall's paintings. Dreamlike scenery meets the artist's memories of his hometown of Vitebsk. Paint your own dream pictures with watercolorable crayons on watercolor paper
GAURI GILL: ONE IMAGE, TWO PERSPECTIVES
Until upper grade
Gauri Gill had her photographs of barren desert landscapes painted with traditional drawing symbols by a painter from the Indian Warli ethnic group. The aesthetically sophisticated works combine various techniques and address questions of the gaze and perspective.
Your task will be to complete selected images of Frankfurt and its surroundings with your drawing. The b/w or colored templates in DIN A4 or DIN A3 will be worked on with pencils
Until upper level
In Chagall's paintings they are often the focus: couples. They can be lovers, wedding couples, mother and child, or even man and animal or angel and man. All these couples have in common that the portrayed have a special relationship to each other. This can be guided by feelings, or also be of a more practical nature, like the relationship between animals and their owners.
What appeals to you most? Inspired by Chagall's paintings, depict a couple of your choice and according to your imagination, using selected gouache paints and pencil on sturdy wrapping paper | <urn:uuid:38e80136-6a68-4334-9c01-307bb76bb67a> | {
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Easy 1st Grade Math Worksheets.
First Grade Writing Worksheets.
Reading And Writing Worksheets For 1st Grade.
Mathematics Worksheet For 1st Grade.
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Main Idea Worksheets 1St Grade for you ⋆ Free Printables Worksheets Printable Worksheets For St Grade | <urn:uuid:ca1f98ae-f930-4d9b-abcc-80174c6d0577> | {
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