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From the direction of your own changeable-mainly based method, we found that mastery-approach goals out-of freshmen improved studying engagement, which had been positively associated with instructional improvement, and gratification-cures requirements shorter understanding engagement, which was adversely for the instructional adjustment. Therefore, as to the reasons freshmen with various purpose orientations will most likely establish other amounts of instructional modifications will likely be explained from the reading involvement. This type of results keep the integrative development-in-sociocultural-context model (Wang ainsi que al., 2019), which takes on one to discovering wedding was a path or processes by way of and this individual products (e.grams., motivational beliefs) profile training outcomes. As well as the complete mediation results, we focused on a different hook within the mediation design. On one-hand, our very own results contain the notion you to expertise-method requires is actually connected with enhanced informative changes hence performance-reduction desires will be the opposite regarding educational adjustmentpetence thinking was mainly based due to the fact antecedents from wedding (Wang ainsi que al., 2019). Which looking for are similar to the therapy concept, and therefore posits that judgments from people regarding their abilities enjoys an effective tall impact on engagement (Weiner, 1985). Pupils which hold expertise-strategy requirements will most likely enjoys high discovering involvement, whereas people having show-protection desires will get down reading engagement. While doing so, we showed that studying engagement was certainly synchronised that have informative improvement, that’s in line with previous knowledge that showed that learning wedding forecasts educational end (Wang and you may Eccles, 2012), informative efforts (Strauser ainsi que al., 2012), and better type (Reschly and Christenson, 2012). Hence, training involvement may be used to measure the improvement regarding freshmen in school and you will choose portion getting intervention. About individual-depending direction, only strategy-established specifications improved reading engagement, which next increased educational improvement. That is, discovering engagement mediated the hyperlink between approach-depending desires and informative modifications. Emmons (1989) pointed out that for students, certain specifications are essential having adjusting to the present ecosystem. People who have obvious achievement goals (approach-oriented) was brave adequate to build effort, deal with dilemmas, and you will follow self-confident learning methods. Our answers are relative to Luo ainsi que al.is why (2011) research you to demonstrated one to strategy-situated college students have more transformative outcomes for studying determination (age.g., self-efficacy), discovering wedding, and you will instructional thoughts [e.grams., test stress (Luo mais aussi al., 2011; Lo ainsi que al., 2017)]. Moreover, pupils finding goals facilitate meeting their interior needs, obtaining delight (Work mais aussi al., 2009), and effortlessly adjusting into studying ecosystem. Limits and you may Future Directions Regardless of the theoretical and you may standard implications, brand new restrictions of your work will likely be approved. To start with, i merely checked freshmen, which means that, all of our abilities do not generalize across the students. In the future, studies would be to further think about the dating between the proportions and you may users off achievement objective orientations and instructional variations inside the senior students otherwise number 1 and you can secondary school college students. Secondly, the study is centered on a beneficial Chinese decide to try. The degree from conclusion objective orientations vary between cultures. Thus, students’ completion goal orientations can be opposed anywhere between collectivism and individualism countries to choose whether the conclusions generalize to many other societies. Thirdly, i failed to observe a relationship anywhere between expertise-prevention requires and outcomes, additionally the results to own expertise-prevention and gratification-approach requirements had been inconsistent. The causes fundamental this type of results wanted subsequent exploration, that could include testing toward freedom and you can control, achievement determination, and you may separate help, that may stretch the latest achievement goal research industry and provide coming advice getting lookup. The findings enjoys each other theoretic and you can fundamental effects. With respect to theoretic advantages, i included changeable-depending (concerning the private alter) and person-oriented (regarding the personal variations) approaches, which offered an important opportunity to advance the escort girls in Gresham latest comprehension of completion purpose orientations and presented an extensive account of determine products and you may root components regarding informative variations. Additionally, i given next proof of how educational changes was shaped. The person-built strategy greeting me to reveal additional inspiration activities from freshmen and you can complemented the info attained from old-fashioned varying-founded decimal tips for learning personal distinctions.

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Java Components for Mathematics Library Home || Full Table of Contents || Suggest a Link || Library Help |Hobart and William Smith Colleges| |Configurable mathematical software components written in the Java programming language and meant to be used on instructional Web pages as interactive illustrations, special-purpose calculators, support for exercises, etc. The components in Version 1 are mostly useful for calculus and pre-calculus and for science courses that use some of the same material. They use Java 1.1, and so will not work in some older browsers that support only Java 1.0. The site offers links to source code, documentation, programming information, and sample applets, including a set of configurable applets that can be extensively customized without programming, using only applet params. There are also links for downloading the applets and source code.| |Levels:||Middle School (6-8), High School (9-12), College| |Resource Types:||Web Interactive/Java| |Math Topics:||Calculus (Single Variable), Pre-Calculus| © 1994-2014 Drexel University. All rights reserved. The Math Forum is a research and educational enterprise of the Drexel University School of Education.

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Global climate finance must surge quickly to around $5 trillion per year by 2030 in order to fund action to tackle climate change, researchers said Thursday, warning change in individual economies is too slow to meet international temperature targets. A study by five green groups has concluded that emissions from global warming across all sectors-from transportation, and farming to electricity-are not falling at the pace necessary to keep global warming down to 1.5 degrees Celsius and avoid its worst impact. None of the 40 indicators studied are consistent with the goal set in the 2015 Paris accord to limit mean temperature gains to “well below” 2C and ideally 1.5m above pre-industrial times. Of the indicators, 25 ranked “well off track” or “below line,” which include the use of less dirty coal for electricity generation and the promotion of climate finance. But the study did point to some bright spots, including broader deployment of wind and solar power and more electric vehicles on the road. “Although there are some encouraging signs of progress in a few sectors, overall global climate mitigation efforts are still falling woefully short,”Sophie Boehm “Although there are some encouraging signs of progress in a few sectors, overall global climate mitigation efforts are still falling woefully short,” Sophie Boehm, one of the authors, told me. Boehm of the World Resources Institute, a US think tank collaborating on the study, claimed the findings should give a “clear-eyed view” of the efforts governments will have to make before the UN climate summit, known as COP26, which starts on Sunday. “We’re going to need world leaders at COP26 and beyond to ramp up that (climate) ambition and action immediately,” Mr Boehm told the Thomson Reuters Foundation.

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Steam from one of Iceland’s innumerable geysers. Abundant renewable geothermal resources help cover 85 per cent of the country’s energy needs. (Photo: Tira Shubart) Iceland sits bang on top of the mountain chain where the Eurasian and North American tectonic plates meet, the continent size geological underpinnings of the earth’s crust. Known as the Mid-Atlantic Ridge, it’s why the island nation is one of the most volcanic places on earth. The magma and lava, which rises from deep in the core of our planet, is what created Iceland. This article is part of Global Geneva’s ongoing series on polar regions relating to environmental, scientific, ecotourism and other related issues. (See below for linked stories) These powerful forces intrigued 19th century science fiction writer Jules Verne. He sent his explorer characters down into the cone of Snæfellsjökul, a real Icelandic volcano, so they could ‘Journey to the Centre of the Earth’ where extraordinary adventures awaited them. The non-fiction version of Iceland is also exceptional. Descending into a steaming volcano is not particularly advisable, but to experience another aspect of Iceland’s geothermal riches, you can simply head to a local supermarket. The volcanic activity which heats houses, powers factories and keep roads ice free in winter is also harnessed to grow tomatoes, cucumbers and even bananas in near tropical conditions. Just 60 kilometres outside the Arctic Circle, I picked delicious cherry tomatoes in one of Pall Olafsson’s huge greenhouses set in the lava landscape of Hveravellir. Boxes of bees pollinate the huge plants which produce year-round harvests, all pesticide free. Global Geneva makes its content available for free worldwide in the public interest. If you like our approach to independent journalism, then please join us as a support member or contribute. (DONATE LINK). A greenhouse was first built in the 1930’s next to the geyser on the family farm which bubbles and erupts rather alarmingly. Olafsson is the fourth generation of the family to farm in greenhouses and the only one in northern Iceland. “It was a very strange thing to grow tomatoes here because not many people in Iceland knew tomatoes in 1933.” Renewable energy covers 85 per cent of Iceland’s needs Olafsson now produces hundreds of tonnes of tomatoes, cucumbers and peppers annually which have supplemented Icelanders’ traditional diet of fish and lamb. But that’s only one part of the story of the eco-friendly nation. Iceland leads the world in renewable energy production. Blessed by such resources, 85 per cent of Iceland’s energy comes from either geothermal or hydropower. Enormous waterfalls and tumbling rivers which roar through the highlands—most of Iceland’s interior—provide another source of sustainable energy. Fossil fuel consumption is limited to the transport sector. Icelanders are proud of their dramatic landscape, a tough climate and the intrepid Vikings who braved the wild North Atlantic waters to settle the land in the 9th century. The Icelandic fishing fleet, which generate 30 per cent of the GDP, still faces the same stormy seas. Linking history and geology with space exploration Heroic exploits are celebrated, and expected, in Iceland. One museum in the picturesque north coast town of Húsavík, believed to be the first place in the country settled by a Norse Viking, does exactly that. The Exploration Museum is not short of adventures to highlight, be it Vikings, polar expeditions or lunar missions. Yes, the national legacy of fearlessness includes visits by the Apollo astronauts who prepared for the moon landings with field trips across in Iceland. The astronauts fit the national narrative and many of them have re-visited to enjoy the stark beauty which they say reminds them of their time on the moon. Museum founder and space enthusiast Örlygur Örlygsson knows many of the astronauts and grew up fascinated with his country’s contribution to the moon landings. “The geology of Iceland, which is so diverse, contributed greatly to Apollo field training, especially the volcanic features. We monitor the island with sensors continually for activity that could lead to eruptions.” (See Tira Shubart article on space exploration and COVID-19) Coronavirus: A plan in place even before the first case Iceland has kept its citizens safe with early warning systems and evacuation procedures while living alongside active volcanoes. Their history and geology has created a well-earned sense of exceptionalism which arguably encourages hard headed decision making and policy implementation in the public interest. When Covid-19 appeared, a plan was in place before the first case of corona virus was detected in the country. In late February a trio of experts were put in charge of responding to the pandemic. Chief of Police Víðir Reynisson, Chief Epidemiologist Þórolfur Guðnason and Director of Health Alma Möller were soon nicknamed the ‘trinity.’ And the procedures they adopted were based on science, not political pressure. Other than closing nightclubs and beauty salons there was no lockdown. But many businesses chose to have employees work from home or created teams who operated alternative days so contact would be limited. A government programme of financial backing was put in place to support the economy. As for the ‘trinity’ their daily briefings at 2pm were broadcast seven days a week for three months. They shared daily updated statistics, medical information and detailed discussions of social issues highlighted by economic pressures and domestic stress. Tricky issues such as domestic abuse were also discussed as well other psychological effects of the virus. Extensive testing of nearly 15 per cent of the population – for those who were asymptomatic as well as those with symptoms – led to 20,000 people, including those who had spent more than 15 minutes within two meters of a person with Covid-19, going into quarantine for 14 days. Most adults in Iceland downloaded the Track and Trace app to aid the process. It worked. Iceland not only flattened the curve, but quashed it entirely. To date, deaths from Covid-19 have not exceeded 10 people. A largely homogeneous island nation of only 365,000 people may be well placed to act swiftly and decisively in the face of a pandemic. Iceland is also an educated nation, a nation that reads the most books per capita worldwide and has a rich creative life of with outstanding literature, music and a film. But their belief in a fact based policy stands as an example that other countries could well study. When I arrived in Reykjavik, soon after Iceland opened to visitors from selected countries – including the Schengen nations and the U.K. – I had downloaded their C-19 Track & Trace app and a bar code which contained all the details of my planned movements in Iceland. Medics at the airport efficiently and cheerfully took nose and throat swabs. Then I entered a world where the small miracle of normal life had started again. Three hours later – I had waited in my airport hotel room a – text informed me “You have not been diagnosed with COVID-19”. I was free to explore the lava landscapes and wild coastlines under the 24-hour summer sun and walk in the footsteps of the Vikings and a score of men who later left their mark on the moon. It could be a tale written by Jules Verne. London-based contributing editor Tira Shubart is a freelance journalist and television producer. She is also a science writer, an Ambassador of the London Science Museum and Acting Chair of the Rory Peck Trust. See www.rorypecktrust.org Key links for Iceland Covid-19 situation in Iceland. See LINK Iceland information site: LINK

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Likely connected to the Ryle family of Kent County, Maryland the common ancestor of the Boone county Ryle family was John Ryle who died in Anson county, North Carolina in 1777. His son John Jr. came to Boone county in 1794 and settled near Tanner Station, the modern town of Petersburg. Another son, James, settled in Boone County by 1796. The Ryle family settled mostly between the Gunpowder Creek and the Ohio river in towns like Belleview, Waterloo, Gunpowder and Rabbit Hash. Ryle High School was named for and educator, Larry Ryle, who was a direct descendent of the early settler, James Ryle (1763 – 1838).

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Entrepreneurship and social savoir may be a field that focuses on the introduction of business enterprises, the processes involved in producing new products and services, plus the changes internet marketers bring to society. It includes research, education, and advancement in public science and economics. A business owner is a person or group who is prepared to take dangers and make a leader. This is often a individual who operates a business, a non-profit, or possibly a governmental organization. In the case of a non-profit, it is often an individual who brings a brand new technology or perhaps service to a community. The definition of “entrepreneur” comes from the Adams word “entreprendre, ” meaning to understand or perhaps know. Additionally , it is a prevalent term pertaining to who performs in the market. The meaning of entrepreneurship has been inspired Read Full Report by many people authors. A few define entrepreneurship as the act of initiating a new business. Others say it is an react of having new ways to combine resources and create worth. Typically, a business owner is considered a sort A character. As such, that they seek success and always seek to overcome road blocks in their specialist trajectory. Through its history, the interpersonal sciences own studied the phenomenon of entrepreneurship. Furthermore to focusing on the definition of entrepreneurship, these doctors have also developed ideas in their own unique ways. Several vintage books own addressed the main topic of entrepreneurship. Like for example , The Entrepreneur by simply David Safier, Embedded Capital by Tom Kenneth Galbraith, as well as the Power of Adaptable Innovation by simply Richard Wiles.

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SQL Server Stored Procedures – Fundamentals We are telling the database that we want to create a stored procedure that is called “usp_displayallusers” that is characterized by the code that follows. After the “AS” entry, you will simply enter SQL code as you would in a regularly query. For our first, we will use a SELECT statement: SELECT * FROM USERLIST Now, your stored procedure should look like this: Description: displays all records and columns in USERLIST table Author: Tom O’Neill Modification Log: Change Description Date Changed By Created procedure 7/15/2003 Tom O’Neill CREATE PROCEDURE usp_displayallusers SELECT * FROM USERLIST Congratulations, you have written your first stored procedure. If you authored the procedure in a text editor, now would be a good time to copy it into the New Stored Procedure window in SQL Server. Once you have done so, click the “Check Syntax” box. This is a great troubleshooting tool for beginners and experts alike. When SQL Server tells you “Syntax check successful!”, you can click OK to save your stored procedure. To view the procedure, simply double-click usp_displayallusers in the Stored Procedures window. To run your stored procedure, open the Query Analyzer and type: Then, click the green “play” button to run the query. You will see that the procedure has run successfully. It can be frustrating to start from scratch. Right now, you can think of all the things you want to accomplish with stored procedures; you just need to learn how! That will happen next. Let’s take a look at some more useful stored procedures. More Sophisticated Stored Procedures In this section, we are going to address a few new topics. In addition to writing SELECT queries, you are going to want to insert, update, and delete database records. Also, you will probably want to pass information from outside the query. Since inserts and updates require some sort of data input to be useful, our first topic will be variables. From there, we will use data stored in variables for inserts and updates. Note: In this article, we will only address input variables (variables that pass data to the SQL statement in the stored procedure). There are various types of outputs and returns, and they can become quite complex. Since this article is an introduction, we will leave outputs for another time. There are many reasons for wanting to pass data to a stored procedure, especially if your stored procedure is being called by a dynamic web page or other application. You may want to use a SELECT statement to pull information into the application for dynamic display. In this case, you would pass selection criteria to the stored procedure (for use in a WHERE clause). If you are inserting new records, you will need to get the data from somewhere. Updating existing records also involves simply getting the data. In both INSERT and UPDATE statements, it is necessary to pass data to the stored procedure. For INSERT, UPDATE, and SELECT statements (to name a few), you can pass the data to your stored procedure using variables. Input variables are essentially “storage” for data that you want to pass to your stored procedure. Inside your stored procedure, you will declare variables at the top of the stored procedure. How does the data get there? The data is entered in the exec statement that you use to kick off the stored procedure. We’ll discuss that in more detail in a bit. There are two types of variables that you can create in SQL Server stored procedures: Global and Local. Since this is for beginners, I don’t want to go crazy with too many options. We’ll stick to local variables for now. You can name a variable most anything you want, though it is best to stick with meaningful works and abbreviations. I also tend to avoid punctuation, though underscores (“_”) are sometimes helpful. The only real requirement is that you begin your variable with the “@” symbol. Here are some examples: For every data element you want to pass, you will need to declare a variable. Declaring a variable is quite easy. You decide on a name and a datatype (integer, text, etc.), and indicate the name and datatype at the top of the procedure (below the “CREATE PROCEDURE” line). Let’s add a record to USERLIST. Remember the following: “usr_id” is the primary key, and is system-generated. We won’t need to pass a value for it. “login”, “pswd”, “l_name”, and “email” are required fields. We will have to pass values for them.

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Swimming is a great pastime for many people. As in any sport, swimmers should take precautions to prevent eye irritation and infection. Here are some of other precautionary measures as advised by ophthalmologists from Maple Grove eye clinics. After The Dip, Comes Irritated Eyes Once in a while, swimmers leave the swimming pool with irritated eyes. Many blame the chlorine levels of the water as the causative agent. Reports by The Centers for Disease Control and Prevention’s squarely places the blame on chloramines. These are the disinfectant by-products that form when chlorine comes into contact with human body waste. Swimmers then ought to observe high standards of personal hygiene as well as avoid discharging body fluids (urine and other wastes) while swimming in a pool. The management of many public recreation pools advises swimmers to take a shower before taking a dip in their swimming pools. Keep Your Contact Lenses Out of the Pool Keep contact lenses out of the swimming pools. Contacts could be an attractive environment for microorganisms that thrive in pool water. These microorganisms may evade the disinfectants and consequently, find solace in your eyes. Cases of irreversible vision damage and loss have been reported due to contamination of the contact lenses with acanthamoeba parasites. Other potential risks that swimmer with contact lenses expose themselves to include 1rritation due to contraction of the contact lenses and corneal ulcer. Be On the Safe End Take extra precautions by swimming with watertight goggles if you must have your contact lenses on while you swim. Make it a habit to remove contact lenses after swimming and disinfect them in a contact solution. Following hygiene, and using protective equipment for the eyes, are some of the proven methods that could save you from irritated eyes and risks of vision loss.

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65 years ago, back on December 16th 1947, William Shockley, John Bardeen, and Walter Brattain operated the first ever working point-contact transistor, almost known as the iotatron. Now, so many years later, we rely on the decedents of that transistor as a part of practically all of the high tech electronic devices we use every day. While the anniversary of the first working point-contact transistor is today, the actual research behind the component reaches all the way back to 1925 at least, when similar components were patented. It wasn't until after World War II however, that Bell Labs was really able to get down to business and actually make one that worked, developing what might be the most important invention of the 20th century. The rest is history. The point-contact transistor itself is a bit different from the integrated transistors we benefit from today, but it was the first, important step in moving towards a world of stable and compact computers that aren't reliant on bulky, unreliable vacuum tubes. So happy birthday to that tiny component you're probably making use of right now. Keep on transistin'; we couldn't live without you. [The Register]

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If you’re looking to add more authenticity to your science fiction writing, check this out: NASA has set up a website to make its publicly funded research available for free. The archive features a decent search engine and gives full access to peer-reviewed papers. Some of my fishing expeditions in the NASA database led me to articles light years above my scientific comprehension. But others, such as this piece on arctic climate trends as observed from space, were completely comprehensible to a neophyte such as myself. Thanks go to sf writer Chris McKitterick for bringing this one to my attention. See that dot in the middle of the picture? That’s Earth as photographed through the rings of Saturn. A recent image from NASA’s Cassini spacecraft shows our home planet as a tiny speck of light between the icy rings. To me, it kind of looks like a speck of dust caught in the grooves of a vinyl record. Whatever your individual interpretation, it’s a reminder that we’re one tiny bright spot floating in a sea of stars. Makes you feel kind of insignificant, doesn’t it? Cassini shot the image on April 12, when it was 870 million miles from Earth. The robotic spacecraft — a joint mission between NASA, the European Space Agency and the Italian space agency, Agenzia Spaziale Italiana — has been orbiting the ringed planet and studying its system in detail. That mission, however, will end later this year. After a close pass by Saturn’s moon Titan, Cassini is beginning a final 22 orbits around the planet, which will terminate with a dramatic final descent. Dubbed the Grand Finale by NASA, the probe will take a “science-rich plunge” into Saturn’s atmosphere on Sept. 15. Did I mention NASA’s Juno mission yesterday? Well, it looks like mind-blowing images are already starting to arrive from Jupiter. The camera aboard the Juno spacecraft has sent its first images after its July 4 arrival, NASA announced yesterday. The visible-light camera switched on six days after the craft fired its main engine and propelled itself into orbit around the gas giant. Pretty impressive, I’d say. Especially considering high-resolution images of Jupiter are still a few weeks away, according to NASA. Those start arriving August 27. The shot above was taken June 10, when Juno was still 2.7 million miles from Jupiter on the outbound leg of its initial 53.5-day orbit. It shows the Jovian planet’s atmospheric features, including its eye-like Great Red Spot. You can see three of the planet’s four largest moons — Io, Europa and Ganymede, from left to right. During its mission, Juno will circle Jupiter 37 times, doing flybys of the planet’s cloud tops — as close as about 2,600 miles. Sounds there’s plenty of wonder yet to come. I missed my opportunity to get excited about NASA’s Juno mission, which entered Jupiter’s orbit when I was spending time away from the blog. (I needed to finish up edits on a novel.) Hopefully this bit of cosmic craziness makes up for my truancy. Here’s the deal: It appears one of NASA’s other missions, Dawn, has helped scientists identify permanently shadowed regions on the dwarf planet Ceres. Most of these spots have probably been cold enough to trap water ice for a billion years, meaning it’s possible ice deposits exist there now. Ceres is the largest object in the astroid belt between Mars and Jupiter. It’s also been of particular interest to scientists because a remnant internal ocean of liquid water might be contained under its icy mantle. “The conditions on Ceres are right for accumulating deposits of water ice,” said Norbert Schorghofer, a Dawn guest investigator at the University of Hawaii at Manoa. “Ceres has just enough mass to hold on to water molecules, and the permanently shadowed regions we identified are extremely cold — colder than most that exist on the moon or Mercury.” The permanently shadowed regions lie along the northern hemisphere of Ceres. NASA used images taken by the Dawn mission combined with computer modeling of illumination to run its calculations and to develop the cool video above. If you really want to drill down into the subject (pardon the pun), the findings are available online. NASA has announced its discovery of the largest known planet that orbits two suns. These bodies are known as circumbinary planets, or “Tatooine planets,” after Luke Skywalker’s home world. The planet Kepler-1647b — roughly the mass and radius of Jupiter — is 3,700 light-years away and an estimated 4.4 billion years old, about the same age as Earth. The stars it orbits are similar to our own sun, with one slightly larger and the other a little smaller. A team led by astronomers from Goddard Space Flight Center in Greenbelt, Maryland, and San Diego State University (SDSU) in California identified the planet using NASA’s Kepler Space Telescope. The discovery was announced this week in San Diego at a meeting of the American Astronomical Society. “(Finding) circumbinary planets is much harder than finding planets around single stars,” said SDSU astronomer William Welsh, one of the coauthors of the NASA study on the planet. “The transits are not regularly spaced in time and they can vary in duration and even depth.” NASA has posted this stunning shot of Australia’s Great Barrier Reef taken from the International Space Station. The area covered in the photograph spans 10 miles of the 1,700-mile Great Barrier, the largest reef system on Earth. The system is composed of 3,000 separate reefs and coral cays and supports hundreds of types of corals and thousands of animal species. Only three reefs are visible in the picture above — and as you can probably guess, those cottony white things are clouds. According to NASA, reef systems’ shallow lagoons show up as iridescent blues from space and contrast sharply with the dark blues of deep water. That makes them relatively easy to spot and photograph from Earth’s orbit. For the gearheads among you, the astronaut snapped this image on October 12, 2015, with a Nikon D4 digital camera using an 1150 millimeter lens. NASA has shared some amazing footage of Mars, Pluto and the moons of Saturn. But this may be its recent money shot. The space agency’s planet-hunting Kepler Space Telescope has for the first time captured the flash of an exploding star’s shockwave using optical wavelength, or visible light. Astronomers call this brilliant flash a “shock breakout.” They only last about 20 minutes and are essentially the opening salvo of a dying star going supernova. A team led by Peter Garnavich, an astrophysics professor at the University of Notre Dame, analyzed light captured by Kepler every 30 minutes over a three-year period from 500 distant galaxies to obtain the the photometric observations used to create this video animation. “In order to see something that happens on timescales of minutes, like a shock breakout, you want to have a camera continuously monitoring the sky,” Garnavich says. “You don’t know when a supernova is going to go off, and Kepler’s vigilance allowed us to be a witness as the explosion began.” Sit back and enjoy the light show. When I was a kid, the mystery of Saturn’s vast rings had me in their sway. I did a number of school projects on our solar system’s second-largest planet and even attempted to draw a comic book chronicling the adventures of its alien inhabitants. The recent photos coming back from NASA’s Cassini spacecraft have helped rekindle that fascination (although I’ve long since given up any aspirations of being a comic artist). Yep, those vast rings still hold plenty of mystery. Take, for example, this photo Cassini snapped of three of Saturn’s moons — Tethys, Enceladus and Mimas — straddling the rings. In this configuration, Tethys (660 miles across) appears above the rings, while Enceladus (313 miles across) is just below at the center and Mimas (246 miles across) is located to its left. For those keeping track of such things, the craft acquired the shot at a distance of 837,000 miles from Enceladus. Tethys was 1.2 million miles away and Mimas was approximately 1.1 million miles away. The Cassini mission is a cooperative project of NASA, the European Space Agency and the Italian Space Agency. Unless you’ve been lost in orbit, you’ve probably heard about Scott Kelly, the NASA astronaut who returned to Earth yesterday after an astounding 340 days in space. His trip, the longest completed by a U.S. astronaut, is expected to yield important data on the effects of long-term life in space on the human body. The photo is the result of NASA editing together dozens of images taken earlier this year by a camera mounted at the end of the rover’s robotic arm. The arm itself was edited out of the shot to allow a better view of the rover and its Red Planet surroundings. The Pahrump Hills outcrop surrounds the rover and the upper portion of Mount Sharp is visible on the horizon. The darker patches on the ground in the upper right and lower left is the result of ripples of wind-blown sand and dust. Click the photo for a bigger view.

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So, you want to start investing? A lot of people do, but many of them never take the plunge. Investing, after all, can feel like a big risk, and it is very complex. Many people who don’t know a lot about investing see it as closely akin to gambling. However, arming yourself with knowledge and making the right kinds of investments when you’re first getting your feet wet can make a huge difference, and give you a lot of control over your financial future. One of the easiest ways to invest, especially when you’re just starting out, is to put money in mutual funds. Mutual funds are: - Easier and in many cases less risky than investing in stocks and bonds - More adjustable in terms of risk than stocks and bonds—for example, you can often choose a low risk/conservative, moderate risk, or high risk/aggressive mutual fund - Cheaper in most cases than the best, most stable stocks - Often traded with no commission, or less commission than stocks and bonds or real estate - A great way to start generating passive income - Cheaper and more likely to save you time than other investment options like real estate. Because of all these factors, mutual funds are a great place to start your investing journey. However, as with any type of investment, it’s important to do your research up front. Here are answers to some of the most basic, frequently asked questions about mutual funds. What are mutual funds? Mutual funds are professionally-managed investment funds that pool money from multiple investors to purchase tradable financial assets such as stocks and bonds. Essentially, this means that a mutual fund is controlled by an individual or board. This individual or board determines how best to invest money. Don’t worry, the people in charge of legitimate mutual funds know a thing or two about money. The money comes from multiple investors, often from very large numbers of investors. The investors purchase shares, much as investors do with publicly traded companies. The board uses this money to purchase stocks, bonds, and other assets, and adjusts these assets as necessary to attempt to maximize profitability. There are two factors that make mutual funds overall much more stable than publicly traded companies, though. These are: - The fact that all the money in the fund is professionally managed—meaning that someone with a great deal of knowledge and experience is making all the important decisions - The use of the fund to invest in multiple tradable assets—meaning that if one stock or bond loses a lot of value, the other assets in the fund will balance this out. Many of the simplest and most stable mutual funds are designed so as to track indexes such as the Dow Jones Industrial Average or the S&P 500. Managers of these types of funds will invest in multiple companies on these indexes, meaning that the overall value of the fund will move similarly to the index. This is obviously not a get-rich-quick scheme, as the idea here is to match the index, not beat it. However, there is also considerably less risk involved. Even after the most dire financial events, such as the Great Recession or the stock market crash that helped bring about the Depression, the major indexes eventually recovered and continued to grow. What are some of my options when it comes to investing in mutual funds? In addition to the aforementioned funds that seek to match major market indexes, there are several other types of mutual funds you might consider investing in. For example, there are mutual funds that seek to invest in several companies across a particular industry or industry segment, such as a biotech mutual fund. Also, most companies that offer mutual funds offer similar funds with varying levels of risk. A conservative or low-risk fund tracking the S&P 500, for example, is managed to be stable, meaning that investors will lose less money when this index falls, but that they will also gain a little less when the index rises. An aggressive or high-risk fund tracking the S&P 500 would gain more when the index rose, but also lose more when it fell. However, both would generally move in the same direction as the index in question. One more important distinction is the difference between ETF mutual funds and other mutual funds. ETFs, short for Exchange Traded Funds, are mutual funds whose shares may be publicly traded in much the same way as stocks and bonds. Exchange traded funds offer a little less stability than non-ETFs, but can also result in the investor making a bit more money if she or he sells at the right time. This combination of flexibility and relative security makes ETFs one of the most popular tradable investment products. If you’re going to start investing in mutual funds but plan to start investing in specific stocks and bonds later, I’d recommend starting with investments in traditional mutual funds and moving to ETFs as a middle point between mutual funds and stocks and bonds. Diversification is also good, so having a mix of traditional and exchange traded funds in your investment portfolio could result in a greater boost and/or decreased risk to your finances. What are some of the specific advantages and disadvantages of mutual funds? The biggest advantages of mutual funds are their relative stability and simplicity when compared to other investments, such as stocks, bonds, and real estate. The disadvantages go hand-in-hand with those advantages, though. Because mutual funds are generally so stable, and you’re less likely to lose large sums of money, you’re also much less likely to gain large sums. The saying “more risk, more reward” definitely holds true here. What will I learn about investing from mutual funds? Mutual funds can give you a sweeping education in investing, but at less risk to you than stocks and bonds. However, to truly get the most out of mutual funds—the most money and the most knowledge—you have to put the work in. While investing in mutual funds is less risky than investing in stocks and bonds, it is in no way less complex. To succeed in mutual fund investing, you’ll have to keep some of the following things in mind: - Check your mutual fund regularly, but not obsessively - Remember, the money is in good hands, but you should still know what’s going on with your investments - Do research when investing in or considering selling a mutual fund - Compare any mutual fund you’re interested in with others in its peer group - Do research and educate yourself about the advantages and disadvantages of specific mutual funds or similar products, such as exchange traded funds If you can follow all of these tips and invest carefully, mutual funds are sure to be a lucrative and educational way for you to start your investing journey. Furthermore, they can be valuable to keep in your portfolio even as a much more experienced investor.

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No one really knows for sure but one of the best theory asserts that life started in the ocean since several billion years ago, oceans were covering the major part of the earth surface. It is also thought that life came about from and assembly of molecules and atoms coming from outer space. These molecules formed the first living cells which then assembled to form more complex organisms such as plants, fish.... were not there so it is only a scientific theory based on assumptions and a few facts. Click Here to return to the search form.

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Future Space Flight: Orion Testing We are making steady and tangible progress in building the next-generation, deep space crew capsule and heavy-lift rocket that will support human exploration missions to new destinations; enhancing use of the International Space Station to improve life on Earth and help make the next great leaps in scientific discovery and exploration; and partnering with American companies to create new transportation capabilities to reach low-Earth orbit, stimulate the economy and decrease our reliance on foreign launch providers. Pictured here: Engineers at NASA Langley conducted the third drop test of the Orion test article as part of Phase 1 water impact testing on Nov. 8. The capsule was hoisted about 20 feet above the ground with a pitch of 17 degrees. It reached a horizontal velocity of about 22 mph before splashing into the Hydro Impact Basin. Test conditions represented stable seas. A crowd of more than 100, including NASA Center Directors, Orion Program Managers and engineers, NASA Langley employees, support contractors, NASA Tweetup participants and media watched. Image Credit: NASA/Sean Smith

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Operation Barbarossa (Unternehmen Barbarossa) was the German codename for Nazi Germanys invasion of the Soviet Union during World War II. It was to be the turning point of the Nazis fortunes, and would arguably result in the capitulation of Germany. The Eastern Front that was opened with Operation Barbarossa would become the biggest theatre of war in World War II, with some of the largest and most brutal battles, terrible loss of life, and miserable conditions for Russians and Germans alike. Before Operation Barbarossa, the Germans and the Russians were ostensibly on friendly terms, having signed the unexpected Molotov-Ribbentrop Pact shortly before the German and Soviet invasion of Poland. It was a non-aggression pact in which the Germans and the Russians had agreed how to divide up Eastern Europe between themselves. The pact was unexpected because of their mutual hostility before that time. But Hitler had long wanted to conquer Russia itself in order to enslave its untermensch Slavic population. So the pact was simply for short-term convenience and the Nazis had no qualms about breaking it to pursue their interests. Operation Barbarossa was largely the brainchild of Hitler himself. His general staff advised against fighting a war on two fronts. But Hitler considered himself a political and military genius, and indeed at this point in the war he had achieved a whole series of lightning victories against what appeared to be insurmountable odds. First, his brashness and willingness to take risks, combined with the discipline of his troops and the Blitzkrieg tactics, had won him the Sudetenland and Czechoslovakia with hardly a struggle, then Poland, Denmark and Norway with only slightly more trouble. Then he achieved the rapid collapse of the French armies by running through Belgium and around the Maginot Line. Britain appeared to be holding out through sheer will. Hitler thought it was time to turn on his former friend in the East, arguing that for the Wehrmacht it was important to strike before the Red Army commenced the foreseen invasion of Germany. Hitler was overconfident after rapid success in Western Europe, expecting victory in a few months and not preparing for a war lasting into the winter. He did not even equip his troops with cold weather gear. He hoped a quick victory against the Red Army would encourage Britain to accept peace terms. In preparation for the attack, Hitler moved 2.5 million men to the Soviet border, launched many aerial surveillance missions over Soviet territory, and stockpiled vast amounts of materiel in the East. Yet the Soviets were still taken completely by surprise. This has mostly to do with Stalin's unshakeable belief that the Germans would not attack only two years after signing the Molotov-Ribbentrop Pact. He also was sure the Nazis would finish their war with Britain before starting a new one. Despite repeated warnings from his intelligence system, Stalin refused to give them credence, believing the information to be British plants designed to spark a war between the Nazis and the USSR. The Germans also aided in this deception. They told Stalin that the troops were being moved to bring them out of range of British bombers. They also explained that they were trying to trick the British into thinking the Nazis were planning to attack the Soviet Union, while in fact the troops and supplies were being saved up for an invasion of Britain. It has been established that communist spy Dr. Richard Sorge gave Stalin the exact launch date; also Swedish cryptanalysts lead by Beurling knew the date beforehand. Readers of Hitler's Mein Kampf ("My Struggle") should not have been surprised to see him invade the Soviet Union. In that book, he makes clear his belief that the German people needed land (Lebensraum - "living space"), and that it was to be looked for in the East. However, Stalin was convinced Hitler would not yet attack. On June 22, 1941, Operation Barbarossa took off eventually. It encompassed a total troop strength of 3 million men, making it the biggest single land operation ever. While being initially successful - almost reaching Moscow by early December - it is often proposed that the fatal design flaw of the operation was the postponement from May 15th because Hitler wanted to intervene against an anti-German overthrow in Yugoslavia. This cut off 5 weeks off the already short Russian summer to spend midfield. However, during the campaign, Hitler ordered the main thrust that had been heading toward Moscow to be diverted southward in order to help the southern army group capture Ukraine. This move delayed the assault on the Soviet capital, although it also helped to secure the central army group's southern flank. By the time they turned their sights on Moscow, the mud after the autumn rains and eventually the winter snowfall ground their advance to a halt. Thus they were prevented from much further gain, although this was also in part to stronger resistance from the Russians than had been expected. German logistics also became a major problem as a result of the great length of their supply lines. It was the stated policy of the Nazis to kill, deport, or enslave the Russian population, whom they considered inferior, and to use the land for Lebensraum. The turning point of the operation was when Nazi troops advanced within sight of the spires of the Kremlin. It was as close as they would ever get, for Stalin's troops defended Moscow ferociously, and drove the Germans back into the frozen wastes of Russia as the winter advanced.

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from The American Heritage® Dictionary of the English Language, 4th Edition - n. A colloid in which the disperse phase has combined with the dispersion medium to produce a semisolid material, such as a jelly. - n. See gelatin. - n. A jellylike substance used in styling hair. - intransitive v. To become a gel. - transitive v. To apply a gel to (the hair). from Wiktionary, Creative Commons Attribution/Share-Alike License - n. A semi-solid to almost solid colloid of a solid and a liquid, such as jelly, cheese or opal. - n. Any gel intended for a particular cosmetic use, such as for styling the hair. - v. To apply (cosmetic) gel to (the hair, etc). - v. To become a gel. - v. To develop a rapport. - n. A girl. from The Century Dictionary and Cyclopedia - n. A gelatinous or albuminous protoplasmic substance, especially the protoplasm of nerve-cells. from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved. - v. become a gel - v. apply a styling gel to - n. a colloid in a more solid form than a sol - n. a thin translucent membrane used over stage lights for color effects After numbing gel is placed on the nose a small tube will be guided down the nose and into the jejunum (small bowel) using fluoroscopic (x-ray) guidance. The liquid in the gel is flashed off, leaving a superlight, high-void “frozen air” insulating sock that goes between the inner and outer layers of the bottle. Licking some blueberry scent gel from the top of the drum, standing at 24 yards was a nice bear. So I brought it back to a boil the next day, added some fruit pectin gel, and hoped that would help. Nan sits with her awhile before applying the prostaglandin gel to her cervix to get labor started. I don't know, for instance, if one brand or type of gel is better than another, or what one should look for in a gel to be sure it will work. They consist of eight layers and a protein gel, and a grafted polymer with natural starch technology to ensure liquid is drawn away from the skin. A shower gel is also on offer, although the makers, Think Geek, warn that neither is recommended for pregnant women or children because of the caffeine content. This non-greasy cream-gel is designed for women concerned with the consequences of the? Once the wound heals, the nontoxic gel is broken down into molecules that cells use for tissue repair, Ellis-Behnke explains.

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Keywords: screwdriver , hammers , spanners , wrenches , pliers , safety tools , non-sparking tools , hand tools ... Non-sparking and anti-static tools have a common purpose-to preventing fires or explosions caused by flammable materials in production facilities. However, they are all designed to prevent specific hazards and should not be confused. Non-sparking tools are characterized by a lack of ferrous metals (steel and iron), which means they will not produce sparks that can be ignited under proper conditions. Anti-static tools are carefully designed to be used in grounding equipment systems to prevent static electricity in the building from damaging electronic equipment or providing sufficient charge to cause a fire or explosion. However, being non-sparking does not mean that the tools are not anti-static. When properly grounded, a non-sparking tool can also prevent electrostatic discharge. Non-sparking tools are important to use facilities, there may be an explosive atmosphere or any reason to pay special attention to the possibility of fire or explosion caused by sparks. This usually involves production facilities that contain flammable gas, mist, dust, or liquids. Non-combustible tools are commonly used in oil refineries, paper companies, and ammunition factories. Non-sparking tools can also be used in food processing facilities that use powdered milk, egg whites, cornstarch, grains, flour, or cornstarch, as these can generate combustible dust hazards. Non-sparking tools are basically those that do not contain ferrous metals. Ferrous metals include steel and iron, in all their different iterations. Items made of carbon steel, stainless steel, cast iron, or wrought iron can generate sparks. Non-ferrous metals include aluminum, copper, brass, silver, and lead. However, they are not the only materials for making non-sparking tools. Common non-sparking tools are made up of: Copper Beryllium Alloy Plastic is a common non-sparking material, such as shovels, scrapers, paddles, and spoons. Tools that require higher tensile strength, such as hammers or screws, are usually made of copper alloys, but because beryllium may be toxic, it tends to be avoided. There is a possibility that even tools without a spark may cause a reaction called "cold spark" in which there is not enough heat to ignite the most flammable substance, carbon disulfide. Cold sparks will still give a feeling that sparks are occurring, but they are safe even around the most flammable substances. Electronic components—especially motherboards—are very sensitive to electrostatic discharge (ESD). Simple static electricity generated when a worker walks to the workstation on the floor can damage the motherboard and render the entire assembly ineffective. Most industries do not need to worry about electrostatic discharge, but when there are combustible gases in the air, such as acetone or methane, even a small discharge can cause fire or explosion. Anti-static tools are much more complicated than not containing a specific type of metal. They must be part of a complete program to safely discharge static electricity. We are non-sparking tool suppliers. Please feel free to contact us if you are interested in our products.

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Reduced Instruction Set Computing (RISC) In the early 1970s, John Cocke transformed computing by simplifying the set of instructions that tell computers which functions to perform. Cocke was born in 1925 in Charlotte, North Carolina. His father served on the Board of Trustees at Duke University, where Cocke did both his undergraduate and graduate work, culminating in a PhD in Mathematics in 1956. He joined IBM the following year and continued to work there, despite his retirement. Cocke’s first project at IBM was the Stretch Computer. He soon became a specialist in large systems and made many advances in systems architecture and in compiler optimization. In 1974, Cocke and his research team began an attempt to build a telephone switching network that could handle 300 calls per second. In order to accomplish this, Cocke had to find a way to speed up the rate at which the system got its instructions. The systems were clogged up with instructions like “multiply,” which were rarely used but essential. Cocke decided to dismantle the more complicated instructions into simple, binary code, using logic and what he called “numerical tricks.” These simpler elements of instructions were stored in an “instruction cache” and were used piecemeal, as necessary, allowing the system to reach the same results as before but much more quickly. Cocke’s Reduced Instruction Set Computing (RISC) architecture, called the “801” after the building at the Thomas Watson Research Center at which Cocke was working, soon established itself as the industry standard. Cocke refined his system in the following years and played a key role in developing IBM’s RS/6000 in the 1980s. Along the way, Cocke earned over 20 patents. He also earned a reputation as an eccentric, whose enthusiasm for his work kept him – and any colleague he could find to share his ideas with – busy all day and all night. On the other hand, Cocke had little interest in mundane matters. He was famous for never cashing his paychecks, for example. All agree that Cocke was a great inspiration to those who knew him or his work. In addition to his work on the RISC system, he made major contributions in logic simulation, coding theory, and other aspects of compiler optimization. Although he called himself “fantastically lazy,” John Cocke was a true giant of the history of computing and is one of the very few engineers to have won both the National Medal of Technology (1991) and the National Medal of Science (1994). He died on July 16, 2002, and Duke University has since named a professorship in his honor.

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Where are the future workers of the IT industry going to come from and what will they look like? There is a growing perception that the IT industry needs to increase in diversity and to really achieve this, there must be community initiatives to ensure that kids of all backgrounds have access to technology. With an increasing skills shortage in the IT industry, it's time to get kids interested in IT at a young age. The question is how do you get them engaged in thinking about IT as a potential career and remove the obstacles that are preventing them from accessing the resources and education they need? The problem is that many families and students don't have access to technology, connectivity, and supportive environments. These are potential future employees in the IT industry, they just need to be given the chance to develop an interest and build skills. Many people take very basic things, like high speed internet at home and supportive parents, for granted, increasing the potential that children in our community who don't have the same opportunities will be left behind. There are some very promising community initiatives happening in Chattanooga. Local companies are partnering with a nonprofit organization, The Enterprise Center, through their Tech Goes Home Chattanooga program, to ensure that kids from disadvantaged backgrounds have access to education, devices, and connectivity. Local business leaders and professionals can learn how to present basic technology skills, becoming a certified instructor with only a small time commitment required, and then begin teaching these skills to both children and adults. One of the purposes of the program is to encourage kids to tinker with technology, fostering their interest in IT and opening the potential that they can become the skilled professionals of tomorrow. Once all the obstacles are removed, there is nothing but potential for these kids to develop the abilities needed to fill technology-related skills gaps and position themselves for high income careers. InfoSystems Marketing Director, Josh Davis, recently recorded a new episode of the podcast, "Business and Technology in Tennessee" with guest Sammy Lowdermilk, Program Director of Tech Goes Home Chattanooga at The Enterprise Center. They talked about the lack of diversity in the tech industry and how greater diversity can be achieved through programs like Tech Goes Home Chattanooga. Use the links below to learn more about how Tech Goes Home Chattanooga harnesses the power of community partners to provide technology services to families in financially challenged neighborhoods. This post was made possible by IBM Storage: IBM Storage solutions provide the speed and performance of ready data access with the agility and efficiency of hybrid Cloud and software-defined storage. By connecting data across any architecture, storage from IBM delivers deeper insights faster - giving you the edge to outthink and outperform your competition and win in the cognitive era.

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By Sameer Mohindru Indian pilgrimages share a common feature – massive crowds that run into the hundreds of thousands or even millions. Undeterred by heat, rain or terrain, devotees throng the major pilgrimage sites across the country on any day of the year. But things are different this year in Amarnath, a cave shrine high up in the Himalayas in India’s Kashmir region. The number of devotees has dwindled due to fears over bad weather, deteriorating law and order and the melting of the ice stalagmite known as the Shiva-lingam, which pilgrims believe to be a manifestation of Lord Shiva and sits in the cave. Locals are feeling the pinch as earnings drop because of falling pilgrim numbers. The annual yatra, or pilgrimage, to the Amarnath cave attracted record numbers of devotees in recent years. Last year, more than 620,000 pilgrims paid homage at the cave over the 39-day pilgrimage, according to government data. This year, with under a week left before the pilgrimage, around 352,000 devotees have so far visited the cave, the government says. The numbers are down despite the duration of the pilgrimage being longer this year, at 55 days. The pilgrimage ends August 21, on the day of the “Raksha Bandhan” festival, when women tie threads around the wrists of their brothers who take a vow to protect them. Some pilgrims and government officials attribute the decline in numbers to the fatal floods in Uttarakhand, a north Indian state and home to another important pilgrimage, where hundreds died and thousands were missing presumed dead after flash floods in mid-June, days before the Amarnath yatra began. “Four of my friends canceled their plans at the last minute after the floods hit Uttarakhand. Their families vehemently opposed the trip even though Amarnath is hundreds of kilometers away from the place of the tragedy,” said Madhur Gupta, a pilgrim from Moradabad, Uttar Pradesh, who visited Amarnath for the fourth successive year this year. The pilgrimage is considered one of the oldest in the world, with historical references to it dating back more than 2,000 years. Pilgrims trek through winding mountain paths to reach the cave which is located around 3,900 meters (12,760 feet) above sea level. Weather concerns aren’t new to Amarnath. In 1996, heavy snowfall and blizzards buried pilgrims making their way along the mountain trail, killing hundreds. The daily average number of devotees at the cave is down to 7,600 this year from almost 16,000 last year, according to government data. The government had made arrangements for a total of 15,000 pilgrims to use the two routes to the cave every day. For most days so far this month, the number has been less than 1,000. “There is no definite answer for fewer pilgrims this year, it could be Uttarakhand tragedy or concerns over law and order incidents or strict enforcement of medical certificates system,” Naveen Choudhary, chief executive of the state-run board that administers the pilgrimage, said in an interview. Communal violence and clashes between civilians and security forces have marred the peak tourist season in Kashmir this year. The bloodshed is unrelated to the Amarnath pilgrimage but has had a psychological impact on tourists and pilgrims, according to officials. “If pilgrims coming from distant states such as Bihar and (West) Bengal hear about law and order problems, it is natural for them to be concerned,” said Mr Choudhary. He said the usual trend is for the pilgrim numbers to diminish after a few weeks. Pilgrims say this is because of the premature melting of the ice stalagmite, popularly known as the ‘lingam’ or mark of Shiva. This year the lingam lasted a little over two weeks after the start of the pilgrimage. Heat generated from human bodies in the cave is widely considered to be a primary reason for the melting of the lingam. Longevity of the lingam can be ensured if pilgrims aren’t allowed to stay overnight near the cave after prayers and instead return immediately to the neighboring camp of Panchtarni, said B N Ramesh, a senior paramilitary official who was in charge of law and order on one of the two routes to Amarnath last year. “Unlike the mountainous terrain around Amarnath, the plain fields of Panchtarni, which are only an hour away from the cave by foot, can easily accommodate thousands of pilgrims,” said Mr Ramesh. While the debate over the steep drop in visitor numbers lingers, locals continue to fret. They are renting out tents at stops on the trek for as little as 30 rupees [50 cents] a person when the usual rate is 100-150 rupees a head. Thousands of tents are lying unoccupied while mules used by pilgrims to negotiate the mountain trail are standing idle. “The government’s decision to only allow those pilgrims who had valid permits for a specified date to go to the cave has hit us hard,” said Rasheed, who rents out a tent at Sheshnag, 20 kilometers from the cave. In previous years, thousands of pilgrims went to Amarnath without valid permits, according to government officials, mule and tent owners along the trek and devotees themselves. This year the rules were strictly enforced and those without valid permits obtained after a medical test were not allowed beyond the base camp. Mr Choudhary, the chief executive, remains unfazed by the steep fall in pilgrim numbers. “We are not propagating the yatra. Our mandate is to run it properly,” he said. Note: This video first appeared on WSJ’s WorldStream. The video shows security personnel holding back pilgrims to check the validity of their permits during the Amarnath pilgrimage, Jammu and Kashmir, June 28. Readers, have you been to Amarnath or are you planning to? Share your experience or your views in the Comments section. Follow India Real Time on Twitter @IndiaRealTime. For the latest news and analysis, follow @WSJIndia

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CC-MAIN-2014-35

http://blogs.wsj.com/indiarealtime/2013/08/19/amarnath-pilgrim-numbers-down-by-half/

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In total William Shakespeare had four grandchildren, though he only knew his first granddaughter Elizabeth Hall, as his remaining three grandchildren were born after his death in 1616. Shakespeare’s first daughter Susanna married Dr. John Hall, and they had one daughter together: - Elizabeth Hall was born in 1608 and died in 1670. Elizabeth lived a very noteworthy life. John and Susanna gave Elizabeth a good education, and there is evidence that “her handwriting was well formed and clear like that of her father”. Her first husband was Thomas Nash, a wealthy barrister and son of Shakespeare’s good friend, Anthony Nash. Elizabeth and Thomas were married in 1626 and moved into New Place. Thomas Nash died in 1645, and four years later Elizabeth married her second husband, John Barnard. Barnard was knighted in 1661 by King Charles II, after which Sir and Lady Bernard (Thomas and Elizabeth) took up their primary residence at a sprawling estate in Northamptonshire, Abington Manor, with Thomas; eight children from a previous marriage. Elizabeth herself had no children and was Shakespeare’s last descendant. She died in 1670, just days short of her sixty-second birthday. Shakespeare’s second daughter Judith married Thomas Quiney and had three children with him, giving William Shakespeare three grandchildren: - Shakespeare Quiney was born in Nov 1616. He died aged just 6 months old in May 1617. - Richard Quiney was born in Oct 1617. He died in Jan 1639 aged 21 (possibly of the Bubonic Plague). - Thomas Quiney was born in Jan 1619. He also died in Jan 1639, the same month as his brother, aged 19 (possibly of the plague). None of Shakespeare’s grandchildren went on to have children themselves, so with the death of Elizabeth in 1670, William Shakespeare’s direct line of descendants ends. Read about Shakespeare’s family >> Read about Shakespeare’s family tree >> Read about Shakespeare’s grandparents >> Read about Shakespeare’s parents >> Read about Mary Arden, Shakespeare’s mother >> Read about John Shakespeare, Shakespeare’s father >> Read about Anne Hathaway, Shakespeare wife >> Read about Shakespeare’s children >> Read aboutShakespeare’s grandchildren >> Please take a moment to review this content! - Readers Rating - Rated 3.9 stars 3.9 / 5 (Reviewers) - Your Rating

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CC-MAIN-2017-39

https://www.nosweatshakespeare.com/resources/shakespeare-family/shakespeares-grandchildren/

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en

How does “project in place” object projection work? The AxoTools plugin lets users define common reference points in their orthographic and axonometric views, which enables a “project in place” feature. Here’s how it works: At first you’ll no doubt want to use the buttons on the panel to project selected artwork. If you project art regularly, you’ll probably want to assign keyboard shortcuts to the menu items and show the panel in its compact state for access to the projection options. The camera drawing above is included with the plugin download. Open the document and assign a projection by entering tilt/turn values, axis angles, or choose one from the popup menu. For this exercise, it’s best to use the three options shown here. The first button tells AxoTools to use reference points, if any are defined. Without them, projected art is simply transformed anchored to the center of the selection. The second icon tells AxoTools to copy art when projecting it. The third shows that ellipses will be rotated when they’re projected so that the anchor points are oriented along its axis to make it easier to create cylinders, etc. Reference point location The first tool in the set, the Axo tool, is used for defining reference points, moving reference points, and for moving selected art constrained to the current axes. With this tool, click on the front left corner of the center section of the camera, identifying the same point in each of the orthographic views. Select art from an orthographic view and, using either the panel buttons or menus, project it to the corresponding axonometric plane. All art on the same surface as the reference point will be projected in place. When you need to project art that doesn\’t align with the reference points, you can simply move the points. Moving the reference points With the Axo tool, click on a reference point and begin to drag. Before releasing the mouse, press the Control or Command key. As you move a point, you\’ll see other points move to the corresponding location in the other views. Using SmartGuides to snap the cursor to other art is a simple way to get more accuracy in positioning your points. Moving art by reference In this example, moving the camera lens is an example of moving art by reference. Select the art to move, and with the Axo tool, drag a line in an orthographic view. AxoTools will calculate the corresponding direction and distance. Many times you\’ll find it easier to project art and then move it by reference rather than moving reference points every time. When moving art with the Axo tool, press and hold the Alt or Option key to drag a copy of your art, and hold the Shift key to constrain its movement to vertical or horizontal.

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CC-MAIN-2023-23

https://rj-graffix.com/axotools-object-projection/

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Are you suffering from the following systems? - Runny nose - Nasal congestion - Itchy and watering eyes If you are, you may have seasonal allergic rhinitis, also known as hay fever. Hay fever or rhinitis is the inflammation of the nasal passages most commonly associated with an allergy to pollen, dust mites or pet dander. What Causes Hay Fever Pollen from trees, grass and weeds are likely the underlying cause of hay fever during this time of year. The presence of tree pollen often depends on the temperatures during the winter season, the trees location, and the hours of sunshine in the day. What can I do about Hay Fever The cleaning experts at MOLLY MAID, suggest the following tips to help reduce your exposure to airborne pollens: - Keep windows shut at night and in the early morning when pollen counts are at their highest. - Use an allergy air purifier to effectively capture pollen from the air. - Don't dry clothes outside during the pollen season, as they will collect pollen grains and bring them inside. - Shower and change your clothes when you come home from work to prevent pollen grains from spreading throughout your home. - Brush your pets thoroughly when they come indoors to remove pollen from their fur. - Always check the pollen forecast and plan your activities accordingly. - Stay indoors when the pollen count is high (between 50 and 150). - Use your vehicles air conditioning to cool down rather than opening the windows. - Avoid sitting near fresh mown grass or leaves.

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CC-MAIN-2020-16

https://mollymaid.ca/cleaning-tips/suffering-from-a-spring-cold-dont-underestimate-hay-fever/

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Experts: Food can be as addictive as drugs, alcohol Experts say food may be as addicting as drugs, alcohol and cigarettes The next time you pull into that drive-thru you just might be feeding more than your hunger, you might be feeding your addiction. Continuing research confirms that many of the foods we eat every day have the same addicting qualities as drugs, alcohol or cigarettes. Now one University of Florida professor has released a book titled “Food and Addiction: A Comprehensive Handbook.” The book, co-edited by neuroscientist and addiction expert Mark S. Gold M.D. compiles studies across disciplines from policymaking to psychology. Among the findings, certain foods target the brain with drug like qualities. “Food and drugs compete in the brain for the same reinforcement sites,” Gold says. “Drug-addicted people, once they stop using drugs, always overeat. People who are stressed or in pain overeat. And they don’t just eat anything - they eat desserts, pizza or other reinforcing foods that have drug-like effects.” “We’ve shown that animals will self-administer sucrose, glucose and fructose corn syrup, and they will become dependent on those as if they were drugs,” he said. “You can even cause them to have drug like withdrawal.” While food addiction is not currently listed in the Diagnostic and Statistical Manual of Mental Disorders, the standard of mental illness professionals, Gold hopes his work will educate the medical community and help with obesity treatment in the future. Gold says history shows that alcohol and cigarette addiction also took years to be recognized. “There are people who thought that cigarette smoking wasn’t addicting it was a choice, that alcohol is not really addicting it’s the person that is the problem. And I think for eating, everyone eats, not everyone is obese. And there’s a lack of understanding that there are differences among us that put one person at greater risk than another.” Gold believes that up to one-third of those who are obese can be considered addicted. Think you may be addicted to food? Researchers at Yale University’s Rudd Center for Food Policy have devised a tool for assessing food addiction. We’ve included the questionnaire in this report. Copyright 2012 by ClickOrlando.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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CC-MAIN-2014-10

http://www.clickorlando.com/news/Experts-Food-can-be-as-addictive-as-drugs-alcohol/-/1637132/17117130/-/view/print/-/7q23xbz/-/index.html

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en

The trouble with hemodialysis is that you need an access port to extract the patient's blood and feed it into the dialysis machine, then return it. There are several common access ports that are routinely used, described in more detail here. The access port however can get infected, become sore and irritating, and lead to blood clots being formed. They can fail of the course of a patient's treatment and need replacing. Now a new type of access is available. The new system, created by a set of former students and staff at the world famous Johns Hopkins Hospital, is claimed to be less troublesome and be longer lasting than other techniques. The new system, called the Hemova Port, has progressed to the animal trial stage after two years of development work. The special feature that is hoped to reduce problems is that it is only interacting with the flow of blood during dialysis sessions. It is claimed that this will lead to improved patient safety and treatment outcomes. The device sits just under the skin. It has a built-in cleaning loop, and is said to be usable much sooner than normal fistulas or grafts. It should benefit patients on long term treatment who have suffered from damaged access points. The group have received several grants and awards to fund their research. Their website can be found here

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CC-MAIN-2017-34

http://kidneydialysisnews.blogspot.com/2013_06_01_archive.html

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From a Glacier Park news release . . . Citizen Science Opportunities and Trainings Announced for 2019 Public Invited to Participate in Wildlife and Plant Research West Glacier, MT –This summer, the public is invited to help the park track and study important species of concern through its citizen science program. The program allows participants to explore the park and learn about important park resources while collecting valuable data for park managers. One citizen scientist said the experience was an “excuse to go into the park, sit down for an hour and just search with scope and binoculars—the greatest and most effective and cost-efficient therapy out there!” Participants can help out with several projects on an ongoing basis, or attend a one-time citizen science event. Citizen Science Projects People who would like to collect data on a variety of species of concern and can commit to completing a minimum of three surveys should sign-up for a one-day training session to learn how to identify, observe, and record species information. Once trained, citizen scientists are free to collect data during their own scheduled hiking trips in the park. Please contact the Crown of the Continent Research Learning Center at firstname.lastname@example.org or 406-888-7986 to sign-up for training or for more information. Scheduled training dates for all ongoing citizen science projects are listed below. Additional training sessions may be scheduled based on interest. – Common Loon Citizen Science Gather information on the distribution and reproduction of common loons to understand more about population trends and nesting success. West Glacier training dates: May 7, May 14, June 27, July 9 St. Mary training date: May 29 – High Country Citizen Science Document mountain goats and pikas at selected sites to assist with population and distribution estimates and genetic mapping. These species are habitat and temperature sensitive, and may be affected by changing climate. West Glacier training dates: June 4, June 15, July 16, July 29 St. Mary training date: June 26 – Huckleberry Phenology Citizen Science Huckleberries are an important food source for wildlife, including grizzly bears. The park is collecting data to understand how weather and other factors influence the phenology, or timing, of berry ripeness. West Glacier training date: June 6 – Lynx Camera Trapping Canada lynx are a rare and elusive predator native to Glacier National Park. The goal of this project is to learn the status of lynx populations in the park using camera traps to determine where they are currently present. Citizen scientists can help this research project by hiking to camera traps along trails to check and take down cameras. This is a new project, made possible by donor funding from the Glacier National Park Conservancy. West Glacier training date: August 1 (evening) – Hawk Watch Raptor Migration Counts One of the most important migration routes for golden eagles and other raptors on their way from northern breeding grounds to warmer climates passes through the Continental Divide in Glacier National Park. Citizen scientists count migrating raptors at Mount Brown or Lake McDonald Lodge. West Glacier training date: August 27 Citizen Science Special Events Noxious Weed Blitz on July 18, 2019 Participants learn about the ecological impacts and identification of noxious weeds and assist in hand pulling. July Wildlife Crossings Map-a-Thon The park will hold a map-a-thon this summer to document wildlife crossings along US Highway 2. Multiple workshops will be held in July in West Glacier and East Glacier. Participant observations will help prioritize locations for wildlife crossing structures or other mitigation efforts to help keep wildlife migrating throughout the Crown of the Continent. Alpine Bird Bioblitz on July 19, 2019 Participants will document and learn about twelve of Glacier’s alpine bird species. Fall Fungus Bioblitz on October 12- 13, 2019 Participants team up with mycologists to identify as many species of fungus as they can find. Citizen Science Program Information Since 2005, the Crown of the Continent Research Learning Center in Glacier National Park has managed the Glacier Citizen Science Program. It relies on trained citizen scientists to collect population data on species of interest to the park. Citizen science training informs participants about threats to native plants and animals that may result from human disturbance, climate change, and invasive species. The citizen science program not only provides valuable data to park managers, but also creates an informed group of people involved in active Glacier National Park stewardship. Glacier National Park Conservancy donors provide nearly all funding for the park’s citizen science program. For more information, visit http://www.nps.gov/rlc/crown/citizen-science.htm or contact the office at email@example.com or 406-888-7986.

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CC-MAIN-2023-14

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I recently picked up the book "The Art of The Storyboard" by John Hart after reading several chapters I've learned more about the process of drawing storyboards. The first paragraph already enlgithened me about one aspect of storyboarding. "Steven Spielberg's Storyboard sketches for Indiana Jones and the Temple of Doom are little more than than chicken scratches, but since his concepts for the action sequences were at least indicated, even primitively, he was able top visually convey his ideas to a professional storyboard artist, who, in turn, rendered them in, shall we say, a more realistic manner." what should be brought away from this is the fact that a storyboard doesn't need to be particularly detailed, the key to a good storyboard indicating the sequence as clearly as possibly and in essence a storyboarder's job is "Conveying visualisations of a written scene." Often a storyboard is used only when needed to keep and interpret continuity of a sceenplay in a scene, usually an action scene. When drawing a scene John Hart cites that it's important to keep certain factors in mind such as; What is the Story about? Who are the characters? What do they do and say, if dialogue is indicated? Which characters are in the foreground, middle ground and background? With whom are they in conflict? Where does the conflict take place? How many lights and light stands are needed to illuminate the locales? What intensity is demanded? What should ne the main light sources, for both indoor and outdoor shooting? Where should the key light be positioned? When are long, medium and close-up shots necessary? What kind of reflectors, filters, gels, gobos and cookies are called for to create the right mood? What colours dominate each scene? What types of sets, costumes and makeup is required? It should also be noted that when designing a storyboard thought about interesting camera angles should be applied as to make the sequence look as interesting as possible. Other tips that Hart suggests is to generally practise the art of drawing such as proportion of anatomy and depth. Often black and white tones are used as it's simpler and easier to make out. Arrows are used to define movement, white arrows for movement of characters and black arrows for movement of the camera. The key facts to take away are: careful consideration of what I'll be drawing, think about camera angles and make the action/sequence as clear as possible to follow. Overall understanding how to create storyboard doesn't really seem that difficult and that it's generally learning how to tell a story/sequence through a series of images in the most visually interesting way possible. With this said I'm still going to try analyse at least one storyboard sequence.

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CC-MAIN-2017-34

http://kenmcfarlane.blogspot.com/2011/04/art-of-storyboard.html

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The sole member of the monotypic genus Helmitheros, the Worm-eating Warbler superficially resembles warblers of the genus Basileuterus, all of which are restricted to Central and South America. In eastern North America this species nests mainly where large tracts of deciduous and mixed forest overlap with moderate to steep slopes and patches of dense understory shrubs, although breeding populations are also found in low-elevation, coastal forests. It winters in forest and scrub habitats of the Greater Antilles and in moist forests of Central America, particularly along the Caribbean slope. This is one of a suite of ground-nesting, forest songbirds of eastern North America that includes the Black-and-white Warbler (Mniotilta varia), the Ovenbird (Seiurus aurocapilla), the Northern (Parkesia noveboracensis) and Louisiana (P. motacilla) waterthrushes, and the Kentucky Warbler (Geothlypis formosus). The Worm-eating Warbler is perhaps best known for its habit of hopping through the understory and probing into suspended dead leaves for food—its primary foraging technique on the wintering grounds but also used on the breeding grounds, especially before leaves come out in spring. Worm-eating Warblers eat mostly caterpillars (once known as “worms”—hence this warbler's name), other insects, and spiders. The foraging behavior of the Worm-eating Warbler has been studied in both its summer and its winter habitats (e.g., Lack and Lack 1972, Greenberg 1987). Studies of forest birds conducted at sites in the Ozarks, southern Illinois, Tennessee, Ohio, and West Virginia have provided important information about its breeding biology, response to prescribed fire, and how it is affected by habitat fragmentation and forest management. A long-term study of the species' demography and population ecology has been conducted at The Nature Conservancy's Devil's Den Preserve in southwestern Connecticut since 1991 (Gale et al. 1997). Most of the information on the post-fledging ecology of this species is from a study in southern Ohio (Vitz and Rodewald 2010, Vitz and Rodewald 2011). Unpublished data and observations are frequently provided herein.

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CC-MAIN-2017-39

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Personal Protective Equipment Recommendations for what personal protective equipment (PPE) to wear whenever handling chemotherapy or contaminated materials are consistent across several groups including the National Institute for Occupational Safety and Health (NIOSH), Occupational Safety and Health Administration (OSHA), American Public Health Association (APHA), and ONS. These recommendations don’t differentiate between high- and low-risk situations, as there is always the potential for contamination and no known minimum safe exposure. Double chemotherapy-tested gloves, protective gowns, and protective eyewear (if there is potential for splashing) should be worn whenever handling hazardous drugs or contaminated items (e.g., administration materials, body fluids). These recommendations are based on increasingly strong research that indicates that surface and air contamination occur throughout chemotherapy preparation, administration, and disposal areas and that those who work in those areas can be exposed repeatedly to these agents at low, chronic levels. ONS recommends the following up-to-date resources. - Types of apparel: - Gloves: Wear disposable gloves that are powder-free and have been tested for use with HDs. Latex gloves provide protection but should be used with caution because of latex sensitivity. Gloves made of nitrile, . . . polyurethane, or neoprene may provide protection… - Gowns: Wear a disposable, lint-free gown made of a low-permeability fabric, such as polyethylene-coated materials. … The gown should have a solid front, long sleeves, tight cuffs, and back closure… - Eye and face protection: Wear a face shield or a combination of mask face and face shield that provides splash protection whenever there is a possibility of splashing (pp. 74-75). - The NIOSH Alert on Preventing Occupational Exposures to Antineoplastic and other Hazardous Drugs in Healthcare Settings was released in 2005. These federal standards include detailed recommendations about safe handling practices. In the “Recommendations” section, the alert states the following. - Wear PPE (including double gloves, goggles, and protective gowns) for all activities associated with drug administration—opening the outer bag, assembling the delivery system, delivering the drug to the patient, and disposing of all equipment used to administer drugs. The OSHA Technical Manual, Section VI: Chapter 2, “Controlling Occupational Exposure to Hazardous Drugs” includes more details than the NIOSH alert. In section V.C.2. Drug Administration, the manual states the following. Personal Protective Equipment. The National Study Commission on Cytotoxic Exposure has recommended that personnel administering HD's wear gowns, latex gloves, and chemical splash goggles or equivalent safety glasses as described under the PPE section, preparation. Please note that non-latex gloves may be substituted if they have been tested for permeability with chemotherapy. The ONS publication Safe Handling of Hazardous Drugs, 2nd Ed. (2011) goes into detail about many aspects of safe handling, including evidence of risk, routes of exposure, methods for preventing exposure, medical surveillance, and staff education. The American Society of Health-System Pharmacists (ASHP) Guidelines on Handling Hazardous Drugs also addresses the various aspects of this issue.

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CC-MAIN-2013-20

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Column charts are used to compare multiple values over time, or values that have an intrinsic order (such as age, ranges, or ratings). In this case, there is an idea of a progression or a trend, and the best way to represent these values is to use the horizontal axis. Column Chart vs. Bar Chart Use a column chart if: - Category items represent a time series. The natural orientation for time is from left to right. - Category items have an intrinsic order. Use a bar chart if: - Category items do not have an intrinsic order (such as products, projects, or countries). If you use a column chart for categories that do not have an intrinsic order, there is a high probability that the labels will be displayed at 45°, forcing truncation and making them hard to read. However, this will not happen with a bar chart, as illustrated below. Bar chart with labels correctly displayed - Categories that do not contain an intrinsic order Column chart with labels at 45° - Categories that do not contain an intrinsic order If the horizontal axis represents time, you can use the time axis. The time axis has three main advantages: - It allows you to display dates and times in a responsive manner. - All the complexity involved with formatting the axis labels is automatically taken care of. - The physical spacing between the data points accurately represents the time scale, as opposed to being equidistant. If you do not need the advantages offered by the time axis, you can use a horizontal categorical axis instead. When space is limited, the labels are displayed at 45°, making them difficult to read. Here’s how to avoid this: - First, check that the category has an intrinsic order. If not, consider using a bar chart instead. - If the category is time-based, use a time axis. - If it is not possible to use a time axis, the only solution is to abbreviate the labels. Want to dive deeper? Follow the links below to find out more about related controls, the SAPUI5 implementation, and the visual design.

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CC-MAIN-2023-40

https://experience.sap.com/fiori-design-web/v1-36/column-chart/

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en

He's quick. He's silent. He has five rows of deadly teeth. Chomp! Meet the shark--the fish who ruled the deep before dinosaurs roamed the Earth! This fish has soft cartilage so he can glide, twist, and turn before his prey can say "gulp!" He can smell a single drop of blood in 25 million drops of ocean. He can feel electricity given off by his prey. He will lose and replace more than 10,000 teeth in his lifetime. Cool photos bring kids into the shark's world. Fun facts go deep into the shark's scary science.

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CC-MAIN-2023-40

https://alittlebookish.com/products/sharks

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TOURS TO CHINA TOUR TO CHINA XI'AN. HUAQING HOT SPRING The Huaqing Hot Springs is located about 35 kilometers east of the city of Xi'an. Historically, during the Western Zhou Dynasty the construction of the Li Palace was undertaken on this spot. In the Qin Dynasty, a stone pool was built and was given the name Lishan Hot Springs. The site was enlarged into a bigger palace during the Han Dynasty, and was renamed, the Li Palace. During the Tang Dynasty, Emperor Taizong ordered the construction of the Hot Springs Palace. Emperor Xuanzong had a walled palace built around the Lishan Mountain in the year 747. It was known as the Huaqing Palace. It also had the name Huaqing Hot Springs because of its location over the hot springs. Huaqing Hot Springs is located at he foot of the Lishan Mountain, a branch of the Qinling Range. Standing 1,256 meters high, it is covered with pines and cypress and looks very much like a dark green galloping horse from a long distance away. In ancient times, a black horse was called "Li", and this is how it got its name, Lishan. In the Tang Dynasty, the Huaqing Hot Springs was destroyed, during the An Lushan Rebellion. The present-day site is only a small part of the Tang Huaqing Palace. The Huaqing Hot Springs which we see today was rebuilt on the site of the Qing Dynasty structure. The palace covers an area of 85,560 square meters. Entering the West Gate of Huaqing Hot Springs, you will see the Nine-Dragon Pool, the Lotus Flower Pool and the Frost Drifting Hall, etc. All these structures were rebuilt in 1959 according to Tang architectural style . PAGES OF THE PICTURE ALBUM

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CC-MAIN-2020-05

https://www.legendtour.ru/eng/china/xian_hot_wells.shtml

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en

April 28, 2010 Earth Day 2010 This year as we celebrated the 40th anniversary of earth day, the planet earth was letting us know that all is not well on the planet. There has recently been a series of earth quakes, tsunamis, droughts, hurricanes, tornados and melting of the ice caps. The volcano eruption in Iceland brought air travel over Europe to a grinding halt. The planet seems to be angry. The earth is experiencing one natural disaster after another. Just this past weekend, Mississippi and Alabama experienced destructive tornados. They were tornados of intense force which left a path of destruction over 100 miles wide. On Earth Day, Oprah showed a huge mass of garbage floating in the Atlantic Ocean between the United States and the Hawaiian Islands. It consisted primarily of plastic trash and diapers and just junk. It was very repulsive and disgusting to see. Many people do not think when they throw things into the water about where it ends up. Thankfully many communities have stepped up their efforts to increase environmental awareness. It only makes good sense to reuse and recycle. The earth has given us all sorts of useful products to enhance our life on the planet. If we want it to keep giving we must take care of the planet. In his quest for modernization, man has often overlooked the well being of the planet and in doing so caused irreparable harm in some cases. There are some small steps we can take as individuals: 1. Recycle and reuse anything you can. 2. Buy environmentally friendly products: avoid plastics that don’t degrade naturally. 3. Stop wasting energy: turn out unused lights and stop faucet drips, turn down the heat. 4. Take a walk occasionally when you can instead of driving all of the time. 5. Mulch when you cut your grass 6. Reuse your grocery bags 7. Consider buying a hybrid vehicle for your next car. These are just a few ideas that we can use to better the planet. Everyone needs to get involved and do their part.

<urn:uuid:0f19b699-1d6a-4456-9d80-422fb4fd5b0c>

CC-MAIN-2014-23

http://www.examiner.com/article/earth-day-2010

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en

The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come. This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form. You can access and play with the graphs: - Evolution of the number of publications between 2005 and 2015 - Map of most publishing countries between 2005 and 2015 - Network of country collaborations - Network of institutional collaborations (+10 publications) - Network of keywords relating to data - Link Background: Tomato species are of significant agricultural and ecological interest, with cultivated tomato being among the most common vegetable crops grown. Wild tomato species are native to diverse habitats in South America and show great morphological and ecological diversity that has proven useful in breeding programs. However, relatively little is known about nucleotide diversity between tomato species. Until recently limited sequence information was available for tomato, preventing genome-wide evolutionary analyses. Now, an extensive collection of tomato expressed sequence tags (ESTs) is available at the SOL Genomics Network (SGN). This database holds sequences from several species, annotated with quality values, assembled into unigenes, and tested for homology against other genomes. Despite the importance of polymorphism detection for breeding and natural variation studies, such analyses in tomato have mostly been restricted to cultivated accessions. Importantly, previous polymorphisms surveys mostly ignored the linked meta-information, limiting functional and evolutionary analyses. The current data in SGN is thus an under-exploited resource. Here we describe a cross-species analysis taking full-advantage of available information. Results: We mined 20,000 interspecific polymorphisms between Solanum lycopersicum and S. habrochaites or S. pennellii and 28,800 intraspecific polymorphisms within S. lycopersicum. Using the available meta-information we classified genes into functional categories and obtained estimations of single nucleotide polymorphisms (SNP) quality, position in the gene, and effect on the encoded proteins, allowing us to perform evolutionary analyses. Finally, we developed a set of more than 10,000 between-species molecular markers optimized by sequence quality and predicted intron position. Experimental validation of 491 of these molecular markers resulted in confirmation of 413 polymorphisms. Conclusion: We present a new analysis of the extensive tomato EST sequences available that represents the most comprehensive survey of sequence diversity across Solanum species to date. These SNPs, plus thousands of molecular makers designed to detect the polymorphisms are available to the community via a website. Evolutionary analyses on these polymorphism uncovered sets of genes potentially important for the evolution and domestication of tomato; interestingly these sets were enriched for genes involved in response to the environment. Inappropriate format for Document type, expected simple value but got array, please use list format

<urn:uuid:7590ad32-2890-4ab1-bc50-72dfd2d3926f>

CC-MAIN-2023-23

https://erosa-study-2.inrae.lodex.fr/uid:/TCHKL31M

s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652161.52/warc/CC-MAIN-20230605185809-20230605215809-00475.warc.gz

en

The map above is like a time machine. It shows San Francisco's Chinatown in 1885, and it suggests it was a pretty wild place. The color coding depicts several kinds of trouble a person could get into back then: gambling dens are pink, opium dens are yellow, and prostitution is either blue or green depending on the ethnicity of the prostitutes. The red blocks are joss houses, or Chinese folk temples. I first heard about this map from David Rumsey, who has a copy of it in his collection (and online, where you can zoom in to see more detail). Rumsey recently invited me and Betsy over to his house to see his maps, and we'll have much more to say about his collection – one of the largest private map stockpiles in the world – in future posts. My first reaction to this map was: Chinatown was a lot more fun back then. These days it's overrun with tacky souvenir shops and touristy restaurants. It's not my favorite part of town. But then Rumsey told me about the nefarious scheme behind the map. It was basically part of a plan by the city supervisors to push Chinese immigrants out of the city. To get some historical background, I called up Susan Schulten, a historian at the University of Denver, who recently blogged about the Chinatown map herself. Anti-Chinese sentiment was running high throughout the West in the latter half of the 19th century, Schulten said. Government policies in the mid-1800s encouraged Chinese immigration to help build the transcontinental railroad. Then, around the time the western end of the railroad was wrapping up, a huge financial crisis hit: the Panic of 1873. Suddenly there were a lot fewer jobs. The notion that the immigrants were taking jobs away from Americans started to take root and grow. "The Chinese in particular were seen as a menace because they would work longer and harder for lower wages," Schulten said. This led to resentment and racist policies intended to stem the perceived threat. (Good thing we've put all that behind us...) To illustrate what was going on at that time, Schulten emailed me a list of discriminatory laws passed in the 1870s. Here are just a few: Sidewalk Ordinance of 1870: prohibits people who use poles to carry merchandise from walking on the sidewalk (non-Chinese used wagons and carts). Cubic Air Ordinance of 1871: requires all adults to have more than 500 cubic feet of living space (San Francisco's Chinatown was severely overcrowded, and hundreds of Chinese were jailed for breaking this ordinance). Laundry Ordinances of 1873 and 1876: mandates high licensing fees from anyone who carried laundry without a horse-drawn wagon Then, finally, came the surprisingly bluntly named federal Chinese Exclusion Act of 1882, which banned Chinese immigration. Chinese immigration to the U.S. dropped from 40,000 in 1881 to 10 – that's right, ten – in 1887. Meanwhile, back in San Francisco, the city's board of supervisors sent a special committee to Chinatown to investigate conditions there. They produced the map above and a report that accompanied it. "They were trying to show how depraved the culture was in Chinatown," Rumsey said. "It's pretty frightening to read today because it's so anti-Asian." Indeed it is. Here is a bit from the introduction: Your Committee were at that time impressed with the fact that the general aspect of the streets and habitations was filthy in the extreme, and so long as they remained in that condition, so long would they stand as a constant menace to the welfare of society as a slumbering pest, likely to generate and spread disease should the city be visited by an epidemic in any virulent form. Your Committee are still of the opinion that it constitutes a continued source of danger of this character, and probably always will, so long as it is inhabited by people of the Mongolian race. It goes on (and on, and on) about the filth and supposed moral turpitude in that part of town, and concludes by arguing for more regulation both at the municipal and federal level. "We have permitted the Chinese to become our masters, instead of asserting and maintaining the mastery ourselves," the committee writes towards the end. In his 2001 book Contagious Divides, historian Nayan Shah argues that the map and the allegedly scientific investigation that produced it helped define Chinatown as a civic problem and emboldened the city's newly created Board of Health to intervene in the lives of its residents with surveillance, inspections, and especially vigorous enforcement of sanitary laws. It's interesting to contrast the Chinatown map with other maps from roughly the same time. Below, there's a closeup of the Chinatown map and below that is the corresponding section of a 1905 Sanborn fire insurance map from Rumsey's collection (it's a rare thing – it survived the 1906 earthquake and fire and is a little worse for the wear). But while the color scheme of the Chinatown map was chosen to highlight vice, the Sanborn map is more neutral. Even so, if you look closely at the Sanborn map you can see some evidence of vice. It's just a little more subtle, referring to "club gambling rooms" and "female boarding." The Chinatown map was made at an interesting time in the history of cartography, Schulten says. The mid-19th century saw the rise of thematic mapping. Previously, cartographers made reference maps to illustrate the topography of a region, and perhaps its roads and political boundaries and other features helpful for navigation. Now they began making maps that incorporated many other types of information about a place, about its climate and its people, for example (this is the focus of Schulten's fascinating book Mapping the Nation, which came out earlier this year). And given the political climate of the time, many of these maps dealt with things like race, immigration, and disease. In 1874 the U.S. Census Bureau produced a landmark statistical atlas based on its data from the 1870 census. The atlas includes maps on the proportion of foreign born to native populations, as well as maps on disease and illiteracy, encouraging readers to look for relationships between immigration and social ills. The goal was to promote better governance and the welfare of society, Schulten says. But 19th century ideas about social welfare don't always mesh with modern values. And as the San Francisco Chinatown map shows, maps can be made to promote bad public policy as well as good.

<urn:uuid:eb330201-cb7e-4016-ba75-1485479b1d3b>

CC-MAIN-2017-34

https://www.wired.com/2013/09/1885-map-san-francisco-chinatow/

s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109682.23/warc/CC-MAIN-20170821232346-20170822012346-00689.warc.gz

en

The Council on Tall Buildings and Urban Habitat (CTBUH) reports that 2014 was, structurally speaking, the world’s tallest year. A record 97 buildings measuring 200 meters or taller were built around the world last year. The previous record was held by the 81 tall buildings completed in 2011. The CTBUH report notes that 2014 didn’t just feature a record number of new tall buildings. It established a new standard for total completed height as well. Placed end-to-end, the 97 tall buildings of 2014 would measure more than 23 kilometers (14.5 miles), surpassing the 2011 record by more than 17 percent. While the tallest building completed in 2014 was New York City’s One World Trade Center (541 meters), seventy-four of the 97 newest tall buildings were built in Asia, with an amazing 58 of them calling China home. Following China were the Philippines with five, the United Arab Emirates and Qatar with four, and the United States, Japan, Indonesia, and Canada with three. The CTUBH ranks buildings according to three different criteria: The Council on Tall Buildings and Urban Habitat defines a supertall building as one higher than 300 meters and a megatall building as more than 600 meters tall. A tall building, however, has no numerical definition. Instead, a tall building must feature (1) a height that is appreciable relative to those of other nearby buildings, (2) a slender aspect ratio, and/or (3) use of technologies that are specific to tall buildings, like elevators and structural wind bracing. According to the CTBUH, the world’s ten tallest buildings currently are:

<urn:uuid:28c6c845-9239-44ab-96e8-59670ace3b61>

CC-MAIN-2023-40

https://cppwind.com/record-year-tall-buildings/

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en

During breeding season males claim territories. A male consistently occupies a territory until factors change and cause him to be displaced. Typical occupation time is approximately two weeks; few Z. californianus males remain at their site for longer. While guarding their territory, males remain present and do not leave even in pursuit of food. As external factors change, males replace other males on the territory. Replacement occurs throughout the entire breeding season. Males are known to attack if others invade their territory. California sea lions tend to breed on islands or remote beaches. Zalophus californianus exhibit moderate to extreme polygyny and tend to live in colonies of a few males and many females. Female Z. californianus exhibit mate choice, by "respond[ing] differently to the attempts of various males"(Riedman, 1990). Mating System: polygynous The peak breeding season occurs in early July. The total gestation period is about 11 months (Riedman, 1990). Most births occur from mid-May to mid-June (Scheffer, 1958) with the majority of pups born in mid-June. The time between birth and estrus is about 28 days. California sea lions reach sexual maturity between four and five years (Riedman, 1990). Breeding season: mating in July, births in mid-May to mid-June Average number of offspring: 1. Average gestation period: 11 months. Range weaning age: 6 to 12 months. Average age at sexual or reproductive maturity (female): 4-5 years. Average age at sexual or reproductive maturity (male): 4-5 years. Key Reproductive Features: seasonal breeding ; gonochoric/gonochoristic/dioecious (sexes separate); sexual ; fertilization (Internal ) Average birth mass: 7000 g. Average gestation period: 259 days. Average number of offspring: 1.2. Average age at sexual or reproductive maturity (male) Sex: male: 1826 days. Average age at sexual or reproductive maturity (female) Sex: female: 1095 days. The lactation period in Z. californianus ranges from six months to a year. There are many possible reasons for the variation in lactation periods including availability of food resources, the mother's age and health, the sex of the pup and the birth of a new pup. Zalophus californianus provide more lengthy maternal care for female offspring then for male offspring, yet during lactation both males and females have equal access and receive equal resources. Parental Investment: female parental care No one has provided updates yet.

<urn:uuid:52f83328-e205-48ff-a04a-b54765721ec9>

CC-MAIN-2013-48

http://eol.org/data_objects/18679515

s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163053921/warc/CC-MAIN-20131204131733-00056-ip-10-33-133-15.ec2.internal.warc.gz

en

- Clements, J. F., T. S. Schulenberg, M. J. Iliff, B.L. Sullivan, C. L. Wood, and D. Roberson. 2012. The eBird/Clements checklist of birds of the world: Version 6.7. Downloaded from http://www.birds.cornell.edu/clementschecklist/downloadable-clements-checklist Spheniscus humboldti inhabit the coastal regions of Peru and Chile. These regions are temperate in climate (Welch 1994). These birds are well known in the Humboldt current from Peru to south of Chile on the coast and offshore islands (Villouta, et al., 1997). Biogeographic Regions: neotropical (Native ) Spheniscus humboldti are black and white in color with pink around the eyes and on the beak. The feet are webbed and serve as a rudder. There are also claws at the end of the toes for climbing. The feathers are in two layers. The top layer is flat and overlaps the second layer to stop the wind and water from penetrating to the body. The second down layer is for insulation. The wings evolved into flippers for flying through the water. The bones are solid and act as a ballast while diving (The Smithsonian Zoo 2001). The body is in the shape of a streamlined torpedo covered by the short waterproof feathers (Chicago Zoological Society 1999). They are able to swim swiftly through the water by the aid of hard flippers or wings (The Aquatic Creatures 2002). Spheniscus humboldti is also called the Peruvian penguin. It is 38 to 45 centimeters (18 to 15 inches) in height and weighs about 4 kg (9 pounds) (The Smithsonian Zoo 2001). Average mass: 4000 g. Range length: 38 (low) cm. Other Physical Features: endothermic ; bilateral symmetry Habitat and Ecology On land Spheniscus humboldti lives in burrows composed of soil and rock (Welch 1994). Spheniscus humboldti breed in large colonies. They spend most of their time at sea and rarely come back to land (Chicago Zoological Society 1999). Range depth: 1000 (high) m. Habitat Regions: temperate Aquatic Biomes: coastal Spheniscus humbldti are inshore feeders; they forage for small fish and crustaceans. They circle around the prey and attack from the side swallowing it head first (Welch 1994). The mouth and tongue have backward pointed spines to hold fish (The Smithsonian Zoo 2001). El Nino storms destroy large regions of nesting areas by causing rough surf that washes away nests. The affects on the temperature of the sea is an increase which can reduce the food supply (Chicago Zoological Society 1999). Animal Foods: fish; aquatic crustaceans Primary Diet: carnivore (Piscivore , Eats non-insect arthropods) Spheniscus humboldti live on the coast and gather soil, rocks, and sometimes grasses, to build their nests. These nests are created using their wings and feet to push and mold a nest (Welch 1994). Ecosystem Impact: creates habitat Spheniscus humboldti can swim up to 30 miles per hour and are very agile when swimming. This is their only defense against predators (The Smithsonian Zoo 2001). When in the water they can be eaten by leopard seals, fur seals, sea lions, sharks, and killer whales. On land foxes, snakes, and introduced predators like cats and dogs can prey on the eggs and chicks (Busch Entertainment Corp. 2000). Spheniscus humboldti get entangled in fishing nets as well (Chicago Zoological Society 1999). Life History and Behavior The average life span is 15 to 20 years for Spheniscus humboldti and there is a high mortality rate among the young (Busch Entertainment Corp. 2000). One male breeds with one female during the mating season (Busch Entertainment Corp. 2000). Mating System: monogamous The most abundant breeding happens around the availability of food and of nesting sites. Egg laying occurs throughout the year (Welch 1994). Once a mate is acquired the pair initiates copulations after displays of behavior (The Smithsonian Zoo 2001). Spheniscus humboldti begin breeding at about three years of age. The male arrives at the nesting area a few days before the female to prepare the nesting site. The female arrives and lays two white eggs that she incubates for 39 days (Chicago Zoological Society 1999). The major causes of egg loss are from flooding of nests during ocean storms, accidental breakage, and nest desertion and predation by gulls (International Conservation Work Group 2001). Chicks poke a small hole through the egg then chip the shell off. This can take up to three days. (Busch Entertainment Corp. 2000). Breeding season: year round Average eggs per season: 2. Average time to hatching: 39 days. Average age at sexual or reproductive maturity (female): 3 years. Average age at sexual or reproductive maturity (male): 3 years. Key Reproductive Features: iteroparous ; year-round breeding ; gonochoric/gonochoristic/dioecious (sexes separate); sexual ; oviparous Chicks require attentive parents. They depend on the parents for survival between hatching and growing waterproof feathers. Once a chick has done this it can enter the water and become independent (Busch Entertainment Corp. 2000). Parental Investment: altricial ; male parental care ; female parental care Physiology and Cell Biology Kin-recognition using olfactory cues Most birds are thought to have severely reduced sense of smell comparated to other vertebrates. Recent experiments, however, suggest that both Humboldt Penguins and Zebra Finches can distinguish the odors of their relatives from those of non-relatives. In the penguin experiment (Coffin et al. 2011), birds preferred the scent of familiar non-relatives such as nest mates. Young finches, on the other hand, prefer the scent of their genetic parents even when raised in foster nests (Krause et al. 2012). - Coffin, Heather R, Jason V Watters, and Jill M Mateo. 2011. “Odor-Based Recognition of Familiar and Related Conspecifics: A First Test Conducted on Captive Humboldt Penguins (Spheniscus Humboldti).” Ed. Yan Ropert-Coudert. PLoS ONE 6 (9): e25002. doi:10.1371/journal.pone.0025002. http://dx.plos.org/10.1371/journal.pone.0025002. - Krause, E T, O Kruger, P Kohlmeier, and B A Caspers. 2012. “Olfactory Kin Recognition in a Songbird.” Biology Letters (January): 327–329. doi:10.1098/rsbl.2011.1093. http://rsbl.royalsocietypublishing.org/cgi/doi/10.1098/rsbl.2011.1093. Molecular Biology and Genetics Barcode data: Spheniscus humboldti There are 2 barcode sequences available from BOLD and GenBank. Below is a sequence of the barcode region Cytochrome oxidase subunit 1 (COI or COX1) from a member of the species. See the BOLD taxonomy browser for more complete information about this specimen and other sequences. -- end -- Download FASTA File Statistics of barcoding coverage: Spheniscus humboldti Public Records: 1 Specimens with Barcodes: 2 Species With Barcodes: 1 IUCN Red List Assessment Red List Category Red List Criteria Date Listed: 09/02/2010 Lead Region: Foreign (Region 10) Where Listed: Entire Population location: Entire Listing status: T For most current information and documents related to the conservation status and management of Spheniscus humboldti , see its USFWS Species Profile US Migratory Bird Act: protected US Federal List: endangered CITES: appendix i IUCN Red List of Threatened Species: vulnerable CITES Appendix I. CMS Appendix I. In Chile there is a 30-year moratorium (from 1995) on hunting and capture, and the four major colonies (not including intertidal and marine areas) are protected (Vilina et al. 1995, Cheney 1998). In Peru, 12 of the principal colonies are legally protected by the government institute managing guano extraction (American Bird Conservancy in litt. 2007). There are walls and guards at some sites, and extraction is designed to have a minimal impact at Punta San Juan (Cheney 1998, P. Majluf in litt. 1999). Campaigning has prevented the construction of one coal mine at Punta Choros, though two more may still be built (G. Knauf in litt. 2009). Conservation Actions Proposed Monitor the population throughout its breeding range (Ellis et al. 1998). Protect breeding sites and regulate guano harvesting (Ellis et al. 1998). Create marine reserves around colonies (Ellis et al. 1998). Establish awareness programmes around key colonies to reduce hunting and bycatch (Ellis et al. 1998, American Bird Conservancy in litt. 2007). Reduce fish harvests around major colonies (American Bird Conservancy in litt. 2007) and elsewhere during ENSO events (Ellis et al. 1998). Improve waste treatment in coastal regions (Ellis et al. 1998). Relevance to Humans and Ecosystems Economic Importance for Humans: Positive Humans collect the eggs of Spheniscus humboldti (Chicago Zoological Society 1999). In the nineteenth century penguin skins were used to make caps, slippers, and purses. The feathers were used for clothing decorations. Extraction of oil from the penguins fat layers was economically important; the oil was used for lighting, tanning leather, and fuel. Spheniscus humboldti guano had a value as nitrogen rich fertilizer (Busch Entertainment Corp. 2000). Positive Impacts: produces fertilizer The Humboldt penguin (Spheniscus humboldti) (also termed Peruvian penguin, or patranca) is a South American penguin, that breeds in coastal Peru and Chile. Its nearest relatives are the African penguin, the Magellanic penguin and the Galápagos penguin. The penguin is named after the cold water current it swims in, which is itself named after Alexander von Humboldt, an explorer. Humboldt penguins are medium-sized penguins, growing to 56–70 cm (22–28 in) long and a weight of 3.6-5.9 kg (8-13 lbs). They have a black head with a white border that runs from behind the eye, around the black ear-coverts and chin, and joins at the throat. They have blackish-grey upperparts and whitish underparts, with a black breast-band that extends down the flanks to the thigh. They have a fleshy-pink base to the bill. Juveniles have dark heads and no breast-band. They have spines on their tongue which they use to hold their prey. Range and habitat Humboldt penguins nest on islands and rocky coasts, burrowing holes in guano and sometimes using scrapes or caves. In South America the Humboldt penguin is found only along the Pacific coast, and the range of the Humboldt penguin overlaps that of the Magellanic penguin on the central Chilean coast. It is vagrant in Ecuador and Colombia. Due to a declining population caused in part by over-fishing, climate change, and ocean acidification, the current status of the Humboldt penguin is threatened. Historically it was the victim of guano over-exploitation. Penguins are also declining in numbers due to habitat destruction. The current population is estimated at between 3,300 and 12,000. In August 2010 the Humboldt penguin of Chile and Peru, was granted protection under the U.S. Endangered Species Act. Raising of young In 2009 at a zoo in Bremerhaven, Germany, two adult male Humboldt penguins adopted an egg that had been abandoned by its biological parents. After the egg hatched, the two male penguins raised, protected, cared for, and fed the chick in the same manner that regular penguin couples raise their own biological offspring. Escape from Tokyo Zoo One of the 135 Humboldt penguins from Tokyo Sea Life Park (Kasai Rinkai Suizokuen) thrived in Tokyo Bay for 82 days after apparently scaling the 13 feet high wall and through the fence into the bay. The penguin, known only by its number (#337), was recaptured by the zoo keepers in late May 2012. A pair "kissing" at Cotswold Wildlife Park At Dublin Zoo Humboldt penguin during moult at the Cornish Seal Sanctuary - BirdLife International (2013). "Spheniscus humboldti". IUCN Red List of Threatened Species. Version 2013.2. International Union for Conservation of Nature. Retrieved 26 November 2013. - "Invalid license key". .philadelphiazoo.org. Retrieved 2012-02-12. - "Humboldt Penguin - Spheniscus humboldti: WAZA: World Association of Zoos and Aquariums". WAZA. Retrieved 2012-02-12. - "Humboldt penguins from the International Penguin Conservation Web Site". Penguins.cl. Retrieved 2012-02-12. - C. Michael Hogan (2008) Magellanic Penguin, GlobalTwitcher.com, ed. N. Stromberg - Five Penguins Win U.S. Endangered Species Act Protection Turtle Island Restoration Network - 'Escape' into the Tokyo Bay, CNN, May 17, 2012 EOL content is automatically assembled from many different content providers. As a result, from time to time you may find pages on EOL that are confusing. To request an improvement, please leave a comment on the page. Thank you!

<urn:uuid:a54f2fca-7c73-4937-b550-5b7d3c08af62>

CC-MAIN-2014-35

http://eol.org/pages/1049618/details

s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500829210.91/warc/CC-MAIN-20140820021349-00269-ip-10-180-136-8.ec2.internal.warc.gz

en

One of the hardest transitions to moving to a new country, is becoming used to the language and its usage in your new home. Language barriers go deeper than just not being able to read or write the language, but also to include problems with understanding the slang terms in a language, as well as difficulties understanding the different mannerisms that may accompany spoken words to convey a thought or idea. While there is no "fix-all" solution to the language barriers you will face when coming to America, there are a number of things you can do to make the process easier on |Most people in the United States are open and accepting to those who may not speak perfect English. After all, our country is a melting pot of all kinds of different nationalities and religions, so we (Americans) are all very used to people who look, talk, and act different than us. As such, don't be afraid to speak up or ask questions if you need to. Asking questions can also be a great way to "break the ice" and get to know a new person and maybe make a friend or two in the process. In classes that you attend this can be a two-sided advantage. Not only will asking questions and speaking up when given the opportunity offer you the chance to learn more easily, asking someone in your class if they can help you with a problem on your homework is often the easiest and most common way to meet someone new. Most of your fellow students will not hesitate to offer their assistance, all you need to do is ask! Also, don't be offended if when talking to someone they respond with a "can you say that again, I didn't quite catch it." They're not trying to be rude, just trying to understand what you are saying better so they can help you. This tends to happen more if you have a particularly strong accent from your native country. If someone asks you to repeat yourself, just realize that they probably want to help you and need to be able to understand exactly what you're saying before they can do so! Another great way that works for some people to overcome the language barrier is listen to the radio or watch TV. These two media forms, especially news programs on them, are great ways to learn both visually and audibly the different mannerisms and slang words in the American vocabulary. Make sure that if you choose this option that you are watching quality programming so that what you hear is actually worth learning and will help you in your day-to-day communication. Finally, if you're trying to write a paper or type a letter or email to someone, and you just can't figure out what the American English word is, there are a number of website on the Internet which allow you to type in words, or even entire papers and have them translated into hundreds of languages. The website http://www.freetranslation.com/ allows users to type in anything they want, and then select which language to convert it from, and which language they want it converted to (i.e. English to German, or Japanese to Italian!)

<urn:uuid:c65ff699-7031-464f-b83e-7f0919636897>

CC-MAIN-2013-20

http://showcase.netins.net/web/mnrl/collegewriting/language.html

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Better Students Ask More Questions. How is Feste characterized in Shakespeare's Twelfth Night? 1 Answer | add yours Middle School Teacher As the play's court jester, Feste is characterized as both a witty and wise person. One of Feste's functions is to illustrate the merry, festive themes of Twelfth Night that are associated with the play's title. The play's title refers to the holiday celebrated on the twelfth day after Christmas known as Epiphany. Hence, Feste's name is a derivative of the word festival and his jokes and witticisms are characteristic of the holiday. However, more importantly, Feste also functions as the play's wise observer, and as a wise observer, he also illustrates the theme of foolish human nature. Literary critics have noted that because Feste does not get involved in any of the play's conflicts, he is able to remain the play's objective observer (eNotes, "Feste the Clown (Character Analysis"). One of the things he observes is the foolishness of the other characters. For example, he notes that Olivia is foolish for wasting her youth and beauty by prolonging her mourning over her brother, especially when she believes his soul to be in heaven, as we see in Feste's lines, "The more fool, madonna, to mourn for your brother's soul being in heaven. Take away the fool, gentlemen" (I.v.64-65). He even rightly observes that Duke Orsino's love for Olivia is not really genuine and that Orsino actually will prove to be fickle, showing us just how foolish Orsino is for pining over Olivia. We see Feste call Orsino fickle when Feste declares, "[T]hy mind is a very opal" (II.iv.79-80). Since an opal is a stone that changes color easily, in likening Orsino's mind to an opal, Feste is calling Orsino's mind easily changeable, or fickle. Hence we see that as a court jester, Feste is characterized as being both witty and wise with the purpose of illustrating the theme of human folly. One thing we know about Feste's characterization is that even though he plays the role of a fool, or court jester, he is actually one of the play's only sensible, intelligent, and perceptive characters--the only character who is actually not foolish. We especially see Feste's wisdom and perception in the very first scene in which we meet him, Act 1, Scene 5. Here, when Olivia, angered by his long absence, declares, "Take the fool away," Feste wisely turns her own words against her, calling her the real fool. Feste's argument is that her prolonged mourning over her brother is foolish and a waste of her youth and beauty, especially because she believes her brother's soul to be "in heaven," as we see in his lines, "The more fool, madonna, to mourn for your brother's soul being in heaven. Take away the fool, gentlemen" (I.v.64-65). Later, Feste even rightly observes Duke Orsino's love for Olivia to be just an illusion andwisely calls Orsino fickle, which predicts the ending of the play, as we see in Feste's lines to Orsino: Now the melancholy god protect thee; and the tailor make thy doublet taffeta, for thy mind is a very opal. (II.iv.78-80) Since taffeta is a type of silk that changes color with the light and an opal is a type of stone that also changes colors easily, Feste is declaring Orsino to have a changeable, or fickle, mind, showing us that Feste rightly knows Orsino's proclaimed feelings of love for Olivia are not really as genuine as Orsino would like to believe they are. Since Feste wisely sees the foolishness of both Olivia and Orsino, we can say that Feste is characterized as the only character in the play who is not foolish. Posted by tamarakh on September 8, 2013 at 6:20 AM (Answer #1) Related QuestionsSee all » Join to answer this question Join a community of thousands of dedicated teachers and students.

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I. Introduction of the disease A. Muscular dystrophy B. Muscular dystrophy-is a group of muscle diseases that weaken the musculoskeletal and hamper C. I pick this disease because it sounded interesting A. How can a human being contract (get) this disease? 1. the most common form of muscular dystrophy in children is Duchene muscular dystrophy (DMD). Becker muscular ...view middle of the document... 2. You can be born with this disorder 3. And it’s a genetic disorder B. Is this disease contagious? A. Poor balancing B. Frequent falls C. Limited range movements D. Inability to walk A. Corticosteroids, such as prednisone, may help improve muscle strength and delay the progression of certain types of muscular dystrophy. But prolonged use of these types of drugs can weaken bones and increase fracture risk. B. Several different types of therapy and assistive devices can improve quality and sometimes length of life in people who have muscular dystrophy. C. Surgical remedies are an option for several of the problems common to muscular dystrophy, such as: Contractures. Tendon surgery can loosen joints drawn inward by contractures. Scoliosis. Surgery may also be needed to correct a sideways curvature of the spine that can make breathing more difficult. V. Cures-doesn’t have any cures-doesn’t have any cures VI. Data- couldn’t find VII. Google, kids health, bing, human illness,mda.org

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Fine motor skills demonstrate the ability of children in preschool programs to coordinate the smaller muscles in their hands. These skills include picking up items, grasping objects, letting things go, and following patterns. Preschool children benefit from activities that increase fine motor skill development and enhance the hand and finger coordination. Children need to develop dexterity and strength in their fingers and hands, along with their eye-hand coordination to effectively use manipulatives like crayons, pencils and scissors later on. The development of fine motor skills moves through a logical progression from the random reflex grasping of a baby to more precise hand movements of preschool children. The following activities can help young children to develop their fine motor abilities. Taking Things Apart and Putting Them Together Children must coordinate the use of both of their hands when they are taking things apart and putting them together. These activities include stringing beads, building with Duplo blocks, stacking objects and attaching items with Velcro. Preschoolers enjoy pointing to people, objects and pictures in books. To perform these skills, they need to develop their movement of individual isolated fingers. Activities like pushing buttons and poking through holes enable them to strengthen their index fingers, which is necessary for the development of grasping. Banging and Hammering Hand grasping and arm movement control are strengthened through banging and hammering. Children can develop these skills by beating on drums with drumsticks and hammering benches with toy hammers. Objects In and Objects Out The ability to grasp and release an object can be enhanced through activities in which children can place their toys into and later remove them from, a container. Young children enjoy sorting shapes, scooping sand, and pouring water. These types of movements help them to develop their wrist, elbow and shoulder motions. Sensory objects like water, sand, finger paint and play dough enable children to develop the necessary sensory discrimination awareness they need in their hands. Building with blocks, playing with dolls and action figures, lacing strings and connecting puzzle pieces are just some of the activities that develop fine motor strength and control and require precise small finger movement. Purposeful activities like drinking from a cup, brushing their teeth, using utensils and getting dressed help children to develop their independence as well as their fine motor skills. To learn more about helping your children develop their fine motor skills in McKinney preschool programs, call the experts at the Heritage Learning Center at (972) 782-4464 today! [osky-citation keyword=’McKinney Preschool Programs’]

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Is There a Cure For Cold Sores? By Thomas Morva One question on the minds of many people who frequently suffer from cold sores is "is there a cure for cold sores?" Sadly, the answer is no. But while there is no cold sores cure, there are numerous preventive measures people can take to keep their cold sore outbreaks to a minimum. Some of these preventions include not kissing people who currently have cold sores, protecting the lips from prolonged exposure to the sun, use lip balm with sun block on the lips at all times, and avoiding personal triggers that can lead to a cold sore outbreak. Following these procedures will not guarantee that a person will never have another cold sore, but it will decrease the likelihood that they will have another It is a good idea to avoid any close contact like kissing with anyone who currently has a cold sore. Although people can spread the cold-sore-causing HSV-1 virus even when they do not have a cold sore, it is much more likely to spread when a sore is present. It is advisable not to share any items with people who have cold sores as well. Items such as toothbrushes, towels, razors, and tableware can carry the HSV-1 virus. It is also a good idea to protect the lips from the sun. People should wear a lip balm containing sunscreen at all times to prevent any burning or drying. Even with the sun block, people should still limit the amount of direct sunlight their lips get. It is advisable to wear a hat or stay in the shade to keep the lips from getting too much sun. Some foods seem to trigger cold sore outbreaks in some people. Foods and drinks containing caffeine like chocolate, coffee, and soft drinks make some people more susceptible to cold sore outbreaks. People who are sensitive to these substances should limit their intake in order to decrease the likelihood of a cold There is no cold sores cure, but taking these precautions can greatly reduce the likelihood of a cold sore outbreak. Anyone who has a weakened immune system is at a risk for cold sores, but many of these preventive measures can still be effective. About the author: Cold Sores Info provides detailed information about the cause of cold sores, as well as treatment, home remedies, curious, and answers to frequently-asked questions, such as "Are cold sores contagious?" Cold Sores Info is affiliated with Original Content.

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Copyright © University of Cambridge. All rights reserved. 'Virtual Geoboard' printed from http://nrich.maths.org/ There are many activities that make use of a pinboard or geoboard. By using the controls at the bottom of the interactivity you can change the number of points around the circle - or select a geoboard with a central pin - or create a square pinboard. Click on the colour bands, then drag the band you create onto the board. To attach them you will need to pull them over the pegs. To change their position - or remove them - "loop" them off each peg This text is usually replaced by the Flash movie. If you would like to work on paper, the Printable Resources page has links to printable sheets of circles with a range of numbers of circumferential dots.

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Witness to History: 1945 This week in 1945, President Franklin Delano Roosevelt was sworn in for an unprecedented fourth term in office. In 1945, Attorney Henry M. Gallagher returned to the Farrish Johnson Law Office after serving seven years as MN Supreme Court Chief Justice. Franklin Delano Roosevelt, commonly known as FDR, was an American statesman and political leader who served as the 32nd president of the United States from 1933 until his death in 1945. He is often rated by scholars as one of the three greatest U.S. presidents, along with George Washington and Abraham Lincoln. Roosevelt was born in 1882. He graduated from Harvard College in 1903 and attended Columbia Law School before practicing law in New York City. In 1905 he married Elanor Roosevelt, and the couple went on to have six children. In 1921, at the age of 29, he developed a paralytic illness. During his presidency, he led the nation after the attack on Pearl Harbor on December 7, 1941, for which he famously called “a date which will live in infamy.” Roosevelt obtained a declaration of war on Japan. Roosevelt signing the declaration of war against Japan Roosevelt died on April 12, 1945, four months before the United States would drop nuclear weapons on two major Japanese cities. Henry M. Gallagher Henry M. Gallagher was born in Waseca County in 1885. Gallagher, upon graduating from Waseca High School in 1905, worked in a law office of the late John Moonan of Waseca. Following high school, he obtained his legal education at Creighton University in Omaha, Nebraska, graduating in 1910. He was known as the “country lawyer.” That same year he commenced a practice of law at Waseca, first in partnership with Fred W. Senn, who later became a district court judge in the area, and then in partnership with G.P. Madden and his brother Frank Gallagher. Later he joined the firm of J.W. Schmitt and Charlotte Farrish before being appointed to the Minnesota Supreme Court in 1937. Three of his nephews, Daniel, Lawrence and Michael Gallagher, also became attorneys. Gallagher was Chief Justice of the Minnesota Supreme Court from 1937 to 1944. His brother, Frank T. Gallagher, became an Associate Justice of the Minnesota Supreme Court from 1947 to 1963, making the two Gallaghers the only pair of siblings to serve on the Court. Minnesota Supreme Court circa 1943 In May of 1938 Chief Justice Gallagher addressed the sisters and students at Good Counsel Academy in Mankato. Justice Gallagher explained the three branches of government, stressing the importance to the students of becoming acquainted with their government, stating, “Regardless of the life work you choose, you will come in contact with government affairs. High school students should get more opportunity to study their local affairs not so much from text books, but from actual observation and contact.” 1938 News Article about Gallagher addressing Good Counsel in Mankato Gallagher retired from the Minnesota Supreme Court in 1944, returning to the Mankato law firm, Schmitt, Gallagher & Farrish. The Mankato News article announced the formation of a new law firm in Mankato, comprised of former Chief Justice Gallagher, C.A. Johnson and Charlotte Farrish, with Frank T. Gallagher and George P. Madden officing out of Waseca. The Mankato News article, featuring Gallagher Gallagher had an innate understanding of the law and the reasons for it. From this understanding came appreciation of the law’s complexities; the never-ending need for examination and research of statute of precedent. He did not try to give, and was not moved by, the quick or flippant answer. His opinions and advice were based solidly on facts, the law and common sense—blended in such a way as to make the complex seem simple. Robert Sheran was a law clerk for Justice Gallagher and later joined Gallagher’s Mankato firm before he was also appointed to the Minnesota Supreme Court, in 1963. Justice Gallagher died on April 3, 1965. At his memorial, Sheran noted Gallagher often said, “Everyone owes something to his community besides the payment of taxes.” Gallagher was a great person of compassion and humility. He was able to find the essential quality of goodness in everyone and to accord each individual courtesy and respect regardless of his state or condition in life. Gallagher had a quotation in his office reading, “There are three sides to every question—your side; my side; and the right side.” At a Glance: 1945 March 29, 1945: Movie star Jimmy Stewart promoted to full Colonel. Stewart is one of the few Americans to rise from a Private to a Colonel in four years. In 1946, Stewart appeared in It’s a Wonderful Life with Donna Reed. Major Jimmy Stewart confers with a B-24 crew member April 12, 1945: Harry Truman succeeds FDR as president, taking over just before the end of WWII. Truman made the momentous decision to drop the atomic bomb on Hiroshima and Nagasaki, ushering in the atomic age. May 23, 1945: The historic photo, Raising the Flag on Iwo Jima, ist aken at Mt. Suribachi in Japan by Joe Rosenthal became one of the most significant and recognizable images of WWII. June 20, 1945: Abbott and Costello’s film, “The Naughty Nineties” released the longest version of their “Who’s on First” routine. August 14, 1945: V-J Day. Japan surrenders unconditionally at the end of WWII. V-J Day in Times Square, the famous photo of the sailor kissing the white-clad nurse, was taken. October 3, 1945: Elvis Presley makes his first public appearance at the age of 10. October 8, 1945: Perry Spencer accidentally discovers that microwaves can heat food; he files for a patent for a microwave cooking oven. October 22, 1945: Jackie Robinson signs a contract with the Montreal Royals. Two years later, in 1947, he is the MLB Rookie of the Year, the first African American to play in the MLB. Jackie Robinson poses before his first Minor League game

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Home » NZVA positions and resources » Companion animal health and welfare » Ethical guide to buying a puppy or dog - Professional behaviour - One Health - General welfare policies and position statements - Fireworks resources Ethical guide to buying a puppy or dog In the same way that ethics are guiding purchases for food and clothing, the NZVA suggests that prospective owners also consider ethical issues when obtaining a pet dog. Adopt don't buy Large numbers of healthy puppies and dogs need homes. Unless you have a specific requirement for a pet, consider adopting a rescue dog and save a life. Don't support puppy farms Never buy from puppy farms - even if you feel sorry for the dog. More puppies will be bred to replace the dog you buy. It's a vicious cycle. Look for breeders who have excellent welfare standards and raise the puppies in homes, socialising them so they adapt easily to their new home environment. Visit the breeder Visit the breeding facility and see the environment where the puppy is being raised. It should be comfortable and clean. The puppy should also be able to mix with people and other animals. Meet the parents Request the health history of the puppy's parents and ask to meet them. Be wary if the parents have needed surgery to enable them to breathe comfortably, correct eyelid issues or walk normally. Avoid buying puppies produced from mating closely related dogs. Consider also their temperaments and avoid those that are aggressive or overly nervous. Don't support breeders who produce puppies with severely exaggerated features If buying a breed that has exaggerated features (flat face, large eyes, excessive skin, short legs, long ears), choose a breeder who is actively breeding away from extreme features. Support breeders who screen the parents for inherited diseases It is not enough for a breeder to just take part in a health scheme, they must also use the results to access the suitability of mating the dogs. Discuss the test results with your veterinarian before you buy the puppy. Check how many litter the mother has produced Three litters from one mother allows breeders to produce a suitable daughter to continue the breed line and reduces the welfare impacts on individual breeding female dogs. Breeders who have bred more than three litters from one female dog should raise concerns. Check how old the mother was when mated The risks of pregnancy complications are related to the age of the female dog. Breeding female dogs should ideally be between one and six years of age when they are mated. Check if a caesarean section was required Don't support breeders who subject their bitches to multiple caesarean sections. As a general guide, we suggest that the mother shouldn't have had more than two. Ensure that the puppy's health has been well managed The puppies should be in good body condition, on a regular parasite control programme, have had a vet check and received any vaccinations that are required. Check the puppy will be over eight weeks of age when they are released to new owners Puppies must be weaned and fully self-sufficient and at least eight weeks old before they are released to their new owners. Ten weeks is preferred for smaller breed puppies. Ensure that the puppy's behavioural needs have been met To smooth the transition to their new homes, puppies should be able to mix with people and other animals from three weeks of age. Select a breeder who will provide support and follow-up care A responsible breeder will also be knowledgeable about the breed and the care of new puppies. They will be keen to provide follow-up support. There is some very good general information on this UK based website The Puppy Contract. Some points that are not relevant to the situation in New Zealand.

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Why do the ribbons come out in the book The Giver? Girls under the age of nine wear hair ribbons as part of Sameness, and Nine-year-old girls take them out as a sign of maturing. When children turn nine in Jonas’s community, the girls remove their hair ribbons. All children in the community have the same hair styles and the same clothing. Sameness is very important to Jonas’s people. They believe that all people should dress alive, follow strict rules regarding language, and look as much alike as possible. Every step in childhood is controlled and measured out. Hair ribbons are worn at the end of braids for eight year olds and younger. Hair ribbons are a bit of an annoyance for Lilly, who has trouble untying them herself, and gets chastised for having them come untied. She is therefore relieved when she gets to remove them when she becomes a Nine. All children in the community age on the same day, at the ceremonies. This is when they get their new ceremonial clothing and make any other transformations, such as in hairstyle. "I don't like hair ribbons. I'm glad I only have to wear them one more year," Lily said irritably. "Next year I get my bicycle, too," she added more cheerfully. (Ch. 6) The hair ribbons are so important that a child can actually be publicly chastised in the community by the speaker for failing to have them tied perfectly. ATTENTION. THIS IS A REMINDER TO FEMALES UNDER NINE THAT HAIR RIBBONS ARE TO BE NEATLY TIED AT ALL TIMES. (Ch. 3) Jonas worries that such an announcement might happen to his sister, because her hair ribbons are constantly untied. He has been the recipient of public warnings, once taking an apple home after watching it mysteriously change color. By removing the hair ribbons and giving the girls, and other Nines, bicycles, the community is demonstrating the growing maturity of children who will be given quite a bit of responsibility by the age of twelve. Why is it so important in the community that all of the little girls of a certain age dress alike? It is strange to us, of course. However, to Jonas’s community, Sameness is very important. You can tell how old a little girl is because she wears ribbons. Nine year olds don’t. Before the age of nine, they do. It keeps things consistent and the same. It gives them a sense of control. Removing the ribbons shows the people that the girl is starting to mature. They will always be reminded of what they are working toward.

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Moral language and pedagogical experience As educators are challenged to develop a moral vocabulary of teaching, such a language needs to be sensitive to the way that pedagogical relations are lived and experienced. This exploration into the meanings of care offers a phenomenological puzzle. It concerns the relation between, on the one hand, commonly accepted and professionally received meanings of the ethical concept of care as we find it in the parental, philosophical, and curriculum literature and, on the other hand, the lived experience of caring. The language of care in the field of commerce and in the helping professions tends to pass over these subtle and deeply-felt sensibilities. It seems that for many parents and teachers caring commonly means worrying. Caring is experienced as worrying responsibility. But this worry ('sorgen' in German) is often neglected for happier or more acceptable understandings of care. This should make us wonder about what happens when language turns professional and theoretical, when it becomes charged with meanings that in everyday life are not always recognizable, and when it becomes discharged of meanings that are existentially at its very centre.

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As scientists learned more about HIV’s initial assault on the body, it became clear that the immune system always mounts a vigorous counterattack. In fact, what happens in the first few weeks after infection is nothing short of extraordinary — and it bolsters the current consensus that killer T-cells are critical to warding off HIV. What typically happens is this: The surfaces of certain cells in the body are studded with two molecules, named CD4 and CCR5. If the virus chances upon such a cell and binds to these molecules, then, like a burglar picking a lock, HIV gains entry, commandeers the cell’s DNA, and forces it to churn out as many as 10,000 new viruses. These are ejected from the cell to float in the body, waiting to enter new cells. Within 48 hours, swarms of viruses have advanced from the site of infection into the lymph nodes, where HIV’s favorite immune-system cells abound. In as little as three days, the virus has infiltrated certain long-lived cells where it can hide out during years of ferocious medical assault and still emerge to rekindle the infection. By the 10th day, HIV has usually spread to the brain, spleen, and gut. At this point in the invasion, the amount of HIV in the blood soars to almost unbelievable levels: A single milliliter of blood — a mere droplet — can be teeming with as many as 95 million viruses. Then the immune system rallies. The body produces millions of HIV-specific killer T-cells that attack infected cells and also excrete special molecules that can paralyze HIV. Antibodies against the virus won’t appear in the blood for about two more weeks — sometimes not for a few months — and they seem to have little effect. It is the killer T-cells that appear to suppress the virus. Yet they don’t eliminate it. Instead, the virus and the immune system become locked in a pitched battle that lasts for years. Eventually, for reasons that are still not understood, HIV overwhelms the immune system, rendering the patient vulnerable to whatever diseases come along. Those initial days of infection, when the body becomes saturated with virus, are the key to a vaccine, McMichael believes. Killer T-cells are “always chasing the virus,” he says, “and the virus is always one step ahead. But if a person is vaccinated, then the immune system starts out ahead.” So what McMichael and his team have done is construct a vaccine made from the DNA of epitopes that killer T-cells recognize. He’s made sure that these virus fragments come from parts of HIV that don’t mutate and so can’t change to escape the T-cells’ attack. Some of the epitopes in the vaccine are ones targeted by killer T-cells of the exposed but uninfected Pumwani prostitutes. “The vaccine,” says Plummer, “was built in part around these women.” After safety trials in England starting early next year, the vaccine will go into trials in Nairobi. Maybe a vaccinated immune system can eliminate the virus before it gains a foothold. Or, barring that, maybe the vaccine could help the body suppress the virus to such low levels that it would be hard to transmit and never cause disease.

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New York State’s Dignity for All Students Act (formerly known as DASA but now known as The Dignity ACT or DACT) seeks to provide students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, the Internet, a school bus and/or at a school function. The Dignity Act states that NO student shall be subjected to harassment or discrimination by employees or students on school property or at a school function based on their actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex. This law originally earned the nickname of “DASA” but the state Education Department changed the nickname to DACT because it now includes the topic of cyberbullying. Cyberbullying is defined as using the Internet, cell phones or other electronic devices to send or post text or images intended to intimidate, hurt or embarrass another person. Much of cyberbullying is initiated outside of school by using programs such as Facebook, Twitter, Instagram or texting. The Dignity Act arises out of legislative concern about bullying and safety in schools. While the act does not use the word “bullying,” that is its primary focus. This act is designed to prevent and prohibit discriminating and harassing conduct on school property and at school functions. Any person having reasonable cause to believe that a student has been subjected to discrimination or harassment must act reasonably and in good faith by reporting the incident. Incident reporting forms are available here. Some common terminology used in The Dignity Act: What is bullying? Bullying is a conscious and deliberate hostile activity intended to harm, induce fear through the threat of further aggression and create terror. Bullying includes three elements: - Imbalance of power – Children who bully use their power, such as physical strength, access to embarrassing information or popularity, to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. - Intent to harm – The person bullying has a goal of causing harm. - Repetition – Bullying behaviors generally happen more than once or have the potential to happen more than once. What is harassment? The Dignity for All Students Act defines harassment as the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse that has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities, benefits, or mental, emotional or physical well-being; or conduct, verbal threats, intimidation or abuse that causes or would reasonably be expected to cause a student to fear for his or her physical safety. The harassing behavior may be based on any characteristic, including but not limited to a person’s actual or perceived: - National Origin - Religious Practice - Sexual Orientation - Ethnic Group - Gender (including gender identity and expression) What is hazing? Hazing is an induction, initiation or membership process involving harassment which produces public humiliation, physical or emotional discomfort, bodily injury or public ridicule or creates a situation where public humiliation, physical or emotional discomfort, bodily injury or public ridicule is likely to occur. What is discrimination? Discrimination is the act of denying rights, benefits, justice, equitable treatment or access to facilities available to all others, to an individual or group of people because of the group, class or category to which that person belongs. That includes, but is not limited to, a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, and gender (including gender identity and expression).

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The continuing Revolution of java By: aathishankaran in Java Tutorials on 2007-02-01 The initial release of java was nothing short of revolutionary, but it did not mark the end of java's era of rapid innovation. Unlike most other software systems that usually settle into a pattern of small, incremental improvements, java continued to evolve at an explosive ace. Soon after the release of java1.0, the designers of java had already created java1.1. The features added by java 1.1 were more significant and substantial than the increase in the minor revision number would have you think. Java 1.1 added many new library elements, redefined the way events are handled by applets, and reconfigured may features of the 1.0 library. It also deprecated (rendered obsolete) several features originally defined by java 1.0. Thus, java 1.1 both added and subtracted attributes from its original specification. The next major release of java was java 2. Java 2 was a watershed event, marking the beginning of the 'modern age' of this rapidly evolving language! The first release of java 2 carried the version number 1.2. It may seem odd that the first release of java 2 used the 1.2 version number. The reason is that it originally referred to the version of the java libraries, but it was generalized to refer to the entire release, itself. Java 2 added support for a number of new features, such as Swing and the collections framework, and it enhanced the Java Virtual Machine and various programming tools java 2 also contained a few deprecations. The most important affected the Thread class in which the methods suspend (), and stop () were deprecated. This version java 2, version 1.3, is the first major upgrade to the original java 2 release. For the most part it adds to existing functionality and 'tightens up' the development environment. In general, programs written for version 1.2 and those written for version 1.2 are source-code compatible. Although version 1.3 contains a smaller set of changes than the preceding three major releases, it is nevertheless important. In this article it explain about both 1.2 and 1.3 versions of java 2. Of course, most of the material applies to earlier versions of java, too. When a feature applies to a specific version of java, it will be so noted, otherwise, you can simply assume that it applies to java, in general. Also, when referring to those features common to not versions of java2, this book will simply use the term java 2, with out a reference to a version number. As of 2023, the latest Java version is Java 20. According to the Oracle Java SE Support Roadmap, version 20 is the latest one, and versions 17, 11 and 8 are the currently supported long-term support (LTS) versions, where Oracle Customers will receive Oracle Premier Support. OpenJDK is also available free of cost and its versions are almost always similar to Oracle's paid versions. The OpenJDK versions can be downloaded from https://openjdk.org/ This policy contains information about your privacy. By posting, you are declaring that you understand this policy: - Your name, rating, website address, town, country, state and comment will be publicly displayed if entered. - Aside from the data entered into these form fields, other stored data about your comment will include: - Your IP address (not displayed) - The time/date of your submission (displayed) - Your email address will not be shared. It is collected for only two reasons: - Administrative purposes, should a need to contact you arise. - To inform you of new comments, should you subscribe to receive notifications. - A cookie may be set on your computer. This is used to remember your inputs. It will expire by itself. This policy is subject to change at any time and without notice. These terms and conditions contain rules about posting comments. By submitting a comment, you are declaring that you agree with these rules: - Although the administrator will attempt to moderate comments, it is impossible for every comment to have been moderated at any given time. - You acknowledge that all comments express the views and opinions of the original author and not those of the administrator. - You agree not to post any material which is knowingly false, obscene, hateful, threatening, harassing or invasive of a person's privacy. - The administrator has the right to edit, move or remove any comment for any reason and without notice. Failure to comply with these rules may result in being banned from submitting further comments. These terms and conditions are subject to change at any time and without notice. - Data Science - React Native - Cloud Computing - Java Beans - Mac OS X - Office 365 - Tech Reviews Read a file having a list of telnet commands and execute them one by one using Java Open a .docx file and show content in a TextArea using Java Step by Step guide to setup freetts for Java Of Object, equals (), == and hashCode () Using the AWS SDK for Java in Eclipse DateFormat sample program in Java concurrent.Flow instead of Observable class in Java Calculator application in Java Sending Email from Java application (using gmail) Java program to get location meta data from an image

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Reimagining the Four Freedoms Students reflect on the significant factors of freedom in today’s society, locally and in the world at large. They create an illustration reflecting a select freedom in today’s world. In addition, they write an argument defending the freedom their illustration reflects. The argument defend their argument with relevant facts and data. This project may be a collaborative work with the art teacher. The written part of the activity will take a week or less to complete. The amount of time to create the illustration may vary depending on whether it is worked on outside of art classes. Enduring Understandings/ Essential Questions: - The Four Freedoms are intended for all citizens of the world. - President Roosevelt named the Four Freedoms as Freedom from Want, Freedom from Fear, Freedom of Worship, And Freedom of Speech. - The Four Freedoms are reflected in our lives. - Are the four freedoms named by President Roosevelt relevant today? - How are the Four Freedoms reflected in your life? - Do all citizens of the world enjoy these freedoms in the same way? - What does “freedom” mean to you? - Four Freedoms - This activity could take a week or less. - Social Studies; Language Arts:Reading History; Language Arts: Writing History and Science - Students will reflect on the world today, identify relevant freedoms and create an image which illustrates a chosen freedom. - Students will write an argument defending the freedom illustrated in their illustration. World War II began in 1939. The United States was not involved in the beginning of the war, however, President Franklin Roosevelt believed that the United States would eventually need to play a larger role. In January 1941, he made his speech to Congress. In his speech, President Roosevelt named the Four Freedoms, which he stated are the rights of everyone in the world. After the speech, in an effort to convey the underlying message of the Four Freedoms, the President reached out to the art world for help. Many artists created works to reflect the meaning of these freedoms in the form of paintings, sculptures, prints, musical compositions, and more. Norman Rockwell thought a lot about these ideals. In February and March of 1943, his completed Four Freedoms illustrations were published in The Saturday Evening Post, each along with a related essay. Exceedingly popular at the time and distributed widely as prints and posters, Norman Rockwell's illustrations raised over 132 million dollars toward the war effort through the purchase of war bonds. Prints of Rockwell’s Four Freedoms were given as premiums when people purchased war bonds in varying denominations. His illustrations became the face of the Four Freedoms and they continue to represent the meaning of these freedoms today. Norman Rockwell's Four Freedoms Norman Rockwell Museum Franklin D. Roosevelt's Four Freedoms Norman Rockwell Museum Franklin D. Roosevelt's Four Freedoms Speech FDR Presidential Library and Museum/National Archives Speeches of Freedom - Voice Collage Norman Rockwell Museum/Academy of Art University - Rockwell, Roosevelt & the Four Freedoms Exhibition Website - Saturday Evening Post: February 10, 1943 (Complete Issue) - Freedom of Speech - Four Freedoms - Presentation - Speeches of Freedom: Voice Collage (PDF) - Eleanor Roosevelt – The Struggle for Human Rights (excerpt) (PDF) - W.E.B. DuBois - Niagara Movement Speech (excerpt) (PDF) - Franklin D. Roosevelt - “The Four Freedoms” Speech (excerpt) (PDF) - Lyndon B. Johnson - “Great Society” Speech (excerpt) (PDF) - Malcolm X - Speech to Peace Corps Workers (excerpt) (PDF) - Ang San Suu Kyi - Freedom from Fear (excerpt) (PDF) - Elie Wiesel - "Perils of Indifference" - Nobel Peace Prize Speech (excerpt) (PDF) - Martin Luther King - "I have a dream" Speech (excerpt) (PDF) - Margaret Chase Smith - "Declaration of Conscience" (excerpt) (PDF) - Lyndon B. Johnson - "The American Promise" Speech (excerpt) (PDF) - John F. Kennedy - Inaugural Presidential Address (excerpt) (PDF) - Cesar Chavez - "Wrath of Grapes Speech" (excerpt) (PDF) - Abraham Lincoln - "Gettysberg Address" (complete) (PDF) - Winston Churchill - "Blood, Sweat and Tears" Speech (complete) (PDF) - Norman Rockwell Museum Mobile App - Internet access for research - Art materials for illustration - Paper/writing implements - Chart paper and marker - Prior to this project give students the opportunity to view and discuss the four freedoms illustrated by Norman Rockwell and the world events which led to the speech given by Franklin D. Roosevelt. - Hold an informal discussion of the freedoms relevant to today’s world affairs. Record ideas elicited from students. - Students will think about the ideas recorded. From the list or an additional ideas that they have, students will choose a freedom to illustrate and defend. - If working in collaboration with the art teacher, students may make preliminary sketches in class and work on final illustration in art class. - Students will research facts and data in support of the selected idea. They will publish an argument defending the selected freedom based on present world events and conditions which will serve as the placard to be displayed with the illustration. - If students have not had previous experience writing arguments, mentor texts should be shared and analyzed, noting how this type of writing is different from other genres. - Are students’ ideas relevant to today? - Do the illustrations reflect ideas? - Do students’ arguments provide evidence supporting the ideas based on today’s world? - Cite specific textual evidence to support analysis of primary and secondary sources. - Write arguments focused on discipline-specific content. - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. - Draw evidence from informational texts to support analysis, reflection, and research. - Explain how a question represents key ideas in the field. - Explain how the relationship between supporting questions and compelling questions is mutually reinforcing. - Distinguish the powers and responsibilities of citizens, political parties, interest groups and the media in a variety of governmental and nongovernmental contexts. - Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole. - Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places. - Classify series of historical events and developments as examples of change and/or continuity. - Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. - Evaluate the credibility of a source by determining its relevance and intended use. - Construct an argument using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the argument. - Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths, and weaknesses of explanations. - Present a summary of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

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Glossary of terms What role do parish councils perform? Parish councils are the most local form of government. They collect money from Council Tax payers (via the district council) known as a "precept" and this is used to invest in the area to improve services or facilities. Parish councils can take different forms but usually are made up of local people who stand for election as parish councillors to represent their area. They can be the voice of the local community and work with other tiers of government and external organisations to co-ordinate and deliver services and work to improve the quality of life in the area. What are grouped parishes? It may best be considered as a working alliance of parishes that have come together under a common parish council, with the electors of each of the grouped parishes electing a designated number of councillors to the council. It has been found to be an effective way of ensuring parish government for small parishes that might otherwise be unviable as separate units, while otherwise guaranteeing their separate community identity. The council recognises that the grouping of parishes needs to be compatible with the retention of community interests, and notes the government's guidance that "it would be inappropriate for it to be used to build artificially large units under single parish councils."A grouping order is permitted under Section 11 of the Local Government Act 1972. Parishes or towns can be divided into wards for the purpose of electing councillors. Again, this could depend upon the size and make up of a proposed council. The government guidance requires that consideration be given to the number of and distribution of local government electors which could make a single election of councillors impractical or inconvenient or it may be desirable for areas within the town or parish to be separately represented. The government's guidance is that "the warding of parishes in largely rural areas that are based predominantly on a single centrally-located village may not be justified. Conversely, warding may be appropriate where the parish encompasses a number of villages with separate identities, a village with a large rural hinterland or where, on the edges of towns, there has been some urban overspill into the parish." What is a community governance order? The review will be completed when the council adopts a Reorganisation of Community Governance Order. The Order will specify when it will take effect for financial and administrative purposes and when the electoral arrangements for a new or existing parish council will come into force Copies of this Order, the map(s) that show the effects of the order in detail, and the document(s) which set out the reasons for the decisions that the council has taken (including where it has decided to make no change following a review) will be deposited at the council's offices and website. In accordance with the guidance issued by the government, the council will issue maps to illustrate each recommendation at a scale that will not normally be smaller than 1:10,000. These maps will be deposited with the Secretary of State at the Department of Communities and Local Government and at the council’s offices. Prints will also be supplied, in accordance with the regulations, to Ordnance Survey, the Registrar General, the Land Registry, the Valuation Office Agency, the Boundary Commission for England and the Electoral Commission. What do "electoral arrangements" mean? An important part of our review will comprise giving consideration to electoral arrangements. The term covers the way in which a council is constituted for the parish. It covers: - The ordinary year in which elections are held - The number of councillors to be elected to the council - The division (or not) of the parish into wards for the purpose of electing councillors - The number and boundaries of any such wards - The number of councillors to be elected for any such ward and - The name of any such ward Is there an ideal size for a parish council? The government's guidance is that "each area should be considered on its own merits, having regard to its population, geography and the pattern of communities," and therefore the council is prepared to pay particular attention to existing levels of representation, the broad pattern of existing council sizes which have stood the test of time and the take-up of seats at elections in its consideration of this matter. Parishes wishing to increase numbers must give strong reasons for doing so. The number of parish or town councillors for each council must be not less than five but can be greater. However, each parish grouped under a common parish council must have at least one parish councillor. The Aston Business School found the following levels of representation to the good running of a council: |Less than 500||5-8| |More than 20,000||13-31| The government has a commitment to improve the capacity of the parish structure to deliver better services and to represent the community's interests. Therefore, the council is anxious to ensure that parishes should be viable and should possess a precept that enables them to actively and effectively promote the wellbeing of their residents and to contribute to the real provision of services in their areas in an economic and efficient manner. It will be desirable for parish or town council boundaries to be readily identifiable. This can be by reference to physical features or may follow adopted electoral ward boundaries in the district. Any changes should also take into account population shifts or additional development that may have affected community identity.

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"Great Salt Lake City," a planned settlement, 1847-1872 On August 2, 1847, Orson Pratt and Henry G. Sherwood began the survey of Great Salt Lake City, beginning at the southeast corner of Temple Square. By August 20 the survey of Plat A was completed. It included 114 ten-acres blocks, each containing 8 lots. Lots were 10 by 20 rods or 165 by 330 feet (1 1/4 acres) in size. Each block alternated in the way the lots were divided and the houses faced. Streets were 8 rods (132 feet) wide. Apostles selected a number of lots surrounding Temple Square, but general distribution was not made until Young and Heber C. Kimball were chosen to do so on September 24, 1848. A fee of $1.50 was paid for each lot acquired ($1.00 to cover surveying expenses, and $.50 as a filing fee). Unmarried men were not given an allotment, but polygamists were entitled to receive one for each family. In the 1980s the Church built a model representing 64 blocks in Plat A (roughly a square mile) that represented the prime real estate around the temple block. The following web pages contain information pertaining to the city, but focus on the persons that owned property or the buildings that occupied those blocks. Great Salt Lake City

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Plasmapheresis of Anthrax-Vaccinated Subjects for Production of Anthrax Immune Globulin This protocol is a joint project of the National Institutes of Health, the Centers for Disease Control and the United States Army Medical Research Institute for Infectious Diseases. It is designed to collect plasma from healthy employees of the Department of Defense who have been vaccinated against anthrax. The collected plasma will be pooled to make an anthrax-fighting antibody solution called anthrax immune globulin intravenous (AIGIV). This solution will be used for: - Animal experiments to test its effectiveness in preventing the development of anthrax after inhalation exposure; - Treating people severely ill with anthrax who are not improving with standard antibiotic therapy; and - Treating people exposed to spores of the bacteria that cause anthrax to try to prevent development of the disease. Healthy volunteers between 18 and 65 years of age who have received at least four doses of the anthrax vaccine and who meet the criteria for blood donors may be eligible to participate in this study. Volunteers will be recruited from Department of Defense civilian and military employees. Candidates will be screened with an interview and blood tests. Participants will undergo the following procedures: - Have a health history screen for donating plasma - Measurement of heart rate, blood pressure and temperature - Fingerstick to check hemoglobin level - Blood tests for HIV, hepatitis B and C, syphilis and other infectious diseases - Blood test for anthrax antibody levels - Plasmapheresis to collect blood plasma (the liquid part of the blood) In plasmapheresis, whole blood is drawn through a needle placed in an arm vein. The blood flows into a cell separator machine, where it is spun to separate the plasma from the blood cells. The plasma is collected in a plastic bag in the machine, while the rest of the blood is returned to the donor through the needle in the arm. During the procedure, the donor is given a blood thinner called citrate to prevent the blood from clotting while it is in the cell separator machine. The procedure lasts from 60 to 90 minutes. Only a small fraction of the body's total plasma is removed, and it is quickly replaced by the body with no long-term health effects. Participants may be requested to donate plasma as often as every 3 to 4 days or as infrequently as once a month for a maximum of six donations. |Official Title:||Plasmapheresis of Anthrax-Vaccinated Subjects for Production of Anthrax Immune Globulin| |Study Start Date:||February 2002| |Estimated Study Completion Date:||March 2004| Please refer to this study by its ClinicalTrials.gov identifier: NCT00031291 |United States, Maryland| |Warren G. Magnuson Clinical Center (CC)| |Bethesda, Maryland, United States, 20892|

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In 2001, Canada was the first country to require health warnings on tobacco packaging, and now the government is once again stepping up its game. On June 19th, 2012, the federal government reached another milestone in their fight against smoking by announcing that all cigarette packages must display the larger and more hard-hitting health warning messages. In a press release issued by the office of the Minister of Health, the Honourable Leona Aglukkaq states that "this initiative continues our efforts to inform Canadians - especially young people - about the health hazards of smoking." Studies show that the use of warning messages on tobacco products, including graphic images, has been the most effective way to inform and educate people on the health risks associated with tobacco use, much to the dismay of large tobacco companies. As of this week, 75% of the front and back panels of the packaging contain graphic warning messages and images. Way to go Canada for being a world leader and for once again taking such a strong and aggressive approach to helping people avoid the pain and suffering associated with tobacco-related illnesses. But enough about smoking. Let’s apply this same logic to the use of graphic images for showing people the truth about abortion. If the Ministry of Health can regulate one industry by mandating the use of graphic and disturbing images on their products in order to reduce consumption and save lives, why aren’t they using that same approach on another industry that kills? The answer to that is easy and disheartening at the same time. The government acknowledges that cigarettes kill, and yet they fail to recognize that abortion kills, in a much more direct and cruel way. For the government to acknowledge that abortion kills, they would first have to acknowledge that the preborn are human beings and should be protected right? As a matter of fact they do just that with one of the new warning labels that states “Second-hand smoke contains many toxic chemicals that can harm an unborn baby”. That’s right folks, the government does not want pregnant women to smoke and harm their unborn babies. If they care so much about unborn babies, shouldn’t pregnant women also be warned that an abortion not only harms but kills their unborn baby if they choose to have one? The government is being inconsistent and very selective when it comes to choosing which lives to protect. In Canada, tobacco-related illnesses kill 37,000 human beings every year. Abortion kills more than 100,000 human beings every year (at the expense of taxpayers). And yet when pro-lifers show graphic images of what abortion looks like, they are accused of using scare-tactics, being judgmental, mean and flat out crazy. It just doesn’t make any sense. If pro-lifers are those things, so is the Federal Ministry of Health. Why is the government going out of its way to do ‘what’s best’ for smokers, but not for pregnant women considering an abortion? Why spend so much time and money trying to discourage smokers from smoking when it’s their body, their choice? Why are they so opinionated and in-your-face with smoking-prevention, but so avoidant with abortion-prevention? I thank groups like Show the Truth and the Canadian Centre for Bio-Ethical Reform and their recently launched Canada-wide New Abortion Caravan campaign, for providing graphic warning messages that expose Canadians to the truth about abortion, and doing what our government fails to do.

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> United States > U.S. Executive > Popular Vote |Type|| General Election| |Filing Deadline|| 00, 1788 - 12:00pm Central| |Polls Open|| December 08, 1788 - 06:00am Central| |Polls Close|| January 10, 1789 - 08:00pm Central| |Term Start|| March 04, 1789 - 12:00pm| |Term End|| March 04, 1793 - 12:00pm| |Last Modified||TX DEM December 24, 2008 07:05pm| |Data Sources||Dubin, pp. 2-3; First Federal Elections 2:83; Jerrold G. Rusk, A Statistical History of the American Electorate (DC: CQ Press, 2001), p. 171. Washington's vote is comprised of 35,866 votes for Federalist Electors and 2,952 votes for Anti-Federalist Electors. | An excellent summary of the election is found in Richard McCormick, The Presidential Game (NYC: Oxford UP, 1982), pp. 27-40. |Creation of the office of President The head of the executive branch of the government was created during the Constitutional Convention in 1787. Gen. George Washington's even-handed presiding over the proceedings impressed the delegates, and many historians feel that the position of "president" was tailor-made for him. New Hampshire notified the Continental Congress on 7/2/1788 that it had ratified the Constitution. It being the ninth state to do so, the Congress began a discussion of the creation of the new government. The major issue for the delegates was where the new government would assemble. They finally agreed on New York City, and on 9/13/1788 they approved a timeline for the installation of the new government. States were allowed to elect their U.S. Senate and U.S. House members whenever they desired. Presidential electors would be chosen on 1/7/1789, with each state granted freedom to legislate its own means of the selection of Electors. The Electors would meet on 2/4/1789 to cast the electoral votes in each state and forward a statement of their vote to the new Congress to be opened at its initial session on 3/4/1789. Each state was required to pass its own act for carrying out the new voting. The only state legislature in session when the Continental Congress act was passed was PA, and it was about to depart for the winter. The legislators approved an act for the selection of the U.S

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The Quran has a special significance in Ramadan and both fasting and the Quran will intercede for you on the Day of Judgement. Ramadan is a virtuous month which will be filled with various acts of worship which one can perform but some acts will hold a greater value when carried out as prescribed in the Islamic tradition by the beloved Prophet Muhammad (saw), however, the most favourite of them all is the recitation of the Quran. There is much scriptural evidence that promotes the encouragement of spending our days and nights mostly in recitation and reflection, after all, the Quran and the month of Ramadan share a special relationship. Allah reminds us in the Holy Book about when the Quran was revealed and therefore has a greater significance when recited in the sacred month it was revealed. Allah distinguished the month of Ramadan, He (swt) chose this month explicitly to send down the glorious Quran and the other divine books. Ramadan is the month in which the Quran was revealed as a guide for humanity with clear proofs of guidance and the standard (to distinguish between right and wrong). (Surah Al-Baqarah 2:185) Imam Ahmad reported that Wathilah bin Al-Aqsa said that the Messenger of Allah (saw) said, “The Suhuf (pages) of Ibrahim were revealed during the first night of Ramadan. The Torah was revealed during the sixth night of Ramadan. The Injil was revealed during the thirteenth night of Ramadan. Allah revealed the Quran on the twenty-fourth night of Ramadan. The Quran was revealed as guidance for the hearts of those who believe in it and adhere to its commands. Allah said: “with clear proofs”, meaning, as clear and unambiguous signs and unequivocal proof for those who understand them. These proofs testify to the truth of the Quran, its guidance, the opposite of misguidance, and how it guides to the straight path, the opposite of the wrong path, and the distinction between the truth and falsehood, and the permissible and the prohibited. Imam Abdallah Ibn Alawi Al Haddad in his renowned work, ‘The book of assistance’, sheds some light on the recitation of the glorious Quran which can be studied and acted upon in the month of Ramadan. You must recite the book every day. The least you should do is recite a juz (one-thirtieth) so that you complete it once a month and the most is to complete it once every three days. Know that great merit attaches to reciting the Quran and an influence in illuminating the heart. Fasts and the Holy Quran will intercede for the Muslims on the Day of Judgement. The Messenger of Allah (saw) stated: "The fast and the Holy Quran will intercede for people on the Day of Judgement. The fast will say, ‘O Merciful Allah! I prevented him from eating and satisfying his desires during the day, accept my intercession in his favour.’ The Holy Quran will say, ‘I prevented him from sleeping at night, accept my intercession for him.’ Their intercessions will be accepted.’ (Musnad Imām Aḥmad) Another form of attaching oneself to the Quran is to listen to its recitation by others, this applies to both inside and outside of the prayer. Listening to others reciting the Quran is not only soothing on the heart and incredibly reflecting, it is also a sunnah of the beloved Prophet (saw) which has been encouraged in sound Hadith. There is a great reward for the listeners and reciters of the Quran, however an even greater reward for those who struggle to recite the Quran due to their pronunciation. Narrated `Abdullah, that the Prophet (ﷺ) said to him: "Recite the Qur'an to me." `Abdullah said, "Shall I recite (the Qur'an) to you while it has been revealed to you?" He said, "I like to hear it from others." (Sahih al-Bukhari) "Such a person as recites the Qur'an and masters it by heart, will be with the noble righteous scribes (in Heaven). And such a person exerts himself to learn the Qur'an by heart, and recites it with great difficulty, will have a double reward." Fasting and reciting the Quran in the month of Ramadan are the greatest means of Taqwa (piety and fear of Allah), so by reading and reflecting over the Quran in such a state, one fulfils an obligation and is rewarded for it in this world, and in the hereafter. Upon fulfilling this obligation, the Quran then becomes a witness for one on the Day of Judgement and a means for him to enter paradise for eternity. Take this opportunity to attach yourself to the Quran. Ramadan is also a great time to give Sadaqah, consider sponsoring a child to memorise the Quran and become a hafiz. You will receive the reward of Sadaqah Jariyah every time the Hafiz recites the Quran or teaches it to others which in turn will multiply the reward to you for many years.

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The Question: Some octopuses, some fish and a few mermaids were happily frolicking in a rock pool. Altogether there were 38 arms, 24 eyes and 8 tails all swimming in the pool. How many mermaids were there? First we solved the eyes because all the creatures have eyes, 24 divided by 2 = 12, which means there are 12 creatures in total. Then we did the tails. If 8 creatures have tails then 4 creatures don’t have tails. Now we know that they are octopuses. Secondly, we solved the arms. Knowing that octopus have 8 arms and there are only 4, we times 8 with 4 and we get 32. Because we had more arms, we took away 32 from 38 and got 6. With the 6, we divided it by 2, and that means there are 3 mermaids. Lastly we added up the octopus and mermaids and there were only 7 in total so we knew that there are 5 fish. So in total we have 3 mermaids, 5 fish and 4 octopuses.

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Grooming, Gossip, and the Evolution of Language Robin Dunbar opens GROOMING, GOSSIP, AND THE EVOLUTION OF LANGUAGE, his study of language, by evoking the pleasure of being groomed by a monkey. The sensual scene colors the reading of this warm, personalized text. Yet Dunbar’s work is solidly academic, with a bibliography ranging from speculations on linguistics, through studies of primate interactions, brain physiology and evolution, to theories of mind and consciousness. Dunbar juxtaposes data gathered by Jane Goodall in studies of chimpanzees with the fossil record of primates and early humans. He emphasizes solid, quantifiable data in charts and graphs, which seem a universe away from probing monkey fingers. According to the logic of Dunbar’s argument, even his book is bound into the same essential function as grooming among primates. Humans developed language to preserve personal alliances within groups grown too large for “hands on” grooming. The basic grooming unit is a pair, and the basic conversational unit is about four people. An individual can thus triple the number of grooming allies by speaking. Gossip is the basis of language and the cement of society. This book reaches a still greater extended community, with its combination of academic information and first-person chattiness. For all its abstract, intellectual underpinning, Dunbar’s book connects itself to contemporary society. Casual readers will find amusing observations to bring into conversation, and serious users of Internet technology will consider the impact of linguistic history on electronic conversation. GROOMING, GOSSIP AND THE EVOLUTION OF LANGUAGE binds earliest humanity and today’s technocrats and invites reflection on the juxtaposition.

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On 18 October 2011, the Energy Bill received Royal Assent and became the UK Energy Act 2011. The Act includes provision for the GB-wide " Green Deal" which is a framework to enable private firms to offer consumers energy efficiency improvements to their homes, community spaces and businesses at no upfront capital cost, and recoup payments through a charge in instalments on the electricity bill. At the heart of the UK Government's proposals is the "Green Deal plan", an innovative financing mechanism which allows consumers to pay back through their electricity bills. This means consumers can see the Green Deal charge alongside the reductions in energy use which generate savings on their bill. It also means that if they move out and cease to be the bill-payer at that property, the financial obligation doesn't move with them but moves to the next bill payer: Therefore, the charge is only paid whilst the benefits are enjoyed. In this way, the Green Deal differs from a conventional loan since the bill-payer is not liable for the full capital cost of the measures, only the charges due whilst they are the bill-payer. This is a market mechanism, funded by private capital, which is expected to deliver far more to consumers than top-down Government programmes. UK Government are designing the Green Deal with the aim of making it available for businesses as well as households - enabling smaller businesses to access funding for energy efficiency improvements, and larger businesses to meet their obligations under existing schemes at lower cost. The Scottish Government are working closely with UK Government to ensure the design of the scheme is deliverable to maximum benefit in Scotland. Alongside the Green Deal, the UK Government is planning to replace the existing energy company obligations. The new Energy Company Obligation (ECO) will focus energy companies on improving the ability of the vulnerable and those on lower incomes to heat their homes affordably, and on improving solid wall properties, which have not benefitted much from previous schemes. A public consultation on the Green Deal and the ECO launched in November 2011 and closed in January 2012. The full text of the consultation can still be found at: http://www.decc.gov.uk/en/content/cms/consultations/green_deal/green_deal.aspx. The UK Government’s formal response to the consultation is expected to be published soon.

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Çanakkale, TÜRKIYE – Situated along the Dardanelles Strait, the historic city of Çanakkale has hosted many civilizations from the Lydians to the Persians and the Ottomans. We visited the city after Youth Journalism International’s Global Conference concluded in Istanbul, with the main objective of seeing the ancient site of Troy. The legend of Troy goes that the Greeks, at war with the Trojans, used a wooden horse disguised as a gift, to sneak soldiers into the city. They then proceeded to win the war. But this geography holds an incredibly important part in recent Turkish history as it did in ancient Greece. It’s home to Gallipoli, one of the many World War One battle sites where the Ottoman Empire carried out its last war efforts. Mustafa Kemal Atatürk, who would go on to found the Turkish Republic, rose to his military fame here. The importance of Gallipoli is its location. The allied powers needed to reach the Ottoman Empire’s capital – Istanbul – and they could only enter through the Sea of Marmara, which could only be accessed by the Dardanelles Strait. The Ottomans knew that Gallipoli would be their last stand against the enemy. They set a defensive front. This ended up being the only Ottoman battle front that emerged victorious in all of WWI – through tremendous effort, that is. Gallipoli is said to have six bodies and 6,000 bullets per square meter of soil. After the war, some high schools were known to not have any graduating classes as all their students were martyred. So, while Türkiye is home to many ancient civilizations and mythology, we must also acknowledge its current state and recent history as we visit these tourist sites. This poem “To a Traveller” by Necmettin Halil Onan is dedicated to travelers passing through Çanakkale. Part of the poem is displayed in a memorial on a hillside along Gallipoli. The poem, and the memorial, are reminders to travelers of the gravity held by the land where they so nonchalantly step. The poem is translated to English by S. Tanvir Wasti on the Turkish website www.canakkale.gen.tr. To a Traveller Stop wayfarer! Unbeknownst to you this ground You come and tread on, is where an epoch lies; Bend down and lend your ear, for this silent mound Is the place where the heart of a nation sighs. The original text reads: Dur yolcu! Bilmeden gelip bastığın Bu toprak, bir devrin battığı yerdir. Eğil de kulak ver, bu sessiz yığın Bir vatan kalbinin attığı yerdir. The memorial in Çanakkale with the first stanza of the poem. (Bilge Güven/YJI) Burak Sanel is a Junior Reporter with Youth Journalism International from Istanbul. Bilge Güven is a Senior Correspondent with Youth Journalism International from Istanbul. Leave a Comment

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If you’ve been to the section “Animals” on our website or perhaps noticed that we created a few odd animals, like the Nasua or a Muskrat. However, today’s animal is likely to be one of the oddest we have on our website. This is why we’re going to teach you about drawing the Periophthalmus. Draw a long oval with an irregular shape. This is the part of our fish’s body. Then, draw a sketch of the fins. On top, draw two eyes that are convex. Then draw a froggy mouth and tail. Make the fins longer. By drawing lines that are clear, you can see your entire fish’s body the strange fish. Take out the lines that are auxiliary. Draw lines on the fins. Let’s add shadows by hatching. The hatches should be small and neat. Sometimes, the hatches have to be replaced by dots. Today we created an unusual animal. Do you want to master drawing animals? If yes, then go into the section “Animals” on our web site. There are a lot of animals that are both unusual and common that you can discover the art of drawing.

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ALL DAY Saturday is for YOU! As early childhood educators know, the experiences in the early years continue to shape a person’s identity, ability, and attitudes throughout the rest of their lifetime. According to First Things First, 90% of a child’s brain develops by age 5, and researchers have learned that the human brain develops the vast majority of its neurons, and is most receptive to learning, between birth and three years of age. As environmental educators–it is imperative we serve the ECE community! Yet, many traditional EE models are simply not developmentally appropriate for young children. Things like discussing deforestation ethics, studying animal population models, or doing invasive species removal are often just too advanced or can trigger feelings of fear and disempowerment in young children. That’s why we wanted to turn our focus towards what the National Association for the Education of Young Children (NAEYC) deems one of the best methods for teaching & learning in early childhood: PLAY! Recently, NAEYC has turned their attention specifically to nature play. Responding to the national trends, we want to offer you the low-down on the details & best practices for nature play, how to play in Arizona’s unique environment, and how to manage risks and hazards when taking young children outdoors. We start the day off with Cheryl McCaw, preschool teacher and adjunct faculty at both the Arizona State University and Prescott College. Cheryl will be giving and introduction to nature play–what is it? Why is it important? Along with taking children outside, Cheryl will be talking about how you can bring nature play into your classroom. And, for those of us just starting, with small budgets, limiting locations, or just not enough time, Cheryl has some great tips on how you can take what you’re already doing in your classroom and easily “tweak it” to fit the nature play approach. Then we’ll be learning with Melissa Mundt, owner of Garden PlaySpace, certified Permaculture designer, and active gardener from Tucson. As many of us are coming from desert or high desert areas, the endless stories of “forest kindergartens” where kids play in the shade under towering trees and with gushing streams just isn’t cutting it for us. However, Melissa is here to talk about how nature play is alive and well in the desert. She’ll discuss ways young learners can safely explore our arid lands without the fear of spines, stings, scorpions, and snakes and share some really unique models from Tucson. Come explore designs and activities that celebrate our natural desert environment and make nature play possible no matter where you are! After that we’ll be putting our plans into action with Sarah Foglesong, coordinator of the Early Childhood & Early Childhood Special Education Program at Prescott College and director of the Center for Nature and Place-based Early Childhood Education. As anyone working with children knows, we spend much of our time somewhere between the “Oh no! You’re gonna get hurt!” and the “Oh wait, you’re fine” moments. Sarah will be sharing tips and concrete tools you can take home for doing risk assessment and hazard management in nature-based settings so you can take your young learners outdoors without all those ups and downs. Sarah defines the difference between a risk and a hazard and discussing how you can allow your students to have healthy perceived risks while still easily preventing real injuries. In her presentation, you will learn how to perform an outdoor risk assessment, manage for hazards, and advocate to your education team about why it’s important to give children the benefits of healthy risky experiences and not just eliminate these from your nature-based or outdoor program. We wrap up the day with two ECE-focused options for field trips. However, you’re welcome to go on any of the field trips that spark your interest! The first one is with Nikki Julien, member of AAEE’s Board of Directors and owner of Nature Play Learning. She’ll be taking folks on a tour of the Highlands Center for Natural History and sharing her expertise in both interpretive naturalism (how to use the current landscape to foster learning & connection) as well as nature playscape design. Nikki is a certified playworker, playground inspector, desert landscaper and more! Her unique perspectives and breadth of experience will help you learn how to critically examine an area and envision & actualize projects, dreams, learning, and play anywhere. Nikki believes nature play will save the world, and we agree with her! The other ECE-focused option is to explore the ways in which various educators have leveraged the power of learning gardens. Thanks to local cooperation between a variety of schools, non-profits, extension offices, and dedicated community members, Prescott is a vibrant hub for learning gardens of all shapes and sizes. Travel around Prescott with NPECE Center director, Sarah Foglesong and see a spectrum of initiatives and learn how gardens & green space can be used as outdoor classrooms that can support developmentally appropriate learning for all the domains! Contemplate the potential for your program’s own spaces and get inspired to get your hands dirty! See you there! For more information about ECE at the statewide EE conference contact email@example.com To see the conference schedule or to register visit: https://www.arizonaee.org/event/2019-aaee-conference/

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Britain, the Empire, and the World at the Great Exhibition of 1851 This collection of essays discusses the significance of colonial and foreign participation at the Great Exhibition in 1851, including the exhibits, publications, officials, and visitors, before, during, and after the event in London's Crystal Palace. These essays consider the ways that the Exhibition connected London, England and many parts of the world, suggesting strong imperial, international and global connections and meanings. In doing so, the contributors consider the importance of the event for England and the participating colonies and nations, as well as the ways by which that participation affected their relationship to Britain and how the British saw their place in the world. Unlike other publications, this one emphasizes both nationalism and internationalism, domestic and foreign issues.

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Few avenues of scientific inquiry raise more thorny ethical questions than the cloning of human beings, a radical way to control our DNA. In August 2001, in conjunction with his decision to permit limited federal funding for stem-cell research, President George W. Bush created the President's Council on Bioethics to address the ethical ramifications of biomedical innovation. Over the past year the Council, whose members comprise an all-star team of leading scientists, doctors, ethicists, lawyers, humanists, and theologians, has discussed and debated the pros and cons of cloning, whether to produce children or to aid in scientific research. This book is its insightful and thought-provoking report. The questions the Council members confronted do not have easy answers, and they did not seek to hide their differences behind an artificial consensus. Rather, the Council decided to allow each side to make its own best case, so that the American people can think about and debate these questions, which go to the heart of what it means to be a human being. Just as the dawn of the atomic age created ethical dilemmas for the United States, cloning presents us with similar quandaries that we are sure to wrestle with for decades to come.

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Time stands still : Muybridge and the instantaneous photography movement - Phillip Prodger ; with an essay by Tom Gunning. - [Stanford, Calif.] : Iris & B. Gerald Cantor Center for Visual Arts at Stanford University ; New York, N.Y. : Oxford University Press, 2003. - Physical description - xiii, 310 p. : ill. ; 28 cm. All items must be viewed on site Request items at least 2 days before you visit to allow retrieval from off-site storage. You can request at most 5 items per day. |TR849 .M87 P76 2003||In-library use| - Includes bibliographical references (p. 295-) and index. - Publisher's Summary - Eadweard Muybridge, one of the great pioneer-innovators of the 19th century, is a familiar figure to students of art history, photography, and cinema. Best known for the photographs of horses and other animals in motion that he made in the 1870s and '80s, Muybridge was the first person to use photography to freeze rapid action for analysis and study. He devised a method for photographing episodes of behavior using a series of cameras, producing some of the most famous sequential photographs ever made. These pictures, the first successful photographs of rapidly moving subjects, revolutionized expectations of what photography could reveal about the natural world, and ultimately led to the invention of the motion picture in the mid-1890s. Time Stands Still is the catalogue that accompanies a major exhibition celebrating Muybridge's fascinating work. Though the instantaneous photography movement stands as a crucial event in the progression of photography to motion pictures, this exhibition represents the first major organized treatment of the subject. Opening in spring 2003 at the Iris and B. Gerald Cantor Center for Visual Arts at Stanford University and touring through 2004, it combines an examination of the artist's career in motion photography with a survey of early attempts to photograph moving subjects. Guest curator Phillip Prodger is the primary author of the catalogue, but the book also includes a valuable essay covering cinema's earliest experiments by Tom Gunning, an acknowledged expert on early film from the University of Chicago. The exhibition will display Muybridge's zoopraxiscope and other equipment, drawings, ephemera, and photographs made from the invention of photography in the 1830s to the end of Muybridge's career, which culminated with the publication of his encyclopedic work, Animal Locomotion, in 1887. The photographs and objects are drawn largely from the collection of the Cantor Center and are supplemented with a selection of stop-action photographs from other private and public collections. Among those represented will be the work of Talbot, Rejlander, Maray, Eakins, Edison, the Lumiere Freres, and others. (source: Nielsen Book Data)9780195149647 20160527 - Publication date - "Intinerary [sic] : Cantor Arts Center, February 6-May 11, 2003; Cleveland Museum of Art, February 15-May 16, 2004". - Checklist of the exhibition (p. 273-293). - 0195149637 (cloth) - 0195149645 (pbk.) - 9780195149630 (cloth) - 9780195149647 (pbk.) Browse related items Start at call number:

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As Lee retreated from the Manassas area, Jeb Stuart and his cavalry ambushed and routed Union General Judson Kilpatrick and the Federal cavalry at Buckland Mills, Virginia on Monday, October 19, 1863. The Federal cavalry was driven back some five miles, in what Confederates derisively called "The Buckland Races." The following day, when Stuart’s cavalry retired across the Rappahannock River, Lee’s short campaign against Washington, D.C. officially ended. In less than ten days of constant maneuvering Lee’s Confederates suffered a total of 1381 casualties, including 205 killed. Meade’s Federals took 2292 total casualties, including 136 killed. For all the panic which ensued in Washington, D.C. due to Lee’s advance, there was little change of occupied territory and a very little loss of manpower on either side during this campaign.

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On July 24, 1837, watercolour artist and amateur scientist Robert Cocking died in an early aviation accident. Cocking was the first person to be killed in a parachuting accident. Following Cocking’s accident parachuting became unpopular, and was confined to carnival and circus acts until the late 19th century when developments such as the harness and breakaway chutes made it safer. A Watercolor Artist with Enthusiasm for Science Robert Cocking as a watercolor artist…Read more You are here: Home › Post Tagged with: "Robert Cocking"

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, if you would like to give Greatest Dive Sites permission, only by request, to upload dive items to your FaceBook account and visa versa. Cuttlefish are a famous sight and can be seen breeding and hatching year around while scuba diving at Ngerchong Inside. |Name Dive Site:||Ngerchong Inside, Ngerchong Coral Gardens| |Inserted/Added by: ||lars, © Author: Lars Hemel| Send us your images for this dive site[Add Image][Add Movie] Shaped like a horseshoe and with a sandy bottom, Ngerchong Inside curves toward Denges channel and is protected by the outer reef wall. At Ngerchong Inside Cuttlefish can be seen year round as it is a breeding and hatching ground. The female will lay dozens of 2-inch long 'grapes-shaped' white eggs among branching hard corals. She will hover around her nest until the eggs hatch. To locate the cuttlefish swim along the edge of the reef where it meets the sandy bottom, stay 3-6 feet off the bottom. Cuttlefish are masters of disguise. Shrimp, Crab, Nudibranchs, Feather worms, Garden eels and many shells, Turtles and occasionally Mantas or Sting rays. Messages from readers: Divelogs from members: Take a look at all the pictures!

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Braces have long been a trusted solution for correcting orthodontic issues, ensuring a healthy, beautiful smile. However, as a parent, you might be wondering when the ideal time is to start braces treatment for your child. In this comprehensive guide, we will explore the factors to consider when determining the right time for your child’s orthodontic journey. Making informed decisions about your child’s dental health is essential for a lifelong, confident smile. Early Orthodontic Evaluation One of the most crucial steps in determining the right time for braces treatment for children is an early orthodontic evaluation. The American Association of Orthodontists recommends that children have their first orthodontic check-up by the age of seven. This early evaluation allows orthodontists to identify potential issues and plan for intervention if necessary. Identifying Orthodontic Problems During the early orthodontic evaluation, the orthodontist will assess your child’s dental and facial development. They will look for issues such as overcrowding, misaligned teeth, bite problems (overbites, underbites, crossbites), and other concerns. Identifying these problems early can help prevent more severe issues later on. Timing of Treatment The timing of braces treatment for children depends on the specific orthodontic issues your child has. Some problems are best addressed in the early stages of development, while others may require waiting until your child’s permanent teeth have fully erupted. Your orthodontist will create a personalized treatment plan tailored to your child’s unique needs. In some cases, early intervention, known as Phase I treatment, may be recommended for children as young as seven or eight. This early treatment aims to correct issues like severe overcrowding or jaw discrepancies while your child’s facial bones are still growing. Phase I treatment can simplify Phase II treatment, which typically involves braces, as it addresses significant concerns early on. Waiting for Permanent Teeth For many children, the ideal time to start braces treatment is when their permanent teeth have erupted. This typically occurs between the ages of 11 and 14. At this stage, orthodontists can precisely align teeth, correct bite issues, and achieve long-lasting results. Importance of Early Intervention Early intervention can offer several advantages. It can prevent the worsening of orthodontic problems, reduce the need for extractions or more invasive treatments, and improve facial symmetry. Moreover, addressing issues early can boost your child’s self-esteem, as they won’t have to deal with the social and confidence challenges that come with visible orthodontic problems. Considering Your Child’s Needs The decision to start braces treatment should also consider your child’s emotional and developmental readiness. While orthodontic issues have a recommended treatment timeline, it’s crucial to gauge your child’s willingness to undergo treatment. Discuss the process with them, address their concerns, and involve them in the decision-making process when appropriate. Determining the right time to start braces treatment for your child involves early evaluation, identifying orthodontic problems, and considering the best timing for treatment. Early intervention can offer numerous benefits, but each child’s situation is unique. Consult with our experienced orthodontist at Brookshire Smile Dental who will provide you personalized guidance to ensure your child enjoys a healthy, confident smile for years to come. Call us today at 281-934-1010 to schedule an appointment.

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This text is part of: Table of Contents: ”the poet says;“there dwell Achaeans, there Eteo-Cretans1 proud of heart, there Cydonians and Dorians, too, of waving plumes, and goodly Pelasgians. ”23 Of these peoples, according to Staphylus,4 the Dorians occupy the part towards the east, the Cydonians the western part, the Eteo-Cretans the southern; and to these last belongs the town Prasus, where is the temple of the Dictaean Zeus; whereas the other peoples, since they were more powerful, dwelt in the plains. Now it is reasonable to suppose that the Eteo-Cretans and the Cydonians were autochthonous, and that the others were foreigners, who, according to Andron,5 came from Thessaly, from the country which in earlier times was called Doris, but is now called Hestiaeotis; it was from this country that the Dorians who lived in the neighborhood of Parnassus set out, as he says, and founded Erineüs, Boeüm, and Cytinium, and hence by Homer6 are called "trichaïces."7 However, writers do not accept the account of Andron at all, since he represents the Tetrapolis Doris as being a Tripolis,8 and the metropolis of the Dorians as a mere colony of Thessalians; and they derive the meaning of "trichaïces" either from the "trilophia,"9 or from the fact that the crests were "trichini."10 1 "Cretans of the old stock." 3 See 5. 2. 4, where the same passage is quoted. 4 Staphylus of Naucratis wrote historical works on Thessaly, Athens, Aeolia, and Arcadia, but only a few fragments are preserved. The translator does not know when he lived. 5 Andron (fl. apparently in the fourth century B.C.) wrote a work entitled Kinships, of which only a few fragments remain. It treated the genealogical relationships between the Greek tribes and cities, and appears to have been an able work. 7 Andron fancifully connects this adjective with "tricha" ("in three parts"), making it mean "three-fold" (so Liddell and Scott q.v.), but it is surely a compound of θρίξ and ἀΐσσω (cp. κορυθάϊξ), and mans "hairshaking," or, as translated in the above passage from Homer, "of waving plumes." 8 i.e., as composed of three cities instead of four. 9 "Triple.crest" (of a helmet). 10 "Made of hair." This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License. An XML version of this text is available for download, with the additional restriction that you offer Perseus any modifications you make. Perseus provides credit for all accepted changes, storing new additions in a versioning system.

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Indentation refers to the gap between the left-hand margin and the beginning of text on the page or screen. Like font choice and line spacing, indentation might seem like a trivial formatting decision, but using indentation effectively makes your writing more professional-looking and easier to read. In this guide, we’ll summarize the rules for indentation given by three of the most common style guides. Then we’ll explain the simplest way to apply paragraph indentation in Microsoft Word. First though, what are the different types of indentation? Microsoft Word offers three choices of indentation style: ● Standard: Each line of text is indented by a specified amount. This type of indentation is useful for block quotes and other sections of text that you want to set apart. ● First line: Indentation is applied to the first line of each paragraph. This provides a visual clue to readers that you’re shifting focus or introducing a new idea. ● Hanging: An indent is applied to the second and subsequent lines of each paragraph. Hanging indentation is most often used in works cited lists and bibliographies, as it enables readers to easily scan the list of authors. Indentation in APA Style In APA, you should indent the first line of each paragraph by 0.5” (1.27 cm). This rule also applies to the abstract, except for the first line, which should be left aligned. Standard indentation of 0.5” is applied to block quotations, and if the quote runs to more than one paragraph, you must indent the first line of the second and subsequent paragraphs by a further 0.5”. The entries in an APA reference list should have a hanging indent of 0.5”. Indentation in MLA Style The guidelines for MLA are very similar to those of APA with a slight difference in the formatting of block quotes. In MLA, the first line of the second and subsequent paragraphs of block quotes should be indented by only 0.25”. Moreover, if the beginning of the first paragraph of the block quote begins a paragraph in the source text, it too should be indented by 0.25”. Find this useful? Subscribe to our newsletter and get writing tips from our editors straight to your inbox. Indentation in Associated Press Style The Associated Press Stylebook says that you should not use indentation to indicate the start of a new paragraph. Instead, you should hit the Enter key twice at the end of a paragraph (like we do in our blog posts). Block quotes should have standard indentation of 0.5”. How to Apply Indentation in MS Word One quick way to indent text is to hit the Tab key when the cursor is at the beginning of a line. This will indent the line by 0.5”. Pressing Tab again will increase the indent by a further 0.5” and so on. However, if you want to apply a consistent indentation style throughout a section or an entire document, it’s more efficient to use the options in the Paragraph section of the Home tab. To automatically apply indentation to the first line of every paragraph, select Paragraph Options on the Home tab, then choose First line from the list of special indentations. Finally, enter the size of indentation you require in centimeters (e.g., 1.27). Hanging indentations work in much the same way. You simply choose Hanging instead of First line. For block quotes, you can use the Increase Indent button, which appears on the Home and Layout tabs. Each time you press it, the indent increases by 0.5”. You can then reduce or remove the indent with the Decrease Indent button. Alternatively, you could create a custom style for block quotes using the Styles feature. To do this, follow these steps: Select the relevant text and apply indentation either with the Increase Indent button or by entering the required size in Paragraph Options. With the text still selected, click on the Styles Pane and select New Style. A Create New Style from Formatting box should appear. Enter a name for your newly created style (e.g., Block quote). You will then be able to choose the same style and easily apply it to all of the block quotes in your document. We hope you now feel confident about when and how to apply indentation in your writing. When you upload a document to us for proofreading, you can add full formatting as an extra option. Or, if your writing has already been checked for errors, we offer a formatting-only service—contact us today for a quote.

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Some modern apologists go to great lengths to add numerous subtle nuances to the argument to patch its obvious flaws, but the basic formation of the argument has been codified as the "Kalām Cosmological Argument" (KCA) that reads as follows: - Everything that begins to exist has a cause - The universe began to exist - Therefore, the universe has a cause. A Valid Argument Is Not the Same as a Sound Argument As stated above, a "valid" argument is one which the conclusion logically follows from the stated premises. However, in order to be at all useful, an argument must also be "sound." In order to be sound, the conclusion must not only logically follow from the premises, the premises themselves must also be actually true. For example, the following is a perfectly valid argument that is completely unsound: - All elephants can fly - Dumbo is an elephant - Therefore, Dumbo can fly Another example, perhaps a bit closer to the KCA, would be as follows: - All swans have white feathers - Black swans are swans - Therefore, black swans have white feathers Keeping that in mind, let's take another look at the KCA, but with a few annotations added in: - [Based on our limited empirical experience,] whatever begins to exist has a cause of its existence. - The universe began to exist [depending on your definition of "universe" and assumed to be true because humans aren't comfortable with the idea of an infinite regress]. - Therefore, the universe has a cause [unless, of course, the universe is a special case of something that began to exist without having a cause, or unless the universe didn't actually have a true beginning as would be the case if it were part of a multi-verse or in an eternal cycle of expansion and contraction]. [As an aside, it's interesting to note that early formations of the Cosmological Argument simply had "Everything that exists has a cause of its existence. The big "breakthrough" of the KCA was adding "that begins to exist" to get around the obvious observation that God, as a being who exists, would also necessarily need a cause of his existence. All we have to do then is magically redefine God as a being who never had a beginning (or "exists outside of time and space") and voila! Problem supposedly solved. Except, not really. More on this later...] As for the second premise, the Bible states that God created the universe out of nothing. That's not what science says, however. The Big Bang theory doesn't explain how the universe was created but simply describes the expansion of the known universe from an seemingly infinitely dense and infinitely small singularity that presumably contained within itself all matter and energy. Where did that singularity come from and what caused it to expand? Nobody knows, but there are numerous theories that do not require any sort of intelligent causation. Now, some modern apologists try to finesse the argument here by claiming that the universe must have had a beginning since the concept of an "actual" infinity (as opposed to, I assume, the "virtual" infinities that are used in and even required by various disciplines of mathematics and physics) is "metaphysically" impossible. And by "metaphysically" impossible, these apologists basically mean that the concept makes no sense to them. OK, so maybe I'm oversimplifying their view a wee bit, but their arguments against "actual" infinities rely on discussions of logical contradictions such as how an infinite amount divided in half would produce two infinite amounts. And they then claim that this supposed impossibility of an "actual" infinity means that there must have been a beginning to everything at some point, even if you assume the universe is cyclical or budded off from a pre-existing multiverse. Since the first two premises are not necessarily true, the conclusion is not justified. The premises could possibly be true, but there's nothing that requires them to be true, and therefore the argument fails on its face as an unsound argument. Again, this doesn't prove that the conclusion is false, only that this argument doesn't prove it to be true. What if the Conclusion Is True? OK, so the cosmological argument isn't sound and therefore the conclusion that the universe had a cause isn't necessarily true. But it could still be true, right? And perhaps, some would argue, it's extremely probable even if not necessarily true. So let's go there and assume for the sake of argument that the conclusion is actually true and there actually was a cause to the universe (either our current universe or the theoretical cyclical universe or multiverse). So what? Even if we accept that the universe somehow had some sort of "cause," we still don't know anything about what that cause was. Could the universe be its own cause (again, we've never observed a universe come into being before, so we can't say what the rules are for universe creation)? Why does it have to be an intelligent being (lot's of things happen by random chance, so why do we insist that the creation of the universe must have been done on purpose)? Some apologists start with the conclusion that the universe must have had a "cause" of some sort and try to make all sorts of inferences as to what this cause must be like. For example, since whatever caused space and time to exist in the first place can't possibly exist in space or time itself, this cause must therefore be somehow timeless (a.k.a "eternal") and immaterial. Gee, they then claim, this sounds an awful like the God of [insert pet religion here], since that God is described as being eternal and a being of pure mind. Except... Well, first of all, there's no explanation given as to how something that is timeless and immaterial could actually have any interaction whatsoever with time and space. It just did. Second of all, God isn't actually described as a "pure mind" in any of the holy scriptures (in fact, he is described as a physical being who interacts with his creations). Third, while God is described as being "eternal" in the holy books, that's not the same as "existing outside of time" or "timeless." It just means he has existed forever and will exist forever, "forever" being a measurement of time and not a state outside of time. These apologists will also argue that whatever caused the universe to exist must be an "agent" of some sort, meaning an intelligent being. And this is supposedly because something had to choose to create the universe or else it would have stayed in it's uncreated state forever. And only an intelligent being is capable of choosing. Except... the whole concept of choosing implies the passage of time. The whole concept of a being sitting around saying, "No universe yet, no universe yet, wait for it... NOW!" only makes sense if you're talking about a being that exists within time and not outside of it. Besides, there's no logical requirement that something like the creation of the universe must be the result of choice in the first place. If quantum theory teaches us anything at all, it's that sometimes things happen when they do out of sheer random chance. Which brings us to the part where apologists really back themselves into a corner via a startling bit of circular logic. If everything that begins to exist must have a cause and the universe must have had a beginning because actual infinities are metaphysically impossible, where did God come from? As mentioned earlier, the original formulation of the Cosmological Argument stated that everything that exists must have a cause, but modern apologists changed that to everything that begins to exist must have a cause. This provided them with a loophole to state that God is exempt from the first premise since he didn't actually have a beginning and therefore didn't need a cause to begin to exist. Well, aside from the fact that this leads to all sort of mental wrangling described above whereby you have to claim that, in order to never have had a beginning, God must simultaneously be an immaterial being consisting of pure "mind" (whatever that means) existing outside of space and time and somehow be able to interact with space and time whenever he wants, it also ignores the second premise of the argument that claims that the universe must have had a beginning because an actual infinity is impossible. If that is actually true, than it would also apply to God. Claiming that God, being an infinite and eternal being, is the exception to the rule that actual infinities are impossible is just a case of special pleading and one would be equally justified claiming that the universe (or multiverse) is the exception to the rule and therefore there's no need for God. In other words, if the universe necessarily had a beginning then so did God, and no amount of making up claims out of whole cloth that God must be "timeless" can avoid that fact. And remember -- the "timelessness" of God was not an something originally attributed to him in the scriptures, but was instead something ascribed to him as a way of dealing with the flaws in this argument. God never claimed to exist outside of time, but assuming that he must do so is the only way this argument can possibly work. Except that "timelessness" doesn't actually mean anything. If an "actual infinity" is meaningless, the concept of "timelessness" is surely far, far worse. Calling God timeless to patch up a flaw in the KCA is like making up the concept of magical white feathers in my black swan argument described above. Sure, it makes the argument work, but it's ridiculous and self-contradictory on its face and is only required because you want to accept a false premise as true. But let's go a step further and assume that somehow there is such a thing as an immaterial mind that is both "timeless" and "spaceless" and that such a concept is not just an obvious self-contradiction [Q: What do you call something that does not exist within space and time? A: Nothing]. And let's push accommodation to the very limits and assume that such a being could actually somehow interact with the physical universe, at least to the extent of creating it in the first place. What justification is there to imagine that intelligent being just happens to be the God worshiped by your particular religion and not that of your neighbor? One you've "proved" that the universe has a cause and that cause was some sort of intelligent being of some sort, how do you know it's your God? My favorite part of watching people argue for the existence of their particular God using the Kalām Cosmological Argument is when they get to the end and are inevitably asked how they know that this "first cause" God is their particular God. And then you invariably get answers along the line of "Because Christ came to me and spoke to my heart" or "that's where faith comes in" or "the Koran is the most demonstrably true book ever written", etc. In other words, every different religion that believes in a God can use the same argument to prove the existence of their particular version of God, and every different religion is convinced that their version of God is the correct one. Which is to say, an argument that can be used to prove inherently contradictory conclusions is not a particularly useful argument: In Conclusion...So, to sum up: - The Cosmological Argument doesn't necessarily prove that the universe must have had any sort of "cause." - Even if it the universe did have a cause, there's no justification to claim that that cause must be a conscious agent an trying to describe that cause as existing outside of space and time (since those terms have no actual meaning) or that it is "pure mind" (since we have no evidence that minds can exist apart from a physical brain) or that something that is outside of space and time could even possibly interact with matter and energy in the first place. After all, when was the last time you were able to affect anything apart from your own body simply by willing it to happen with your mind? - Finally, even if the universe did have a cause, and even if that cause could actually be said to be a timeless, immaterial being of pure mind, there's no justification to associate that being with the God of any particular religion, since it doesn't actually match the description of God from any religion's holy books and has, in fact, been equally associated to many different religions.

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Location Referencing ライセンスで利用可能です。 Events are located along a route in a linear referencing system (LRS). Changes in the route due to route editing activities such as extend, realign, reassign, retire, reverse, cartographic realignment, and calibration have a direct impact on how events are located and how they are rendered on a map. Behavior changes with measure or geographic location, or both, on one or more events due to route editing is called event behavior. ArcGIS Pipeline Referencing keeps event measures and geographic location (x,y), in alignment with route edits. You can configure event behavior rules for an individual event layer to define how event measures and shapes are updated for each type of route edit. In the following example, a portion of Route1 is retired. This edit activity affects Event1 according to the event layer's configured event behavior. After the route is retired, the events are updated using event behavior rules, which are set at the event layer level. Types of event behavior rules When an LRS route is edited, behavior rules are applied to the events. By configuring event behavior rules at the layer level, you can choose how the event responds when the route changes: preserve location, preserve measure, or maintain referent location. Location Referencing supports the following event behaviors: |Event behavior rule||Description| Preserves the geographic location of the event; measures can change. Preserves the measure or measures of the event; geographic location can change. Preserves both measure and geographic location; event is retired. Preserves the location of an event by snapping the event to a reassigned or abandoned route; measure or measures can change. Changes both measure and geographic location to make the event go across the entire route. Honor Route Measure Preserves the measure of the event or changes the measure proportionally to the route measure change. Honor Referent Location Changes both measure and geographic location to maintain the referent location of the event using a persistent offset value. To understand how LRS events get updated due to the route edit type for each event behavior rule, see the following: Configuration of event behavior rules Default event behavior is configured during the event registration process when using either the Create LRS Event or Create LRS Event From Existing Dataset tool. The following event behavior rules are set by default: Carto Realign Route Honor Route Measure You can review configured event behaviors by viewing LRS event properties and modifying the default behavior for route calibration, route retirement, route extension, route reassignment, route realignment, route reversal, and cartographic realignment using the Modify Event Behavior Rules tool. When recalibrate downstream is chosen for an LRS route edit, the configured calibrate event behavior is applied to downstream sections. Application of event behavior To apply event behaviors after route edits, execute the Apply Event Behaviors tool for the route network. This tool processes event behaviors for all event feature classes registered to the route network. The Apply Event Behaviors tool does not need to run after each route edit activity. You can schedule it to run based on your business requirements. It only processes event behaviors for those routes that have been edited but not yet processed. Events that span routes on a line network Pipeline Referencing supports events that span routes when those routes are on the same line in a line network. In cases where an event spans multiple routes on the same line, route editing impacts events on that line. The impact that your edits have on events that span routes depends on the configured event behavior. For example, in the diagram below, route editing impacts both events once event behaviors are applied. Route1, Route2, Route3, and Route4 are part of the same line. Event1 spans Route1 and ends in Route3, while Event2 starts in Route3 and ends in Route4. A portion of routes 2 and 3 are retired from measures 18 to 32. Once event behaviors are updated, the result of the route edit affects both Event1 and Event2. In the following example, Stay Put has been applied.

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|Reading Timetable: Janda Website; US politics. HC Students' outline links. |First session: Explanation of course, check info, themes of the course. Janda/Hula, Essentials 1: Dilemmas of Democracy, combines Full 1 & 2. [Discussion] Janda, Full 1: Freedom, Order or Equality? Publisher: Janda, Full 1 Is there a political dilemma between freedom and order? [Janda] Is there a modern dilemma between freedom and equality? [Janda] How can these two dilemmas give us four types of political belief in modern US? [Janda] What kinds of policy or values are upheld by each political belief? [Janda] How do the four boxes of political beliefs differ from a traditional European spectrum of politics? [Janda] (Web) [How to print or capture graphs] ['06] Are you liberal, libertarian, communitarian or conservative? print screen or capture resulting graph, send to <jLewis>. Amitai Etzioni. 2013. "Communitarianism" in Joel Krieger (ed), Oxford Companion to Comparative Politics. (NY: OUP). pp. 221-223. [Local PDF] What are common goods or public goods -- and how do classical liberals and communitarians differ about these? Article: Ryan Lizza, "Leap of Faith," The New Yorker, 15 Aug. 2011 [Dbox] [Notes][Reporter?] What ideas does Michele Bachmann advance, and how would she fit into the four categories of Janda's scheme? How did a theologian influence her political views -- and does that make any difference? Web fun: Politics on YouTube, 2007- |Janda/Hula, Essentials 1: Dilemmas of Democracy, combines Full 1 & 2. [Discussion] Janda, Full 2: Majoritarian or Pluralist Democracy? Publisher: Janda, Full 2 How can we make democracy work? [Janda] Should a majority rule on every question? [Janda] Are minority rights better protected by interest groups than by majoritarian democracy? [Janda] Will a larger Republic give us a safe balance of interest groups? [Janda] |Serow 1: American Ideology 1: Alexis de Tocqueville, "Democracy in America." [Kaison] 2: James Bryce, "the American Commonwealth." [Skye] Does democracy require social and economic as well as political equality? [Tocqueville, Bryce] What types of equality do Americans enjoy? [Tocqueville, Bryce] In what way did inequality in the US change between the 1830s and the 1880s? |Serow 1: 5: Cornell West, "Race Matters" [Daylan] What types of equality are consistent with the US Founders ideas? Is US democracy incomplete without social or economic equality? [West] Arguments made in speeches during the Republican National Convention, 2012 Online Political Quotes Game (Wadsworth) Fun: Beloit College's mindset of freshmen: what did YOU grow up with? Who authored these famous political quotations? What elements of popular culture ended when present freshmen were born? [Beloit] What analogies in the classroom would not make sense to current freshmen? [Beloit] And -- what do freshmen know that leaves professors ignorant? [Beloit] |Janda/Hula, Essentials 2: Constitution | Lecture notes or elastic? Constitutional Notes to Full 3: Constitution | Publisher: Janda, Full 3 US Constitution (text) | (annotated version) How was the constitution formed and ratified? [Janda] What plans were proposed for the US constitution? [Janda] What compromises were made to secure approval of the constitution? [Janda] Is the constitution fixed or elastic (living)? Should we follow the original intent -- and was that to let the constitution evolve? What amendments have been made to the US constitution? [Janda] |Serow 2: Constitution & American Democracy: 8: Richard Hofstadter, "The American Political Tradition." 10: James Madison, The Federalist Papers, No. 10" 12: C. Wright Mills, "The Power Elite." 14: Robert Dahl, "Who Governs?" Is there an identifiable American political tradition? [Hofstadter] How can the mischief of factions be controlled? [Madison] What are the wicked projects that the Larger Republic will prevent? [Madison] Who runs the US behind the scenes, a small elite or a broad set of groups? [Mills, Dahl] Altman, "The Prophet," How Ron Paul Became One of the Most Influential ..." Time, 5 Sep. 2011 [Dbox] What were the ideological influences on this libertarian leader? Why does the author argue Rep. Paul has become influential? Arguments made in speeches during the Democratic National Convention, 2012 Check for AL World Affairs Council (AWAC) speaker event |Dr. and Mrs. Lewis invite current and former students, with friends, to their home for an annual candle-lit dinner, 3-6 pm on Sunday 9 Sep. 2012. See Dates page, and check email for driving directions.| |Janda/Hula, Essentials 3: Federalism | | Notes to Full 4: Federalism | Publisher: Janda, US Constitution, Article I, Sections 8-10: powers of Congress & states US Constitution, Article IV, Sections 1-4: relations among states US Constitution, Amendments IX and X: powers reserved to people & states US Constitution, Article VI: supremacy clause How has the relation of federal to state and local government changed over time? [Janda] What does the federal government provide to states and localities? [Janda] What is the proper relation of federal government to states? [Janda] How does the "necessary and proper" clause affect federal relations? Are amendments IX and X in tension with the "necessary and proper" and "Supremacy clauses? Can the Governor (or Chief Justice) of Alabama "nullify" a federal law? Which should be supreme, the federal government or our state? Should there be a right of secession? |Serow 3 & 4: Separation of Powers & 15: James Madison, Federalist No. 51." 17: James Sterling Young, "The Washington Community." 18: James Madison, "Federalist Papers, Nos. 39 and 46." 20: Daniel Elazar, "American Federalism." Why do we separate powers into different institutions? [Madison] How can the branches of government be made to check each other? [Madison] Can the Congress make policy efficiently? [Wilson] Did the C19th Congress become the dominant branch? [Wilson] How did the early Congress develop? [Young] What is the relation of federal to state and local governments? [Madison, Elazar] week 4, TEST 1, covers all the above, and may include both multiple choice and written work (bring Scantron card, pencil and dark ballpoint pen) JusticeLearning.org [notes] explains US constitution & justice issues http://www.constitutionday.us/ has useful links. Cornell.edu also has a fine, more advanced, US constitution site. CNN, "... Myanmar announces election," via Tin Aye, Sep. '10 |Janda/Hula, Essentials 4: Public Opinion, Political Socialization and the Media [Discussion] (Combines Janda Full edition, chapters 5 & 6) Notes to Janda, Full 5: Public Opinion and Political Socialization | Publisher: Janda, Full 5 Michael Anft, "With Due Respect to James Madison," Johns Hopkins Magazine, Fall 2011 [Dbox] |Serow 10: Public Opinion 57: V.O. Key, "Public Opinion and American Democracy." [Kaison] 58: Thomas Cronin, "Direct Democracy." [James] 59: Lawrence Jacobs and Robert Shapiro, "Politicians don't Pander"NEW[+Mike] 60: David Moore, "The Opinion Makers" [+] [Nick] Can public opinion provide a democratic check on political elites? [Key] What is the role of public opinion and elite decisionmaking? [Key] Is direct democracy feasible -- or will it destroy republican government? [Cronin] What are the initiative, referendum and recall? [Cronin] Do politicians follow or lead public opinion? [Jacobs and Shapiro] Can polls be wrong, and if so, how? [Moore] |Test returned with exemplary paragraphs presented Web fun: Political Compass: plots your ideological position from a quiz; explanation of the two dimensions of political thinking [local file]. (More sophisticated than Idealog). Web fun: Critical thinking exercise on poll: Barack Obama Test Web fun: Match your policy choices to a (surprising) candidate for president in 2008 Mother Jones video channel, Mitt Romney speaks at fundraiser about Obama Voters NEW Colbert Nation, Mitt Romney's Secret Video, parody, 18 Sep. 2012 NEW to Janda Full 6: Media [Discussion] Lecture on the relationship of public opinion with the media Lecture on media organizations, audiences, interests, and techniques How much media coverage is of politics? [Janda] How do the media vary in their needs and qualities? [Janda] Do citizens receive enough information to be sovereign in politics? [Janda] |Serow 14: Media 77: Larry Sabato, "Feeding Frenzy." [Daylan] 78: Morley Winograd and Michael Hais, "Millennial Makeover" [+] [James?] 79: Cass Sunstein, "Republic.com 2.0" [+] [Joseph] 80: Diana Mutz, "How the Mass Media Divide Us" [+] [Blair] 81: Russell Peterson, "Strange Bedfellows" [+] [Dom] Has reporting of politics deteriorated since Watergate into personal scandals? [Sabato] Do the new electronic media create a new kind of politics? [Winograd] Have political debate shows polarized us? [Mutz] Can political comedy shows replace political news? [Peterson] Kurtz, "Roger's Reality Show," Newsweek, 25 Sep. 2011 Do networks have points of view, and are journalists directed to these? Do networks report news -- or do they also behave as political actors? NBC Nightly News archive, a video package on the 1996 Iowa Caucuses. How is a reporter's work packaged for TV news? What is the role of 'expert' analysts? parody; reliance on media reports Roger Simon's parody of Paul Ryan/Mitt Romney tension is taken seriously, Sep. 2012 NEW "Time announces new version of magazine aimed at adults," Onion News Network (accessed 30 Aug. 2010). "Guatemalan flight data-recording parrot holds clues to crash," Onion News Network (accessed 30 Aug. 2010). "Jennifer Anniston Adopts 33-year-old boyfriend from Africa," Onion News Network (accessed 30 Aug. 2010). "Girl raised from birth by Wolf Blitzer taken into protective custody," Onion News Network (30 Aug. 2010). |Note: think critically about email hoaxes I suspected one, googled, & found: Here's another frequent hoax -- Ollie North himself has disavowed the claims: Weblog: Steven Taylor (Troy U) PoliBlogger.com Did you know? Taylor found that of the top 20 political blog writers, almost all hold PhDs. 5: Participation & Voting Notes to Full 7: Participation and Voting | Publisher: Janda, Full 7 What types of participation are conventional or unconventional? [Janda] How well do Americans turn out to vote? [Janda] What causes high or low electoral turnout? [Janda] Is US turnout rising or falling, and does it matter? [Janda] Why was voting so common in the C19th? [Janda] What is the effect of education on turnout? [Janda] Should voting be mandatory? on Opinion Polling How do pollsters construct an accurate poll? How do they sample? How do they construct fair questions and answers? How can they predict a large electorate from a small sample? See Dates page for Test 2, which may include both multiple choice and written questions on the materials covered before the test. Co-curricular activity: Presidential debate analysis party, 7:30 pm Wed. 3 Oct. 2012 |Serow 12: Voting & Elections: 69: David Campbell, "Why We Vote" (2006) [+] 70: Chuck Todd and Sheldon Gawiser, "How Barack Obama Won" (2009) [+] Why would a young adult choose to vote, anyway? [Campbell] What people and what events caused the inexperienced Sen. Obama to be elected US President? [Todd] |Time, "Poll results: American's views on teachers tenure, merit pay ..." (Survey data, Sep. 2010, on ways to improve US schools)| |Janda/Hula, Essentials 6: Political Parties, Elections & Campaigns [Discussion] Notes to Full 8: Political Parties | Publisher: Janda, Full 8 What are the functions of political parties? [Janda] What are the US political parties like? [Janda] How do US political parties differ from those in Europe? [Janda] Are political parties gathering strength or weakening over time? [Janda] Are parties private organizations or public, regulated ones? [Janda] How has the US system of parties changed over time? [Janda] Are some elections more important than others? [Janda] |Cartoon of the 1896 election, where Mark Hanna and William McKinley hold hands with Trust [Dbox] Mo Rocca, "Electoral College 101", an Op-Doc, brief version of PBS documentary film, hosted by NY Times NEW |Serow 13: Political Parties 71: Walter Dean Burnham, "Critical Elections and the Mainsprings of American Politics." (1970) [Zac] 72: Morley Winograd & Michael Hais, "Millennial Makeover" (2008) [+] [Kaison] 73: John Judis, "America the Liberal: The Democratic Majority: It Emerged!" (2008) [+] [Jon] NEW 74: Stuart Rothenberg, "Is 2008 a Realigning Election? Numbers Offer Some Clues." (2008) [+] [Dom] 75: Ronald Brownstein, "The Second Civil War" (2007) [+] [Mike] 76: Kate Zernike, "Boiling Mad" (2010) [+] [Nick] NEW Are some elections more important than others? [Burnham] What is a realignment of voters, and is one occurring currently? [Burnham] How are millenials becoming active and are they changing the nature of politics? [Winograd] Has there been a Democratic realignment [Judis] -- and will it last? [Rothenberg) Are the political parties now really polarized? [Brownstein] Has the Tea Party enhanced American Politics? What does it stand for? [Zernike] [+] Campaign 2010 coverage: links (moved from here to extra materials index) Web, Polls: http://www.electoral-vote.com/states/alabama.html http://www.electoral-vote.com/ US map by poll data |Notes to Janda, Full 9: Nominations, Elections and Campaigns [Discussion] What are the stages of the nomination process? [Janda] What kinds of primary and caucus are there? [Janda] Does the presidential nomination process deliver good quality candidates? [Janda] How well do third parties fare in campaigns? [Janda] How does the election system count the votes? [Janda] Can the "wrong" president be elected? [Janda] Is the role of money in US elections excessive? [Janda] What is the role of PACs and 527 groups in US elections? [Janda] How are US elections exceptional compared to other rich countries? Should political TV advertising -- or opinion polling -- be banned? |Serow 12: Voting & Elections: 66: Dante Scala, "Stormy Weather" (2003) [+] 67: Dennis Johnson, "No Place for Amateurs" (2001) 68: David Mark, "Going Dirty" (2006) [+] Is New Hampshire the right state to hold the first primary? [Scala] How is campaigning unusual in NH? [Scala] What are the functions of a campaign consultant, and is it worth hiring one? [Johnson] What role do professionals play in campaigns? [Johnson] Is negative campaigning a new strategy, and is it changing the nature of campaigns? [Mark] poll data; CNN electoral college map; Pollster.com Web fun: JibJab election 'Toons. Report on Bright-Love debate 2008, at HC, for Alabama's 2nd Congress district. Collection of political TV ads from YouTube, by year |Guest Speaker, Tues. 16 Oct.: Prof. Jim Slack, Regent University, on counselling Death Row inmates.| |Tuesday, week 10, Test 3 on all the above, which may include both multiple choice and written Honors students (and those taking research project option): tutorial in office, on research projects. Janda/Hula, Essentials 7: Interest Groups | Notes to Janda, Full 10: Interest Groups | Publisher: Janda Full 10 How can interest groups influence US politics? [Janda] Does lobbying produce a balance of interests? [Janda] Do interest groups represent all voters -- or mostly the upper classes? [Janda] |Serow 11: Interest Groups: 61: Alexis de Tocqueville, "Democracy in America." (1835) 62: EE Schattschneider, "The Semisovereign People." (1960) 63 Richard Skinner, "More Than Money" (2007) [+] 64: Robert Kaiser, "So Much Damn Money" (2009) [+] 65: Joe Garcia,"La Gran Opportunidad /Up For Grabs /The Hispanic Opportunity" (2009) [+] [PPT] How active are Americans in joining interest groups? [Tocqueville] Are active interest groups compatible with democracy? [Tocqueville] Who does the interest group balance favor? [Schattschneider] Are interest groups increasing or fading in influence in US politics? [Skinner] How can a lobbying firm be built up and what role does it play? [Kaiser] Will Hispanics ever become a powerful force in US politics? What do they seek? [Garcia] What are the political characteristics of Hispanics? |Janda/Hula, Essentials 8: Congress [Discussion; additions] Notes to Janda Full 11: Congress | Publisher: Janda Full 11 | Does the member of Congress function as a Trustee, a Delegate -- or a "Politico"? US Constitution, Article I, Section 8: powers of Congress How is congress organized? [Janda] What are the powers of Congress? [Janda] How does a bill become law? [Janda] What are the differences between House and Senate? [Janda] How do committees work? [Janda] |Serow 5: Congress 22: David Mayhew, "Congress, The Electoral Connection." [Zac X] 23: Richard Fenno, "Home Style" [Blair] 24: Sarah Binder, "Stalemate" (2003) [+] [Daylan] 25: Gregory Wawro & Eric Schickler, "Filibuster" (2006) [+] 26: Michele Swers, "The Difference Women Make" (2002) [+] 28: Paul Starobin, "Pork: A Time Honored Tradition Lives On" 29: John Ellwood and Eric Patashnik, “In Praise of Pork” 30: Senator John McCain, "Hey There! SenJohnMcCain is Using Twitter" (2009) [+] 31: David Price, "The Congressional Experience" Does congressional behavior work purely toward re-election? [Mayhew] What methods do congressmen use in serving constituents for re-election? [Mayhew] How do members represent themselves in their home districts? [Fenno] How do US Reps. ensure re-election? [Fenno] Is there much gridlock stopping policymaking -- and what are the causes? [Binder] Why do many bills and nominations never pass the Senate? [Wawro] Has it made any difference having women in Congress? [Swers] What is the reason for pork barreling? [Starobin; Ellwood] What pork projects do politicians obtain -- even when they oppose pork? [McCain] What is the experience like for a new US Rep.? [Price] |Janda/Hula, Essentials 9: The Presidency Notes to Janda, Full 12: The Presidency | Publisher: Janda Full 12 US Constitution, Article II, sections 2-3: powers of presidency US Constitution, Article II, section 1: installation and removal US Constitution, Article II, section IV: impeachment What are the powers of the presidency versus Congress and the courts? [Janda] How has the presidency swelled? [Janda] How is the presidency organized? [Janda] How can the presidency supervise the bureaucracy? [Janda] |Serow 6: Presidency 32: Richard Neustadt, Presidential Power." (1990) [Blair] 33: Arthur Schlesinger, "The Imperial Presidency" (1973) 34: Michael Cairo, "The Imperial Presidency Triumphant" (2006) [+] 35: Thomas Cronin, "The Paradoxes of the Presidency" (1998) [Zac] 36: Craig Rimmerman, "Rise of the Plebiscitary Presidency" (1993) [+] 37: Gil Troy, "Leading From the Center" (2008) [+] 38: Bradley Patterson, "White House Chief of Staff" (2000) [+] Does the president have any power beyond persuasion? [Neustadt] Has the presidency grown too powerful, and why? [Schlesinger] Does the W. Bush presidency demonstrate the imperial presidency in foreign policy? [Cairo] Do we expect too much of the presidency? [Cronin] Did the Founders intend the presidency to base decisions on public opinion? [Rimmerman] Do Presidents govern from the radical wings or from the center? [Troy] What is the role of the WH chief of staff? [Patterson] |Janda/Hula, Essentials 9: The Bureaucracy Notes to Janda, Full 13: The Bureaucracy | Publisher: Janda Full 13 How is the bureaucracy organized? [Janda] What are the characteristics and scale of US agencies? [Janda] How are bureaucracies influenced by Congress, the courts and the presidency? [Janda] Do bureaucracies inevitably grow, or can they be controlled and limited? [Janda] What are the characteristics and problems of bureaucracy? [Lecture] Can bureaucracy be privatized, and what are the effects? [Lecture] If we contract out, what are the problems of controlling the monopoly? [Lecture] |Serow 7: Executive Branch 39: Hugh Heclo, "Government of Strangers." (1977) 40: Paul Light, " A Government Ill Executed" (2008) [+] 41: Reich, "Locked in the Cabinet" (1997) [Dom] 42: James Q. Wilson, "Bureaucracy" (1989) How do career civil servants and political appointees get along? [Heclo] What are the pitfalls of implementing policies? [Light] How difficult is it for a new cabinet secretary to hire appointees? [Reich] What is the nature of bureaucracy? [Wilson] Dam: letter about an environmental problem in Pennsylvania. Honors eProject: see Dates page, Citations APSA page, and Requirements page |Janda/Hula, Essentials 11: The Courts | Notes to Janda, Full 14: The Courts | Publisher: Janda US Constitution, Article III: judicial powers How are the courts structured? [Janda] What are the functions of the courts? [Janda] How does the judicial process work? [Janda] Is judicial review compatible with democracy? [Janda] Is constitutional review a universal feature of developed constitutions, or unique to the US? Is judicial activism a liberal phenomenon or is it also found among conservative judges? |Serow 8: Judiciary 43: Alexander Hamilton, "The Federalist No. 78."[Blair] 44: Eugene Rostow, "The Democratic Character of Judicial Review."[Mike] 45: David O'Brien, "Storm Center." 46: David Yalof, "Pursuit of Justices" (1999) [+] 47: Richard Fallon, "The Dynamic Constitution" (2004) [+] Is judicial review compatible with a democracy? [Hamilton; Rostow] By what process does the supreme court decide cases? [O'Brien] How are Supreme Court appointees nominated and confirmed - and who determines? [Yalof] To what degree can the Supremes make law themselves, regardless of public opinion? [Fallon] |Honors, briefings of research: the issue; the research question, the arguments; evidence; and findings.| |Comprehensive Final Exam, 1430, M 3 Dec. 2012, in usual classroom|

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On March 7 at the Opening Ceremonies for the Sochi Paralympic Games, a giant mock Russian icebreaker sailed across the blue stadium floor. Thousands of volunteers pretending to be icebergs moved aside as the icebreaker, called Mir, came through. Mir, which means “peace” or “world” in Russian, was also the name of the space station launched by the USSR in 1986 and run by the Russians until 2001. The official Sochi Olympics website proclaims, “The icebreaker easily crushed the blocks of ice in its path, as if breaking the barriers of misunderstanding between people.” Dmitriy Chernyshenko, President and CEO of the Sochi 2014 Organising Committee, announced, “Thanks to the Paralympic Games, a new era in the history of Russia has begun, one without barriers and stereotypes.” Chernyshenko is correct in describing that a new era in Russian history has begun, one without barriers and borders. As the barriers came down inside the Fisht Stadium, the border came down in Ukraine’s Crimea, too, just a little ways north of Sochi on the Black Sea. Russia has succeeded in breaking down barriers to an extreme. The blog North of 56 speculates that because of Crimea, it wouldn’t be surprising if Russia were to seize the Lomonosov Ridge, too. I’m skeptical of such conjecture, first because Russia has no “ethnic Russians” to ostensibly protect on the continental shelf. Seizing a continental shelf is also a starkly more difficult task than seizing a peninsula where military assets are already stationed. Yet if any country really wanted to deploy military might in the Arctic, Russia would be the most well-equipped to do so. As this USGS chart illustrates, Russia has six nuclear icebreakers with four more on the way. The countries with the next biggest fleets, Sweden and Finland, don’t even possess Arctic coastlines. The appearance of the mock icebreaker at the opening ceremonies recalls the actual journey made by the Olympic torch onboard the world’s largest icebreaker, the 50 Let Pobedy (“50 Years of Victory”), as it sailed to the North Pole. This voyage, which I wrote about in a previous blog post, manifests the military-industrial-scientific complex in Russia. The state-owned operator of Russia’s nuclear icebreaking fleet, Rosatomflot, sponsored the voyage, while controversial and renowned Russian polar explorer Artur Chilingarov was the torchbearer. At the North Pole, Chilingarov expressed, “It is the first time in history that the Olympic flame will visit a place known as the ‘top of the world.’ It is a meeting point of longitudinal meridians and time zones, where the very concept of time loses all meaning.” Chernyshenko’s comment that barriers no longer exist in Russia echo Chilingarov’s sentiments. Time, space, lines on the map, blocks of ice – none of these seem to matter anymore. Just as the Beijing Summer Olympics in 2008 were carried out under the slogan “One World,” Russia’s Winter Olympics are basically following a similar theme of staking out essentially a new era for global unity. Yet in the case of Sochi, that new “one world” is clearly in the image of Russia. So when the MIR icebreaker sailed through the “blocks of ice” at the Paralympics ceremony, it didn’t just symbolize peace and togetherness. It also symbolized the might of Russian engineering in the Arctic. No other country can match this technology of Russia’s, and perhaps that’s why the country has featured it twice so far during in the Olympics (relay included). Both science and the Olympics allow national power to be projected through seemingly innocuous and even cosmopolitan activities. Canada, another Arctic state, hosted the Winter Olympics in 2010, but icebreakers did not play a role in either the relay or the ceremonies. Russia, which has the world’s largest icebreaker fleet and its only nuclear icebreakers, seems to view these capabilities as more a part of its national identity than Canada or any other Arctic state for that matter. South Korea will be the next nation to host the Winter Olympics. The country operates one of the world’s most modern icebreakers, the RV Araon, which South Korean shipbuilder Hanjin Heavy Industries built in Busan in 2009. It will be interesting to see whether this icebreaker makes an appearance in any way, shape, or form during the Pyeongchang Olympics in 2018.

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Home >Report highlights need for robots to understand human behaviour Report highlights need for robots to understand human behaviour 03 July 2017 With the use of robotics and automation in working environments on the rise, new research has shown that almost three quarters (74%) of professionals believe that an improvement in design to enable robots to better understand and interact with human behaviour is the only way to reduce the risk of workplace mistakes and accidents as a result of the introduction of new technologies. The research, conducted the Chartered Institute of Ergonomics and Human Factors (CIEHF), professional membership body for ergonomists and human factors specialists, in collaboration with CV-Library, the UK’s leading independent job site, showed that 89% of industry professionals believe that it is humans who ultimately hold responsibility for any mistakes that arise in the workplace involving machinery or robotics. The research also revealed that professionals believe developments in Artificial Intelligence (AI) are paramount to enabling robots to understand human behaviour and to learn how to interact in a more sophisticated way with human colleagues. What’s more, key findings discovered that over 4 of out 5 industry professionals (82.9%) believe there must be an increased focus on Human Factors in the design stage to reduce the risk of accidents. In addition: • Over two thirds (68.70%) of manufacturers agree that robot/machine designers should be legally required to obtain insurance, protecting themselves against damage their robots may cause. • Following the recent call from MEPs regarding the legal status of a robot, a resounding 92.3% of industrial workers do not believe robots should be legally regarded as ‘Electronic Persons’. When asked whether all robots should be required to be fitted with a ‘kill’ switch to allow all functions to be shut down in case of an emergency, 79.4% agreed that they should. Commenting on the research results, Stephen Barraclough, CEO of the CIEHF, said: “This research highlights again the importance of human factors at the design stage and how our discipline should be central to future development. Robots present significant potential benefits for many industries and to our economy as a whole, so important at this time, but it is paramount that robots are designed with the capabilities of humans very much in mind. The more we consider the comprehensive integration of robots into our society then the smoother the process will be. “Robotics offer a multitude of benefits, it’s vital we create automation that can work with people, interacting with routines and better understanding our capabilities.”

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If we want to process images the first thing we need to do is to read an image into MATLAB as a variable in the workspace. What kind of variable is an image? How can we see the image inside a variable? How do we refer to to individual pixels within an image. Search Results for: image coordinates We can describe the relationship between a 3D world point and a 2D image plane point, both expressed in homogeneous coordinates, using a linear transformation – a 3×4 matrix. Then we can extend this to account for an image plane which is a regular grid of discrete pixels. The relationship between world coordinates, image coordinates and camera spatial velocity is elegantly summed up by a single matrix equation that involves what we call the image Jacobian. Let’s recap the important points from the topics we have covered about homogeneous coordinates, image formation, camera modeling and planar homographies. Let’s learn how to import a color image into MATLAB and see how the data is organized as a matrix with three dimensions. Let’s recap some of the most important topics we’ve covered about treating an image as a matrix within MATLAB which we can display or index into. How is an image formed? The real world has three dimensions but an image has only two. We can use linear algebra and homogeneous coordinates to understand what’s going on. This more general approach allows us to model the positions of pixels in the sensor array and to derive relationships between points on the image […] It is common to think about an assembly task being specified in terms of coordinates in the 3D world. An alternative approach is to consider the task in terms of the relative position of objects in one or more views of the task — visual servoing. For an image stored as a variable in the MATLAB workspace let’s look at how we access the values of individual pixels in an image using their row and column coordinates. Using the MATLAB colon operator we can extract an intensity profile, extract a submatrix which is a region of the image, flip the image […] The relationship between world coordinates, image coordinates and camera spatial velocity has some interesting ramifications. Some very different camera motions cause identical motion of points in the image, and some camera motions leads to no change in the image at all in some parts of the image. Let’s explore at these phenomena and how we […]

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Star Cemetery was scheduled for a community clean up on May 9th. From the Historic Louisiana Database: Established in 1883, Star Cemetery is a ten acre African American burial ground located on flat land in western Shreveport. The roughly square shaped parcel is bounded by Interstate 20 on the north, a U. S. Post Office facility on the south, low self-storage units on the west, and the historic St. Joseph Catholic Cemetery on the east. (Please refer to enlarged USGS map attached.) Star Cemetery has not been in active use for some time, with ninety-two percent of its burials dating from before 1950. Hence it retains a strong historic character, despite some vandalism and general decay of monuments. Star Cemetery was Shreveport’s first African-American cemetery and the only one until the late 1920s. Today surrounded by a chain-link fence, it is accessed via an easy-to-miss, unmarked gravel lane that runs off the 2100 block of Texas Avenue. There is no gateway or other type of formal entrance, and no one can remember a time when there was. The cemetery is completely unplanned, with markers randomly placed and no drives or site features other than shade trees. There are roughly 1300 marked burials, although locals believe that thousands more people are buried there. (Some graves were unmarked from the first and many markers are long gone.) All but a handful of burials at Star are below ground. For the most part, the grave markers are small and very modest, often with a decidedly homemade character. There are a few more “high style” markers (at least within the context of Star), including a handful of obelisks and columnar shafts. While the standard modern headstone is wider than it is tall, the typical marker at Star is decidedly vertical, often twice as tall as it is wide. There are some more mainstream granite markers; however, most markers are of concrete or crudely carved stone. The simple, folk character of most of the markers is quite poignant. Even lettering done by someone who was presumably a professional looks free-form rather than carefully chiseled. A particularly distinctive type of gravestone is that formed by three concrete blocks, one laid on top another, and resting on a low base . Others are even more clearly homemade in character – i.e., a concrete headstone where perhaps a family member has carefully written the name and other information in block letters. Typical motifs on the folk markers include the hand with finger pointing heavenward, the lamb, and the dove. Reflecting the considerable importance of fraternal organizations and benevolent societies in the African-American community are the number of headstones with emblems of the Masons, the Odd Fellows, Knights of Pythias, etc. Among the more unusual are “Rising Star Platinum Lodge,” “Willing Workers Chamber,” “Royal Mansion Chamber,” “Victoria Chamber,” and “Queen Esther Temple.” Most markers have a minimum of inscription, typically just a name, death date, and age. Among the most memorable are those with a epitaph – those that make us pause and wonder about the person buried there, what their life had been like, and their grieving loved ones. The marker of Sam Hall, who died June 28, 1906 at the age of 31 years, bears the inscription: “My husband leaned his head on Jesus Brest [sic]. He breathed his life out sweetly there. Hattie Hall.” With a dove above and a lamb below, the shaft marking Clarrisa Oliphant’s 1907 grave reads: “Blessed are the dead which died in the Lord. They may rest from thire [sic] labors. Thire [sic] work do follow them.” Then we find the last words of Seleste Louis Chandler (1891-1920): “I am so happy.” As local historian Eric Brock observed: “Some of these small, poignant little monuments with their misspellings and odd shapes elicit a greater sense of sadness than many a commercially-made monument, for all its elegance and costliness, ever could.” In preparation for this nomination, a volunteer group organized by the African American Multicultural Tourism Commission conducted an inventory of marked burials in the spring of 2001. Coordinating the survey was Isabelle M. Woods, who had done a partial survey of Star in the 1980s. Using the information gathered by the volunteers, Mrs. Woods produced a printout showing, among other items, name and death date for each marked burial. In perhaps less than 1% of the marked graves, the death year was illegible. The following breakdown by date obviously does not include these burials – hence the total is a bit less than the total number of marked burials. MARKED BURIALS AT STAR CEMETERY* *INCLUDES ONLY THOSE WHERE DEATH YEAR WAS LEGIBLE 1883 – 1910 221 17% 1911 – 1930 550 43% 1931 – 1950 418 32% post-1950 100 8% Assessment of Integrity: In the opinion of the SHPO, there are no serious integrity issues at Star Cemetery – particularly in light of its quite low rate of non-contributing monuments. Of the seven aspects of integrity used by the National Register, only the setting has been compromised. While the setting within the boundaries remains the same (i.e., open land with trees and no pattern to burials), most of the surrounding pieces of property have been redeveloped, as explained above. But because of the size of the cemetery and mature trees, the interstate and other modern developments are not as intrusive as might otherwise be the case. SIGNIFICANT DATES: 1883 Star Cemetery is being nominated under National Register Criterion A for its significance in the African-American history of Shreveport. Established in 1883, it met the need in the African-American community for an honorable and respectable burial site. It was the city’s first African-American cemetery and remained its only one until the late 1920s. The creation of Star Cemetery and others like it was part of a larger drama being played out all over the South as former slaves in the post-Civil War years sought to establish their own institutions and in a larger sense, their own community identity. Many a southern black church was founded in the late 1860s and ‘70s, regardless of how new the present building may be. Other major institutions created in the post-war years were benevolent associations (typically mutual aid groups where member dues paid for burials) and cemeteries. As rigid segregation and disfranchisement crystallized in the late nineteenth century, “separate but unequal” treatment extended to all aspects of life, including its end. In some cities African-Americans were barred from the city cemetery. In Shreveport, according to local historian Eric Brock, blacks prior to Star’s establishment were relegated to the pauper’s section of Oakland Cemetery. Within the foregoing context, the establishment of Star Cemetery in 1883, only six years after Reconstruction ended in Louisiana, was a milestone in the African-American history of Shreveport. The Star Cemetery Association was incorporated on March 22, 1883, and on the same day the association purchased a ten acre tract of land for $350. The fourteen African-Americans who appeared before the notary to form the Star Cemetery Association, many of whom signed by mark, were Sam Chambers (President), W. Harper, Allan F. Moss, Square Hicks, William Johnson, J. H. Henry, W. J. McDonald, G. A. Poland, Zack Wiggins, Peter Johnson, A. G. Miller, William Moreham, S. A. Johnson and C. T. Thomas. There are about a dozen marked burials at Star from the very early years – the 1880s. The survey conducted earlier this year shows a few death dates that precede Star’s establishment, presumably indicating that loved ones buried elsewhere were re-interred. One also presumes that many of the early graves either did not have a marker or the marker is long gone. Fully 60% of the marked burials are from before 1930, with 17% being from before 1910. Star remained the city’s only African-American cemetery until the late 1920s when Carver Cemetery opened just south of what was then the city limits. Various locally prominent African-Americans are buried at Star, most notably ministers, the traditional leaders of the black community. Among them are Rev. Luke Allen, Sr. (1839-1919), an early pastor of Antioch Baptist Church (the “mother church” of Shreveport’s black Baptists), and his sons, Prof. William Allen (1869-1898) and Rev. Luke Allen, Jr. (1871-1938), pastor of the Avenue Baptist Church. Other notables buried at Star include The Rev. Dr. A. M. Newman (1845-1898), founder of the Third District Baptist Normal and Collegiate Institute, an early school for training black teachers; J. S. Williams (1870-1938), founder of the city’s oldest black funeral home; and Charles Roberson, Shreveport’s first black attorney. Star Cemetery today remains what it was originally and throughout its active years of use – a major focus of ethnic identity in Shreveport’s African-American community. Star Cemetery Association has long since ceased to exist. The City of Shreveport in 1960 assumed the role of Star’s caretaker. Within the last couple of years Star has been in the local news due to the efforts of the African American Multicultural Tourism Commission to encourage the city to improve maintenance, to provide paved access and erect a gateway, and to provide security. A support group, The Descendants of the Dead, has been formed, and various volunteer groups have come together for work days at Star. It is hoped that this National Register nomination will heighten awareness of Star in the general community and provide impetus for its greater safekeeping. Note: “Private” is checked under ownership (Section 5) because legal records list the Star Cemetery Association as the owner (although this organization has long ceased to exist). While the City of Shreveport has served as caretaker for some time, it does not claim ownership. Brock, Eric. “Star Cemetery.” Typescript in National Register file, Louisiana Division of Historic Preservation. National Register nomination forms for Zion Cemetery, Memphis, Tennessee and Rest Hill Cemetery, Lebanon, Tennessee. Star Cemetery Association, Act of Incorporation, March 22, 1883. Woods, Isabelle. List of Star Cemetery’s marked burials, per a survey undertaken in the Spring of 2001. Copy in National Register file, Louisiana Division of Historic Preservation.

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An Introduction to Remote Sensing and GIS: A Primer for the Novice There was a discussion among the students about how we can get all the information about our school for the mapping/drawing of our schools. In that, my friend Ram suggested we will measure the building dimensions and note the building color, name, classroom details, and so on. Additionally, Krishna recommended the other details like water tab provision, cycle stand, restroom, and so on. Finally, I suggested google maps. The google map has all the details like our school, our house, our street including our country details. Ram asked me suddenly, how is it possible to map all the details? I verbally expressed yes it is possible utilizing remote sensing & GIS (Geographical Information System) technology. The Remote Sensing, the name itself can easily understand the meaning. It is nothing but getting information from objects without any physical contact with that object but utilizing sensors. Ram was still skeptical of this, I explained further utilizing the example of day-to-day life activity. We are transmuting the Television channels utilizing Television Remote is one example to understand the remote sensing concepts. Similarly, in our body: eyes, ears, and nose are good examples of sensors. These sensors do not physically contact the object but still, we can tell about the physical properties of the object facilely, right? The physical properties are color, size, shape, texture/pattern, and so on. In Remote Sensing, the body is a satellite. The eyes, ears, & nose are different types of sensors to collect variants of data. Images of the entire globe are accumulated utilizing Remote Sensing Techniques. Passive and Active sensing systems are available that are used to gather information from any target. Data captured using sunlight or radiated heat is called passive remote sensing. Active remote sensing involves capturing images under external illumination like a flashlight or radar beam. The energy source for scene illumination is an EMR (Electro-Magnetic Radiation) which has different wavebands like gamma rays, x-rays, ultraviolet rays visible rays, infrared, microwave, and radio waves. Different kinds of sensors are used to collect data in these wave banks. ► Revolution of Remote Sensing and GIS The collected data was analyzed for different applications. The basic remote sensing data and analysis results along with other geographical data are collectively called geospatial data. A geographical Information System (GIS) is used to process and analyze geospatial data in conjunction with non-spatial data to produce good qualitative & quantitative maps of the earth’s features/global data. » Remote Sensing Remote sensing started in the 19th century with the use of film cameras on rudimentary airborne platforms such as hot air balloons, pigeons, and kites to conduct land reconnaissance. The evolution of a new kind of “bird” — the airplane — brought new opportunities in the 1900s, supporting the use of more accurate aerial photography for reconnaissance and mapping. Satellite technology, launched Remote Sensing into space in the 1970s, supporting the collection of detailed multispectral data that led to an improved understanding of geographic features, urban growth, agriculture, soils & minerals, etc. Multispectral data means images acquired in visible and infrared regions. » Geographic Information System The history of Geographical Information Systems is remarkable and has gone through stages of technology development. In the 1960s, two applications, SYMAP and GRID, laid out the theoretical foundation for the analysis of raster and vector data, the two main approaches for encoding and storing geographical information. From this moment, GIS evolves through several different periods, thanks to the influence of many external factors. This evolution marks the discipline of GIS itself, the technology it involves, the data, and also the theories and techniques it is built on. Finally, the geographic information is represented as a multilayer map and geospatial visualization to the users. GIS as a science of location has truly evolved from quantitative cartography and geography in the 19th century to map, analyze, and assess real-world problems. ► Development of Remote Sensing and GIS India’s remote sensing program was developed with the idea of applying space technologies for the benefit of humankind and the development of the country. The program involved the expansion of three principal capabilities. The first was to design sensors for different regions of the EM spectrum and build and launch satellites with these sensors into space for monitoring the earth through a certain path/orbit. The orbit types are many, but the most important are polar orbit and geostationary orbit. A polar orbit satellite meant the satellite path is above or nearly above the poles whereas if the period of the satellite matches the rotation of the Earth, it is called a geostationary orbit. The second was to establish and operate ground stations for spacecraft control, and data transfer along with data processing and archival. The third was to use the data obtained for various applications on the ground. The GIS allows users to search for information about specific geographical areas, analyze spatial information, edit the data and create maps, charts, and reports that show users the results in visual forms. GIS helps users to find answers to their questions and solve problems by presenting data in simple visual ways. Robust GIS tools permit organizations to establish and share composite information in ways that users can easily understand. Apart from the governments and public bodies that are major users of GIS, manufacturers and retailers can use GIS to create more efficient supply chains, while health departments can make better-informed decisions about distributing limited resources. ► Advancement of Remote Sensing and GIS The new technology, i.e., drones and automated robotics techniques will complement traditional airplanes and satellite platforms and deliver more insights than ever before possible. Drones and robots are the latest and most advanced remote sensing platforms catching the eye of the geospatial community. Not only are they cool and cutting-edge, but they also open up a new class of use cases that were previously not possible with traditional aerial survey methods. They offer novel opportunities to monitor remote areas, and their form factors and cost enable a higher frequency of data collection compared to the aerial survey. Remote sensing technology is used in many fields, such as energy, oil and gas, aviation, forestry, transportation, emergency management, and natural resource preservation and restoration. ► Indian Remote Sensing Satellites Following the successful demonstration flights of the Bhaskara-1 and Bhaskara-2 satellites launched in 1979 and 1981, respectively, India began to develop the indigenous Indian Remote Sensing (IRS) satellite program to support the national economy in the areas of agriculture, water resources, forestry & ecology, geology, watersheds, marine fisheries & coastal management. Towards this end, India had established the National Natural Resources Management System (NNRMS) for which the Department of Space (DOS) is the nodal agency, providing operational remote sensing data services. Data from the IRS satellites is received and disseminated by several countries all over the world. With the advent of high-resolution satellites, new applications in the areas of urban sprawl, infrastructure planning and other large-scale applications for mapping have been initiated. Advancements in Geographical Information Systems (GIS) were the result of several technologies. Databases, computer mapping, remote sensing, programming, geography, mathematics, Computer-Aided Design, and computer science all played a key role in the development of GIS. Gradually, the importance of spatial analysis for decision-making was becoming recognized. Slowly, GIS was being introduced to classrooms and companies. The software was able to handle both vector and raster data. With more satellites being launched into orbit, this data collected from space could be consumed in a GIS. The evolution of GIS continues, as geospatial systems have transformed along with the increasing power of computers and growing data storage capacity. Tools and techniques are now constantly refined to serve purposes such as urban planning, disaster response, market research, resource management, and military operations. With open-source mapping and web-based tools/applications like IGiS Enterprise, anyone can get involved in generating data on traffic patterns or the path of a dangerous storm. Creative problem-solvers will continue to push the boundaries of geospatial thinking in the years ahead. There are nearly an unlimited number of applications that are relevant to GIS because virtually all human interactions, natural and man-made features, resources, and populations have a geographic component. ► Why SGL Remote sensing and Geographic Information Systems are rapidly growing technology and it needs a few processes/analyses to deliver the output as maps or graphs or statistical data. IGiS (Integrated GIS and Image Processing) Software developed by SGL in collaboration with ISRO facilitates image and vector data processing along with newly developed modules like Photogrammetry, and CAD. The combination of Remote sensing and GIS is a powerful technology to provide solutions geospatially with accuracy & effectiveness. Remote Sensing makes it possible to collect geographic data from remote areas of the world and even from space in a quick way. The GIS is used to store, edit/manipulate, analyze, integrate, and display the collected geographic data to produce meaningful information such as maps & statistical data in all the domains like agriculture, mineral exploration, urban planning, etc. Remote Sensing and GIS technology are slated for a new era of advances due to the combination of multi-constellation GNSS and 5G technology. GIS and Remote Sensing for Effective Forest Fire Management “A small spark can ignite an entire forest, but vigilance can prevent it.” This saying by Charles Bukowski profoundly illustrates the nature of forest fires. Forest fires exert a considerable....Read More

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myeloproliferative disorder (MY-eh-loh-proh-LIH-feh-ruh-tiv dis-OR-der) A type of disease in which the bone marrow makes too many red blood cells, platelets, or certain white blood cells. Myeloproliferative disorders usually get worse over time as the number of extra cells build up in the blood and/or bone marrow. This may cause bleeding problems, anemia, infection, fatigue, or other signs and symptoms. Certain myeloproliferative disorders may become acute myeloid leukemia (AML). Myeloproliferative disorders include chronic myelogenous leukemia (CML), polycythemia vera, primary myelofibrosis, essential thrombocythemia, chronic neutrophilic leukemia, and chronic eosinophilic leukemia. Also called chronic myeloproliferative disorder.

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You are here National Council of Churches Toolkit The “Starter Kit for Teaching and Learning on Mass Incarceration” (Starter Kit) is designed to be an educational resource toolbox for teaching and learning. The objective is to place in conversation facts about incarceration in the United States and values and teachings of Christian communities for teaching and learning. The Christian life involves making visible God’s continuing action in the world. Materials and exercises in this resource aim to nurture and encourage reflection and action on mass incarceration and the Church’s mission to become salt, light, and leaven in the world. The Starter Kit is organized in two parts. Part 1 presents a background paper on mass incarceration prepared for the National Council of Churches of Christ in the USA (NCC). The purpose of the document was to assist the NCC in its discernment of priorities for the organization. It is offered to teachers and learners to share with them some of the rationale for the NCC Governing Board’s choice of mass incarceration as one of the NCC’s foci. Accompanying the rationale are facts about mass incarceration in the United States today. We are thankful to Nicole D. Porter and The Sentencing Project of Washington, D.C who provided facts and substantiating evidence regarding the operations and implications of prisons and prisoners in the U.S. Presented across five articles, learners are introduced to trends, decisive factors, informed and misguided practices that become the prescription for mass incarceration. Together, these two units provide a platform of insights for a moral response and common witness. Part 2 of the “Starter Kit for Teaching and Learning on Mass Incarceration” is a range of resources for educating across ministry settings, including worship, study groups, in seminaries and other forums of higher education, and beyond the walls, but not the boundaries, of the Church. Rev. Marilyn B. Kendrix of the United Church of Christ provides a series of outlines for bringing the concern of mass incarceration before God in the context of worshiping communities. Prayer and praise form as well as inform worshipers into a particular and peculiar community, a people of God. From Advent to Ordinary Times, leaders and learners have opportunity to use materials in the Starter Kit to inform the communal, spiritual practice of worship. Resources for special occasions, the celebration of Martin Luther King, Jr. Day and Black History Month are also included for bringing the daily concerns of life – concerns for justice and equality, redemption and hope – into the worship of God. Rev. Kendrix is also a contributor to the book, The Justice Imperative: How Hyper-Incarceration Has Hijacked the American Dream by Brian E. Moran (2014); website: www.thejusticeimperative.org. Rev. Eric M. Cain of Alliance of Baptists packs a lot of information and ideas for teaching and learning in small-group contexts into a very small space—two pages. Organized around a three- pronged teaching-learning approach of “read, see, and do,” the tools are an excellent set of resources to engage learners visually and viscerally in small-group settings. We are appreciative of the work Public Broadcasting Services and Religion and Ethics Newsweekly have done as we draw on seven videos they produced to connect learners to various issues of mass incarceration. Again, both reflections on reading the texts and watching the videos are offered in hopes of motivating learners to become participants in God’s mission in society today. Three documents are presented for use in seminaries or other contexts of higher education. Rev. Dr. Cristian De La Rosa presents a syllabus for a course entitled “Contextual Interfaith Advocacy Work on Mass Incarceration.” De La Rosa, on the faculty of Boston University School of Theology, developed the course as a travel seminar. The curriculum is shaped around students’ attendance and participation at the NCC’s Christian Unity Gathering. They learn from and interview religious and public leaders and community organizers about their interfaith advocacy work on mass incarceration. Learners attend plenary sessions and working groups to both learn from and participate with church educators in discovery and exploration, understanding, and analysis of alternative ministry initiatives geared toward altering the present trends and practices that maintain mass incarceration in the U.S. Rev. Dr. Joseph V. Crockett, Associate General Secretary of NCC for Education CT, presents a reflection for teachers on “Framing: An Educational Strategy.” Crockett lists several assumptions embedded in the work of framing as an educational strategy. He asserts that the importance of framing, how an experience is typified or a situation is defined, cannot be understated or overemphasized. Biblical references and questions are also provided in hopes that the framing of mass incarceration in terms of “difference” may provide a pathway for learners to connect with and engage in reflection and action on the injustices and inequities related to Blacks’ and Latinos’ disproportionate imprisonment in the U.S. Dr. Michael Reid Trice of Seattle University School of Theology and Ministry and graduate student Corey Passons have developed and share a bibliographic resource on incarceration in the United States. While not an exhaustive list, it is more than a sufficient start to initiate deeper reading and exploration of mass incarceration in the U.S. An important dimension of this work is its capture and presentation of ecclesial work and resources on the topic of mass incarceration. While Christian adherents may differ in naming the causes and consequences of mass incarceration, the sheer breadth of representatives—from the Orthodox Church in America to the National Association of Evangelicals—demonstrates that attention of the NCC on the topic is warranted. The bibliography is not offered so learners become satisfied because they have read about mass incarceration, but to inform, encourage, and equip a critical consciousness for individual and collective moral and ethical action. Two programs of teaching and learning about mass incarceration take the religious learning beyond church settings into society. Rev. Janet L. Wolf and the CDF Freedom Schools® program is an evidence-based educational work developed and implemented by the Children’s Defense Fund, based in Washington, D.C. Through a five-component teaching-learning curriculum, the CDF Freedom Schools® program documents the making of a difference in the lives of learners both in terms of prevention, as a factor in the deterrence to imprisonment, and as an intervention, through their work with people who are part of the prison population. We are thankful to the Children’s Defense Fund for permission to share their work with teachers and learners and with members and friends of the NCC faith communities. The final unit of our “Starter Kit for Teaching and Learning on Mass Incarceration” provides a rare occasion for inmates to engage faith community members as learners. As documented by Columbia University independent researchers, The New York Theological Seminary’s Masters of Professional Studies Program at Sing Sing Correctional Facility is an educational model of transformative education. Here, we who enjoy various degrees of freedom outside of prison walls are called to consider and to more fully embody the freedom Jesus Christ makes possible: We are challenged to employ our freedom in Christ for the work of reconciliation with the “other.” A clear outcome of this educational exchange is that inmates become teachers and those who live beyond the bars and chains of correctional facilities become learners. The experience reminds the Church that any and every humanly devised and manufactured division the Church accepts results in the Church’s failure to be the Church of Jesus Christ. Stated differently, as the Church seeks unity in Christ, divisions imposed by systems of justice and injustice are scandalous if and when they permit Christian adherents to separate God’s creation into isolated camps of “us” and “them.” As students translate their lived experience into content for the Church’s curriculum on mass incarceration, they challenge members of the religious educational enterprise to reread the classic writings of John Dewey’s Experience and Education and Paulo Freire’s Pedagogy of the Oppressed. Together the CDF Freedom Schools® program and the New York Theological Seminary’s ministry at Sing Sing prompt teachers, learners, and educational leaders to learn the values and teach the beliefs of faith communities far beyond sanctuaries and church classrooms. Materials presented in the “Starter Kit for Teaching and Learning on Mass Incarceration” can be used like a carpenter makes use of a toolbox. Depending on the information and skill levels of teachers and learners, the intent and context for teaching and learning, information and ideas from one part or section of the resource can easily be combined with resources from another part of the Starter Kit for building tailor-made curricular experiences. For example, information from The Sentencing Project fact sheets can be incorporated in a presentation, lecture, or sermon in a rather straightforward manner. Perhaps, in the design of a short-course on the topic of mass incarceration as either part of the classroom experience or as homework (preparation) learners might be assigned to view a video segment and note their reflections for discussion. Maybe the video on Freedom Schools, from Eric Cain’s section on “read, see, and do” for small-group settings can be paired with discussion of Freedom Schools in the section on teaching and learning “Beyond Church Walls.” Or, learners might use questions asked in one of the videos to investigate the topic in their community and to use the findings for planning either a special worship experience or service project. The possibilities are numerous. The contributors to this resource hope that a “Starter Kit for Teaching and Learning on Mass Incarceration,” equips, encourages, and inspires you to reflection and action related to mass incarceration and the ministries of religious education, as together we join in the mission of God.

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NOMAD CUCKOO BEES Like the Epeolus and Triepeolus cuckoo bees shown on the previous page of this guide, Nomad bees are cleptoparasites of the bee subfamily Nomadinae. Nomad bees lay eggs in the nests of ground-nesting bees -- most commonly, Andrena mining bees. When the nomad eggs hatch in Andrena nests, the nomad larvae – which have large, sickle-like mouth parts -- kill off the Andrena larvae and eat the provisions left for them by the Andrena mother. According to The Xerces Society Guide to Attracting Native Pollinators, male nomad bees can imitate the scent of Andrenas and have the capacity to transfer this scent to female nomads during mating. This allows the female bees to sneak more easily into Andrena nests to hijack their food supplies. Some nomad bees are generalists that parasitize the nests of multiple Andrena species. Other nomads target specific host species. For example, the neighborly nomad bee (Nomada vicina) targets the nests of hairy-banded mining bees (Andrena hirticincta). The spotted nomad bee (Nomada maculata), preys on the neighborly mining bee (Andrena vicina). The beautiful nomad bee (Nomada bella) is a cleptoparasite of Andrena imitatrix. Nomad bees also exist that prey on Agapostemon, Halictus, and Lasioglossum sweat bees. Some nomad species target Colletes bees, long-horned bees in the genus Eucera or bees in the genus Melitta. The most common nomad species found at the National Butterfly Center, Nomada texana, is thought to parasitize the nests of green Agapostemon sweat bees. Species Identification Information: Nomad bees are found throughout the world. There are nearly 300 nomad species in North America alone. Texas has a large array of Nomada. These include the Texas nomad bee like that shown below, as well as the Nomada vegana shown at top right. Nomad bees look wasp-like and tend to have the flashy appearance of custom-detailed race cars. They have sleek bodies, often adorned with well-defined stripes and crisp markings. They are usually red, black, yellow or a combination of these colors. Most nomad bees found in Texas have black or red bodies adorned with yellow markings; red or yellow legs; striking, red, reddish-brown or partly yellow antennae; and red, green or brownish eyes. General coloration varies from one type of nomad bee to another and can be used to help identify species. The Texas nomad bee, Nomada texana, for example, can be identified in part by its black body, red legs, the yellow stripes on its abdomen, the yellow spots on its thorax (middle section), and its yellow facial mask. More detailed information on this species is given in the guide entry below. Nomad bees have several distinctive minute traits that aid in identifying their genus: (1) the thoraxes of nomad bees are heavily pitted; (2) female nomad bees have specialized hair patches on the tips of their abdomens; (3) the pygidial plate (abdomen tip) of male nomad bees is pronounced and often notched; and (4) The jugal lobe of the nomad bee's wing is small. These traits are illustrated in the photo strip at right. Nomad cuckoo bees do not gather pollen from flowers, because they obtain it instead by plundering other bees' nests. As a result, female nomad bees do not have scopae (pollen-collecting hairs) on their legs or abdomens. Nomad bees do, however, drink nectar from flowers. They tend to alight on flowers visited by their hosts or to patrol the ground looking for host bee nests. The Texas nomad bees featured below were found feeding on seaside goldenrod and Bidens alba, aster-family flowers. This nomad bee species has been documented, however, on a vast array of plants from several different families. A male Nomada vegana nomad bee Characteristics of nomad bees The honey-tailed Agapostemon, a possible host species for the Texan nomad bee TAXONOMY OF NOMAD BEES Species found at the National Butterfly Center Nomad Bee Species of the National Butterfly Center Texas nomad bee Nomada texana (female) Size: 11 mm (female) 9 mm (male) Associated plants at NBC: A female Texas nomad bee According to Texas bee expert Jack Neff, the Texas nomad bee, Nomada texana, is a common and widespread Texas species, but little is known about its habits. It is thought to parasitize the nests of green Agapostemon sweat bees. At the National Butterfly Center, Texas nomad bees are most visible in late fall, when they emerge to nectar on goldenrod. During this same period, the honey-tailed Agapostemon sweat bee (Agapostemon melliventris) appears in large numbers at the NBC. Nomada texana can be identified in part by its black body, red legs, reddish antennae and the yellow stripes on its abdomen and thorax. Among the most distinctive features of the bee are the two prominent yellow spots on the propodeum (the rear face of the thorax). The specific traits of this bee are noted in more detail in the photo strip at left. The female bee shown here has two yellow marks on its face; the male Texas Nomad bee has a more extensive yellow mask covering most of its face. Such sexual dimorphism is common in nomad species.

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900,000 hectares of South Island land are set to be covered in 1080 poison. The Government has planned a monumental 1080 drop on South Island forests this autumn. The Department of Conservation says there will be heavy seeding in New Zealand forests in 2019, the biggest in more than 40 years - with most set for South Island forests. This would provide a bounty of food for native species, but also fuel rodent and stoat plagues threatening native birds and other wildlife. "DoC is planning its largest-ever predator control programme for 2019/2020, at a cost of $38 million to suppress rats, stoats and possums over about one million hectares or 12 percent of conservation land," Conservation Minister Eugenie Sage says. "Responding to the increased threat from introduced predators during such a big mast year is critical if we are to retain our unique native species that set New Zealand apart from the rest of the world," Sage says. Seed sampling - Tikiana Nga Manu In response, DoC's Tiakina Ngā Manu predator control programme, previously known as Battle for our Birds, will see more than 66,000 hectares of trapping with the remainder - more than 900,000 hectares - aerial dropped DoC 1080 operations. Sage said it's a step up from the largest programme overseen by former National Party Conservation Minister Maggie Barry, of 840,000 hectares in 2016, when there were significant but smaller mast events. Priority sites for predator control include Kahurangi, Abel Tasman, Arthur’s Pass, Westland, Mt Aspiring and Fiordland national parks, the Catlins and Whirinaki. In a mast year, trees produce large amounts of seed. This boosts rodent numbers, and in turn stoat numbers. When the seed is gone, the plague of predators turn to native birds, bats, lizards and insects.

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Original Research ARTICLE Misophonia: physiological investigations and case descriptions - 1Department of Psychology, Center for Brain and Cognition, University of California, San Diego, San Diego, CA, USA - 2Department of Psychology, Northwestern University, Evanston, IL, USA - 3Department of Psychology, University of Amsterdam, Amsterdam, Netherlands Misophonia is a relatively unexplored chronic condition in which a person experiences autonomic arousal (analogous to an involuntary “fight-or-flight” response) to certain innocuous or repetitive sounds such as chewing, pen clicking, and lip smacking. Misophonics report anxiety, panic, and rage when exposed to trigger sounds, compromising their ability to complete everyday tasks and engage in healthy and normal social interactions. Across two experiments, we measured behavioral and physiological characteristics of the condition. Interviews (Experiment 1) with misophonics showed that the most problematic sounds are generally related to other people's behavior (pen clicking, chewing sounds). Misophonics are however not bothered when they produce these “trigger” sounds themselves, and some report mimicry as a coping strategy. Next, (Experiment 2) we tested the hypothesis that misophonics' subjective experiences evoke an anomalous physiological response to certain auditory stimuli. Misophonic individuals showed heightened ratings and skin conductance responses (SCRs) to auditory, but not visual stimuli, relative to a group of typically developed controls, supporting this general viewpoint and indicating that misophonia is a disorder that produces distinct autonomic effects not seen in typically developed individuals. Misophonia, literally translated to “hatred of sound,” is a chronic condition in which specific sounds provoke intense emotional experiences and autonomic arousal within an individual. Trigger stimuli include repetitive and social sounds typically produced by another individual, including chewing, pen clicking, tapping, and lip smacking. These experiences are not merely associative in nature, but drive the sufferer to avoid situations in which they may be produced, limiting one's ability to interact with others and often leading to severe problems in their social and professional lives. Also known as selective sound sensitivity syndrome, the term “misophonia” was first coined by Jastreboff (Jastreboff, 2000; Jastreboff and Jastreboff, 2001a,b, 2003) and little remains known about the condition. To our knowledge only two case studies (Hadjipavlou et al., 2008; Schwartz et al., 2011) and one clinical study (Schröder et al., 2013) have examined misophonia. In the latter study, psychiatrists presented questionnaires and administered interviews to 42 misophonics, an essential first step in showing that misophonia is a primary disorder with no obvious comorbidity with other known psychological or neurological conditions (Schröder et al., 2013). The prevalence of misophonia is under active investigation but there exist several online support groups with thousands of members (Misophonia UK, Facebook and Yahoo). Sufferers of misophonia are fully aware of its presence and the abnormal responses they have to their trigger sounds. In addition, many sufferers have identified the condition in at least one close relative, suggesting a possible hereditary component. While effective treatments for misophonia remain elusive, individuals report utilizing coping mechanisms to minimize their exposure and response to triggering stimuli (discussed at length below). Further, misophonia appears to exhibit some general similarities to tinnitus. Jastreboff and Hazell (2004) propose that misophonia and tinnitus are both associated with hyperconnectivity between the auditory and limbic systems, suggesting that both conditions would evoke heightened reactions to their respective sounds. However, despite these general similarities, misophonia differs from tinnitus considerably, particularly in terms of how the condition is localized around certain human-produced sounds and situations as opposed to internally perceived, abstract sounds. While the majority of typically developing individuals experience general and unelaborated emotional reactions to a range of sounds (Halpern et al., 1986), these widespread negative associations remain non-debilitating and at most an annoyance to the listener. One critical possibility is that the valenced associations present in typically developing individuals are matched to those with misophonia, with the latter merely experiencing a more extreme physiological response. Indeed, the sound of fingernails on a chalkboard is an emotionally evocative stimulus that elicits extreme discomfort in the typical population (Zald and Pardo, 2002; Kumar et al., 2012) and misophonic individuals often reference this stimulus in illustrating the extreme nature of their trigger sensations. In this study, we further elaborate on the symptoms and behaviors associated with misophonia as well as examine whether misophonics' physiological responses support their subjective reports of feeling autonomic arousal in response to certain sounds. We first received information about misophonia in December of 2011 through members of an online misophonia support group. From initial descriptions, the condition appeared to have many intriguing qualities in addition to being quite unknown and unexplored. Misophonic individuals were invited to the lab for preliminary interviews with the hope of gaining a more concrete understanding of their experiences with the condition. Materials and Methods Eleven individuals with misophonia from the San Diego and Los Angeles areas were recruited from the University of California, San Diego campus, through self-identified contact of our lab as well as through an online misophonia support group (4 males and 7 females, mean age = 35.82; range = 19–65). Thirty to sixty minute semi-structured interviews were conducted by members of our research group on the University of California, San Diego campus. As no set diagnostic criteria for misophonia exists for misophonia, eligibility for study inclusion was based on severity of symptoms paired with experiential descriptions reported by the subject. The five initial interviews were exploratory in nature and included a range of topics, including approximate age of onset, lists of sounds that elicit varying degrees of discomfort, whether or not certain individuals exacerbate the condition, coping mechanisms, common thoughts when experiencing symptoms, physical responses to the trigger sounds, effect of the condition on their daily lives, and other potentially comorbid medical conditions. From these interviews we were able to generate a core set of questions to create the general framework of the subsequent six interviews that were held. Results and Discussion After conducting all 11 interviews, it was apparent that the experiences of the misophonics, though intrinsically variable between subjects, contained noticeable trends and similarities. The most salient categories of assessment and their traits are documented in Table 1. In addition, it should be noted that all diagnostic criteria listed by Schröder et al. (2013) were present in the reports of our misophonic subjects (see Table 1) even though these interviews were conducted prior to the publishing of that article. Table 1. Summary of qualitative data gathered from interviews of the 11 misophonic subjects (4 males and 7 females, mean age = 35.82; range = 19–65) in Experiment 1, broken down into 18 of the most salient diagnostic categories. The most important criterion in misophonia is that particular sounds will evoke a disproportional aversive reaction. Our subjects were recruited based on their reports of this characteristic. In accordance with previous reports, our misophonics reported that the worst trigger sounds are chewing, eating, and crunching sounds, followed by lip smacking, pen clicking, and clock ticking (see Table 1). Other notable trigger sounds include low frequency bass sounds, footsteps, finger tapping, whistling sounds, and typing (see Table 1). Nine of our 11 misophonics reported that sounds repetitive in nature were particularly bad. In addition, six of our misophonics indicated that spoken “Ss” sounds were unpleasant, although not quite on the same level as trigger sounds. In terms of aversive responses to these sounds, misophonics report a range of negative feelings, thoughts, as well as physical reactions. Some of the negative feelings experienced include intense anxiety, panic, anger, extreme irritation, and even rage (see Table 1). Additionally, in the context of our study, it is important to distinguish anxiety from fear. Specifically, while our subjects report feeling extreme stress and anxiety in response to trigger sounds, they did not report being afraid or fearful of them. Nine of our 11 misophonics reported trigger sounds as being invasive, intrusive, disgusting, or rude. They also reported feeling offended or violated by these sounds to the point where negative thoughts such as “I hate this person,” “Stop it, I can't stand it,” and “Don't you know what you sound like?” enter their minds. However, on top of the strong psychological effects, misophonics also report experiencing strong physical effects in response to trigger sounds. The most commonly reported physical effects were pressure in the chest, arms, head, or entire body as well as clenched, tightened, and tense muscles. Some misophonics reported an increase in blood pressure, heart rate or body temperature, sweaty palms, physical pain, and even difficulty breathing in response to trigger sounds (see Table 1). The aforementioned aversive responses evoked by trigger sounds are characteristic of a typical, autonomic nervous system response. In line with this, the worst situations for misophonics are often ones where they feel trapped and unable to escape, including long trips in cars or planes. Similarly, two misophonics report that trigger sounds at school or at home are worse than in places one can easily leave, such as a public place. However, despite extreme discomfort, misophonics generally do not physically act out on feelings of aggression. Some report instances of snapping at others while others internalize their frustration (see Table 1). A final indication that misophonia produces physical and autonomic responses is the suggestion that pharmacological agents affect the condition. Four of our misophonics indicated that caffeine intensifies misophonic experiences while seven of misophonic individuals indicated that alcohol decreases symptomatology; these subjects describe that while under the influence of alcohol they can still hear the sound but their aversive response is not as strong. In response to their aversive reactions to trigger sounds, misophonic individuals have developed a number of coping strategies including: avoiding or removing themselves from certain situations, mimicking trigger sounds, or the action producing it to “cancel out” or “retaliate,” utilizing earplugs, headsets or listening to music, distracting oneself, reciting positive internal dialog to help calm themselves, asking others to stop making the sounds, as well as being conscientious about their own sounds (see Table 1). The degree to which quality of life is affected varied between our misophonic participants. One subject reported that misophonia “… does not affect the quality of my life too much. But it seems ridiculous and I would like to get rid of it” while another subject reported that misophonia had in the past evoked thoughts of suicide. These reports indicate there might be different degrees of the misophonic condition, ranging from mildly hindering to severely debilitating. Misophonic individuals most commonly describe onset of the condition in childhood. Two subjects reported that with age, they learned to better cope with their misophonia, five subjects reported that it worsened over time (due to increasing aversiveness as well as increasing number of triggering stimuli) and three recalled no change over time. It is not fully understood why differences in trigger accumulation and severity develop between misophonics but it appears that prolonged and repeated exposure to a sound may be a contributing factor. For example, one of our misophonic subjects related this to the “honeymoon” period in a new job or relationship, in which for a few years new sounds caused little irritation. However, over time the negative affect of these sounds intensified to become triggers as well. Six of our misophonics reported that one or several close family members display misophonic-like symptoms and behaviors. Two subjects had no information on this topic and three reported that they do not believe that misophonia runs in their families. While these reports are only anecdotal, they suggest there may be a familial or genetic component to misophonia, calling for further investigation in future studies. Interestingly, misophonic individuals further report that responses evoked by trigger sounds appear to be modulated by prior knowledge, context, and sound source, implying that the condition is not driven simply by the physical properties of sound alone. For example, nine of our misophonics indicated that their misophonia is isolated to or exacerbated by certain individuals, usually close friends, coworkers, or family members whom they are exposed to frequently (see Table 1). Another curious characteristic described by 10 of our misophonics is the fact that self-induced trigger sounds (trigger sounds produced by the misophonic individual themselves) will not evoke nearly as much of an aversive response as when produced by others. In fact, as mentioned earlier, mimicking trigger sounds is one of the coping strategies utilized by misophonics to “overwrite” the disturbing sound being produced by another individual. Several misophonics even report eating foods in synchrony with the other person. However, mimicking is also mentioned as a way to retaliate against the offending individual producing the sounds, thus acting as a way to cope with the anger evoked by the condition. The interviews further revealed an interesting effect of the role of context on aversive responses. For instance, eight of our misophonics report eating and chewing sounds (severely offensive triggers associated with rudeness when produced by human adults) will not bother them nearly as much if produced by animals or babies (see Table 1). One individual described that, as these individuals have little control over their actions and “don't know any better,” it helps in cancelling out strong aversive feelings. These results suggest that the aversive responses experienced by misophonics are explicitly tied to other individuals, implying an underlying social component to the condition. Accordingly, even though our subjects fit in with Schröder et al.'s (2013) diagnostic criterion of misophonics being aware of their condition, and recognizing their feelings as “excessive, unreasonable, or out of proportion,” they will still comment on the inappropriateness of another person's behavior nonetheless. Another recurring topic from the interviews is the role of attention in misophonia. Nine of our misophonics report being hyper-focused on sounds that normally exist as background noise. One misophonic subject described the inability to tune out background noises as being like an “involuntary cocktail party effect” while another mentioned that “noises are never in the background. People sounds crash right through jet engine sounds.” Eight of our misophonics described being unable to pay attention to a movie or lecture when individuals around them produce trigger sounds, with partial remediation by distracting themselves and directing their attention elsewhere. In addition, it is possible that through understanding the role of attention in misophonia, potential treatments may be able to be developed. In accordance with Schröder et al. (2013), our subjects reported a few symptoms shared with other diagnoses, however the complete symptomology of misophonia does not fit with any of the diagnostic categories in the diagnostic and statistical manual of mental disorders (DSM-IV). In their interviews, subjects described symptoms related to obsessive-compulsive disorder (OCD), attention deficit disorder (ADD), post-traumatic stress disorder (PTSD), auditory processing disorders as well as tinnitus and hyperacusis (see Table 1). However, these symptoms did not cover the full range of complaints, including the critical symptom of misophonia (a strong aversive response to particular sounds). Two of our misophonics reported being treated with medications, including antianxiety medications and antidepressants, that were intended to alleviate some of the effects of misophonia but as it stands, a treatment to fully address the root of the problem still remains elusive. Thus, our results are in line with the previous conclusion that misophonia is not part of another clinical, psychiatric, or psychological disorder (Schröder et al., 2013). Qualitative assessments of misophonic subjects demonstrated the consistent association between specific sounds and intense emotional experiences. In order to confirm the presence of these emotional reactions and further examine their relationship to sound preferences present in the general population, we measured skin conductance response (SCR) while misophonic participants and typically developed individuals were exposed to aversive and non-aversive auditory, visual, and auditory-visual stimuli. SCR measures the electrical conductance of the skin and consequently the amount of sweat produced. Because sweat production is not under volitional control, SCR is widely accepted to indicate arousal of the sympathetic nervous system (Critcheley, 2002). For these reasons, we believe SCR to be an appropriate method of measuring autonomic arousal to various emotion-eliciting stimuli. Materials and Methods Six misophonic subjects who also participated in Experiment 1 (2 males and 4 females; mean age = 22.8; range = 19–30) and five controls (mean age = 22; range = 19–29) matched on age and gender participated in the experiment; A sixth control was excluded due to an error during data collection. Controls were recruited from the student population at the University of California, San Diego. All participants reported normal hearing and vision, gave signed, informed consent prior to the experiment, and participated either for cash or in fulfillment of a course requirement. The study was reviewed and approved by the university's Human Research Protections Program. Total experiment time was less than 1 h. Procedure and stimuli Participants were seated 20 inches from an 18 inch monitor and provided Sennheiser® headsets. SCR recordings were acquired with BIOPAC System (MP100A-CE) and AcqKnowledge 4.1 recording software. A pair of Ag-AgCl electrodes was attached to the palmar surface of the middle and ring fingers of the participant's dominant hand. Prior to attachment, participants' hands were cleansed with an alcohol wipe and a skin conductance gel was applied to each electrode. SCR was recorded in micro Siemens at a rate of 30 samples/s. Participants were instructed to relax with their dominant hand placed palm up on their thigh and to minimize movement throughout the duration of the experiment. SCR was examined in subjects prior to experimental testing for typicality; absence of a normal response precluded a subjects' participation in the rest of the study. Stimuli included 31 video clips either acquired from YouTube or recorded in the lab. Video content varied in order to cover a range of sounds and predicted emotional responses in misophonic subjects, selected based on interview data from Experiment 1. Example stimuli included birds singing, children laughing, whale song, nails on a chalkboard, lips smacking, gum chewing, etc. Each clip lasted for 15 s. Auditory and visual components of these videos were separated to generate auditory alone, visual alone, and auditory-visual conditions. Each auditory, visual, and auditory-visual stimulus was presented once for a total of 93 trials. Trial order was randomized into two orders and order was counterbalanced across participants. Critically, as each specific video was presented a total of three times (once in each auditory, visual, and auditory-visual condition), a consistent ordering of the presentation of each stimulus was maintained for each type: auditory alone, visual alone, followed by auditory-visual. Stimuli were presented with E-Prime® version 2.0. On each trial, participants viewed a centrally presented fixation cross for a 5-s period, followed by either an auditory clip (A), visual movie (V), or auditory-visual movie (AV) for 15 s, concluded with an inter-trial interval of 10 s; during this 10-s interval subjects provided a verbal aversiveness rating on a scale of 0–4 based on how much discomfort they experienced in response to the preceding trial. Participants were informed that a rating of 0 would signify no discomfort at all and a rating of 4 would signify an extreme amount of discomfort, anxiety, or an urge to leave the room. Each aversiveness rating was recorded by the experimenter. As our stimuli were presented in quick succession, a linear downward trend was observed throughout the recording session. To account for this artifact, separate linear regressions were fitted to the 5-s fixation period at the start of each trial through a line of best fit. Each observed value during the stimulus epoch was re-plotted as the residual of this line of best fit, normalizing for the pre-stimulus baseline period and removing artifact trends present throughout the epoch. A consistent pattern of results was additionally observed on non-detrended data. SCR onset was time-locked to pre-stimulus fixation cross. Mean SCR was calculated from the 15-s stimulus epoch for each trial, following the fixation cross. Mean values exceeding three standard deviations from the mean SCR across all trials for each participant were deemed outliers and consequently removed from the dataset; an average of 1.9% of trials were removed per participant. First, we conducted repeated measures ANOVAs across factors of Group (misophonics, controls), Measurement (SCR, aversiveness rating), and Condition (auditory, visual, auditory-visual) to observe overall effects. Follow-up ANOVAs, non-parametric independent samples tests and descriptive analyses were conducted to explore group differences. Follow-up correlations revealed further group differences as well as similarities. Greenhouse-Geisser corrections were used where appropriate, but we report the original degrees of freedom for clarity. Overall group effects As an overall examination of the data, we conducted a repeated measures ANOVA with factors Group (misophonics, controls), Measurement (SCR, subjective rating), and Condition (auditory, visual, auditory-visual). Results showed significant main effects of Group [F(1, 9) = 17.5, p < 0.005], Condition [F(2, 18) = 47.3, p < 0.001], and Measurement [F(1, 9) = 48.5, p < 0.001], as well as significant interactions between Group × Condition [F(2, 18) = 18.8, p < 0.005], Group × Measurement [F(1, 9) = 13.7, p < 0.01], Measurement × Condition [F(2, 18) = 40.5, p < 0.001], and Group × Measurement × Condition [F(2, 18) = 16.2, p < 0.005]. However, as the primary goal of this study was to examine unisensory responses to stimuli in both groups, subsequent tests for group effects excluded multisensory (auditory-visual) trials and included only auditory and visual conditions. Figure 1 shows misophonic and control subjects' average SCR data in auditory and visual conditions as a function of time. A repeated measures ANOVA with factors of Group (misophonics, controls), Measurement (SCR, subjective rating), and Condition (auditory, visual) similarly identified significant main effects of Group [F(1, 9) = 14.3, p < 0.005], Condition [F(1, 9) = 47.5, p < 0.001], and Measurement [F(1, 9) = 40.7, p < 0.001], as well as significant interactions between Group × Condition [F(1, 9) = 17.5, p < 0.005], Group × Measurement [F(1, 9) = 10.1, p < 0.05], Measurement × Condition [F(1, 9) = 44.0, p < 0.001], and Group × Measurement × Condition [F(1, 9) = 16.1, p < 0.005]. This overall ANOVA validated the use of follow-up analyses to test specific hypotheses. Figure 1. Average misophonic and control participants' skin conductance response to auditory and visual stimuli as a function of time. We conducted additional follow-up repeated measure ANOVAs with factors of Group (misophonics, controls) and Condition (auditory, visual), first for subjective aversiveness ratings alone. Results showed main effects of Group [F(1, 9) = 12.4, p < 0.01] and Condition [F(1, 9) = 46.5, p < 0.001], and critically an interaction between the two [F(1, 9) = 17.1, p < 0.005] supporting the differences between the groups (see Figure 2A). This difference between the groups was largely due to controls rarely rating stimuli as greater than 2 on the aversiveness scale (ranging from 0 to 4; see Figures 3A,B). Examining this model for SCR data yielded a similar pattern of results with main effects of Group [F(1, 9) = 6.77, p < 0.05] and Condition [F(1, 9) = 11.9, p < 0.01], and a marginally significant interaction between the two [F(1, 9) = 4.53, p = 0.06] (see Figure 2B). Figure 2. Group means of controls and misophonics, per presentation condition (auditory and visual) for (A) subjective reports and (B) SCR. Figure 3. Percentage of trials per index on the 5-point aversiveness scale, for controls and misophonics, during (A) auditory and (B) visual conditions. Given the small sample size of these groups, follow-up non-parametric independent-samples Mann-Whitney U-tests were used to compare groups across these critical conditions. Misophonics reported significantly higher ratings than control subjects in response to auditory stimuli, U(9) = 29.0, p < 0.01, but not visual stimuli, U(9) = 23.5, p = 0.13. The median rating of auditory trials was 1.82 (SD = 1.38) for misophonics and 0.42 (SD = 0.77) for controls while the median rating of visual trials was 0.29 (SD = 0.98) for misophonics and 0.19 (SD = 0.55) for controls. This pattern of results was consistent with SCR responses, with misophonics producing larger SCR responses than controls to auditory stimuli, U(9) = 28.0, p < 0.05, but not visual stimuli, U(9) = 21.0, p = 0.33. The median SCR of auditory trials was 0.15 micro Siemens (SD = 0.40) for misophonics and 0.03 micro Siemens (SD = 0.11) for controls while the median SCR of visual trials was 0.07 micro Siemens (SD = 0.39) for misophonics and 0.00 micro Siemens (SD = 0.08) for controls. The same pattern of results for these tests was observed with parametric independent samples t-tests. In order to determine if higher SCR is directly correlated with higher aversiveness ratings, we examined individual subjects' aversiveness ratings relative to average SCR activity from all auditory, visual, and auditory-visual trials. Results identified a significant positive correlation between average aversiveness ratings and average SCR across all participants (see Figure 4), (rs = 0.700, N = 11, Z = 2.21, p < 0.05), indicating that stimuli subjectively thought of as aversive generally evoked a proportional SCR. Figure 4. Correlation of average aversiveness ratings and average SCR (in micro Siemens) for all trials across all subjects. As an examination of whether the stimuli that trigger aversive experiences in misophonic individuals are idiosyncratic to the condition or consistent to, though more extreme than, preferences present in the general population, we examined the consistency of ratings across the groups. Findings indicated a significant positive correlation between misophonic and control aversiveness ratings across all three types of stimuli, (rs = 0.605, N = 93, Z = 5.80, p < 0.001); this correlation is additionally present when examining the correlation between the groups for only auditory trials, (rs = 0.413, N = 31, Z = 2.26, p < 0.05; see Figure 5) suggesting that misophonics and controls find similar stimuli to be aversive and non-aversive. Figure 5. Correlation of average aversiveness ratings of stimuli (x- and y-axis) across conditions in misophonics and controls. Select stimuli identified by proximal text. Experiment 2 provides, to the best of our knowledge, the first experimental investigation on misophonia, serving to validate the severity of this chronic condition beyond anecdotal description. Misophonic subjects rated auditory stimuli as more aversive than the same visual stimuli, and this pattern was consistent with SCR measurements. Furthermore, SCR and subjective ratings to auditory stimuli were greater in misophonic individuals than controls, supporting the specificity of aversive reactions in misophonia. Nevertheless, misophonic subjects demonstrated increased ratings and SCR regardless of stimulus type, as revealed by observed main effects of group, possibly denoting generalized anxiety to the stimuli used in the present study. The significant positive correlation between average aversiveness ratings and mean SCR across all participants importantly confirms the validity of each subject's ratings during the task. Therefore, participant's physiological responses to stimuli were consistent with their subjective ratings. However, as shown in Figure 4, this positive correlation seems most likely driven by group differences between misophonics, (represented in green) and controls (represented in blue). The significant positive correlation between misophonic aversiveness ratings and control aversiveness ratings reflects a general agreement of the relative valence of the inducing stimuli across the groups. In other words, misophonics and controls find similar stimuli to be aversive and non-aversive on a subjective level, suggesting that misophonics may experience an extreme form of the discomfort most individuals experience to normally aversive or irritating stimuli. This raises the important possibility that there is nothing intrinsically different about misophonic individuals from those in the general population and misophonic individuals are merely at the tail end of the distribution. In a preliminary examination of individuals with misophonia, we report qualitative and physiological investigations of the condition and its relationship to responses in the typical population. Experiment 1, which is comprised of qualitative assessments on eleven misophonic subjects, examined the qualities associated with misophonia in order to help develop reliable diagnostic criteria and understand the complex social factors involved. Results were consistent with early reports of the phenomenon, such as the critical characteristic of misophonia being a disproportionately aversive reaction is in response to common sounds in everyday life. Additionally, a visceral autonomic response is physically felt in misophonics in response to trigger sounds. In Experiment 2, physiological measurements were acquired on six misophonic individuals using SCR to provide an objective corroboration of misophonics' reports that specific sounds evoke intense emotional reactions. Results showed an increased autonomic response to trigger sounds, but not visual stimuli, in misophonics as compared with non-misophonic controls. Administering semi-structured interviews proved to be an effective way of determining the most critical symptoms, triggers and experiences associated with misophonia as well as the degree to which these varied across subjects. In addition to reporting psychological symptoms, all of our misophonics reported physical symptoms synonymous with autonomic arousal in response to trigger sounds. Furthermore, our qualitative results are in line with all of the diagnostic criteria proposed by Schröder et al. (2013) which, shortly summarized are: (A) aversive and angry feelings evoked by particular sounds, (B) rare potentially aggressive outbursts, (C) recognition by the misophonic individual that his/her behavior is excessive, (D) avoidance behavior, (E) distress and interference in daily life, and lastly, (F) the lack of another condition to account for all symptoms. Additionally, our principal finding that misophonic individuals experience physical, autonomic arousal that is measurable by SCR, provides empirical validation for some of the aforementioned critical criteria proposed by Schröder et al. (2013), particularly criterion A. Through conducting interviews, we also identified other interesting aspects of misophonia that were not previously apparent. In particular, subjects reported that misophonia can be modulated by social expectations as well as situational context, indicating that the condition may be more complicated than merely an aversive response to the purely physical properties of sounds. Additionally, the finding that misophonic individuals report involuntary, physiological distress in response to a very specific subset of social sounds supplements research on complex mind-body interactions, with high-level knowledge demonstrating prolonged and specific physiological reactions (e.g., as in placebos; Margo, 1999). However, at this time, these speculations remain based on anecdotes and need to be properly tested in the future before firm conclusions can be drawn. To date, no research has examined the neurological origin of misophonia, and preliminary investigations suggest it is not due to any primary neurological or psychological disorder or trauma (Schröder et al., 2013). Nevertheless, misophonia displays similarities to a genetic condition known as synesthesia. In synesthesia, as in misophonia, particular sensory stimuli evoke particular and consistent, additional sensations and associations. Well-known forms of synesthesia include letters evoking a particular color, or sounds/music evoking colors (Cytowic, 1989; Baron-Cohen et al., 1996; Simner et al., 2006) but there are in fact many different subtypes of synesthesia, with a variety of “inducers” (e.g., music, taste, words, sequences) evoking certain “concurrents” (e.g., color, shapes, taste). While most synesthesia research has examined the perceptual sensations related to synesthesia, the condition seems to have an affective component as well. First, synesthetic congruency (e.g., when a grapheme-color synesthete sees a letter in the “correct” color) is related to positive affect (e.g., Callejas et al., 2007). Furthermore, both inducers (Ward, 2004; Ramachandran et al., 2012) and concurrents (Simner and Holenstein, 2007) can be of emotional rather than perceptual nature. Interestingly, the latter indicates that for certain subtypes of synesthesia, similar to misophonia, inducers evoke a particular feeling or emotion rather than a pure perceptual sensation. This has been studied in tactile-emotion synesthesia (e.g., feeling sandpaper evokes a feeling of jealousy; Ramachandran and Brang, 2008). Synesthetic associations, like misophonic experiences, are automatic (in the sense that they do not take effort or conscious deliberation), are consistent within an individual and persist throughout life, and seem to run in families (Asher et al., 2009; Tomson et al., 2011; for a review see Brang and Ramachandran, 2011). Given these similarities, neuroimaging findings in synesthetes may provide us with hypotheses on the neural basis of misophonia. First, associated sensations in synesthesia are found to be associated with co-activation in relevant (associated) brain areas (Nunn et al., 2002; Hubbard et al., 2005; Rouw et al., 2011). Furthermore, previous studies support a direct linking of relevant sensory regions in synesthesia (Hubbard and Ramachandran, 2001), mediated by an actual increase of anatomical connectivity (Rouw and Scholte, 2007; Zamm et al., 2013). Similarly, altered connections from a lesioned thalamus to the cerebral cortex (Ro et al., 2007; Beauchamp and Ro, 2008) led to a type of acquired synesthesia in which auditory stimuli produced tactile percepts. Differing in the level of specificity and complexity of evoked responses observed in synesthetes, individuals with misophonia display basic and non-elaborated responses to triggering stimuli, varying largely in the intensity of the response. Nevertheless, the underlying neurological cause of this condition may be similar to that of synesthesia in terms of enhanced connectivity between relevant brain regions. In short, a pathological distortion of connections between the auditory cortex and limbic structures could cause a form of sound-emotion synesthesia. This study also provides the critical finding of a relationship between aversive stimuli in misophonia and mildly aversive stimuli in the general population. That is, in Experiment 2 we observed a significant correlation between aversive ratings across the groups, suggesting that misophonia may be based on mechanisms fundamentally present in the general population, but simply exaggerated in misophonia. Critically, as observed in the interviews in Experiment 1, many of the common aversive stimuli in misophonia are also deemed as socially inappropriate in western society (e.g., lip smacking, repetitive tapping, etc.). While speculative at present, this consistent pattern raises the possibility that the aversive nature of these stimuli to all individuals may be based on the same driving factors (though notably more mild) as in misophonia, leading to the development of these cultural norms. The present paradigm was designed to include a range of aversive stimuli for misophonic individuals based on our preliminary interviews in Experiment 1. Accordingly, misophonic individuals reported a large number of the stimuli as aversive: mean 24.2% and median 24.7% stimuli with a rating of 3 or 4. In contrast, control participants reported very few stimuli as very aversive: mean 2.4% and median 0.0% stimuli with a rating of 3 or 4 (Figures 3A,B). Potential future studies are suggested to examine if this same pattern of group differences is consistent with stimuli that evoke a broader range of aversive responses in typically developed individuals. As the current study is exploratory in nature and included a small sample of participants, there are several limitations to acknowledge. One limitation is that the presentation of stimuli in a controlled laboratory setting lacked the ecological validity of how these stimuli occur in the real world. As such, several misophonics reported that because they knew each clip would end in a matter of seconds, their physiological reactions were tempered, consistent with self-reports in Experiment 1 showing that contextual information about these cues mediated subjects' responses. We predict naturalistic observational studies of physiological reactions in misophonic individuals will show a similar but more extreme pattern of results to those observed here. A second limitation is that while SCR is a good measure of autonomic arousal in response to emotion-eliciting stimuli, it does not indicate what specific emotion is being experienced at the time. Instead it only indicates a very general, physiological arousal that can be interpreted in many ways. For example, SCR would not be able to differentiate anxiety and aggression. However, information as to what exactly a subject was feeling during each stimulus can potentially be inferred by obtained self-reports after each trial. A third limitation is the fact that no rigorous diagnostic tests or screenings were utilized during interviews to completely exclude the possibility that subjects' symptoms were being driven by another underlying condition. Also, interviews were conducted by members of our research group and not by psychiatrists. Potentially comorbid conditions were therefore determined from the self-reports of subjects (some of whom had previous, official diagnoses), and the discretion of the researchers. However, because these interviews were not conducted with the intent of being clinical or diagnostic in nature, but rather to gain more insight into the phenomenological experiences of individuals who identify with having misophonia, we believe these findings are still of considerable value to the research community and misophonic individuals alike. A fourth limitation of the study is the small sample size. As research on misophonia is limited to the last few years and little remains known about the condition, obtaining a large sample size for this study was not feasible. Nevertheless, while these results should be validated on a larger group of subjects, we believe they reflect properties of the condition generalizable to the misophonia community in general. While these data serve to support the veracity of the subjective reports in misophonia as an intrusive and labile condition, numerous additional avenues remain for future research. Critically, as this condition appears to be chronic, the nature of how subjects' triggers evolve over time should be investigated. How does context contribute to and modulate misophonia and can contextual information or expectation effects bias subjects' responses to aversive stimuli? Critically, what are the mechanisms (genetic, neurological, and/or psychological) that underlie the condition? While speculative at present, one potential neural mechanism for misophonia may lie in aberrant anatomical or functional connections between auditory and limbic regions, akin to the finding of increased structural connectivity in synesthesia. Regardless of the mechanisms that underlie misophonia, the present research supports its validity as an intrusive condition and highlights the need for additional research into contributing factors and potential treatments. Conflict of Interest Statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The authors thank Laura Case for contributing to the experimental design, Dr. Julian Parris for assisting with data analysis, Ronald E. Robertson and Marli Gitelson for assisting in subject recruitment and data collection, and all of our subjects who kindly agreed to participate. Asher, J. E., Lamb, J. A., Brocklebank, D., Cazier, J. B., Maestrini, E., Addis, L., et al. (2009). A whole-genome scan and fine-mapping linkage study of auditory-visual synesthesia reveals evidence of linkage to chromosomes 2q24, 5q33, 6p12, and 12p12. Am. J. Hum. Genet. 84, 279–285. doi: 10.1016/j.ajhg.2009.01.012 Hadjipavlou, G., Baer, S., Lau, A., and Howard, A. (2008). Selective sound intolerance and emotional distress: what every clinician should hear. Psychosom. Med. 70, 739–740. doi: 10.1097/PSY.0b013e318180edc2 Hubbard, E. M., Arman, A. C., Ramachandran, V. S., and Boynton, G. M. (2005). Individual differences among grapheme-color synesthetes: brain-behavior correlations. Neuron 45, 975–985. doi: 10.1016/j.neuron.2005.02.008 Jastreboff, M. M., and Jastreboff, P. J. (2001b). Hyperacusis. Audiology Online. June 2001. Available online at: http://www.audiologyonline.com Jastreboff, P. J., and Jastreboff, M. M. (2003). Tinnitus retraining therapy for patients with tinnitus and decreased sound tolerance. Otolaryngol. Clin. North Am. 26, 321–336. doi: 10.1016/S0030-6665(02)00172-X Kumar, S., von Kriegstein, K., Friston, K., and Griffiths, T. D. (2012). Features versus feelings: dissociable representations of the acoustic features and valence of aversive sounds. J. Neurosci. 32, 14184–14192. doi: 10.1523/JNEUROSCI.1759-12.2012 Nunn, J. A., Gregory, L. J., Brammer, M., Williams, S. C. R., Parslow, D. M., Morgan, M. J., et al. (2002). Functional magnetic resonance imaging of synesthesia: activation of V4/V8 by spoken words. Nat. Neurosci. 5, 371–375. doi: 10.1038/nn818 Ramachandran, V. S., Miller, L. E., Livingstone, M. S., and Brang, D. (2012). Colored halos around faces and emotion-evoked colors: a new form of synesthesia. Neurocase 18, 352–358. doi: 10.1080/13554794.2011.608366 Simner, J., Mulvenna, C., Sagiv, N., Tsakanikos, E., Witherby, S. A., Fraser, C., et al. (2006). Synaesthesia: the prevalence of atypical cross-modal experiences. Perception 35, 1024–1033. doi: 10.1068/p5469 Tomson, S., Avidan, N., Lee, K., Sarma, A. K., Tushe, R., Milewicz, D. M., et al. (2011). The genetics of colored sequence synesthesia: suggestive evidence of linkage to 16q and genetic heterogeneity for the condition. Behav. Brain Res. 223, 48–52. doi: 10.1016/j.bbr.2011.03.071 Keywords: misophonia, sound sensitivity, skin conductance response, auditory processing, aversive sounds, case reports, autonomic response Citation: Edelstein M, Brang D, Rouw R and Ramachandran VS (2013) Misophonia: physiological investigations and case descriptions. Front. Hum. Neurosci. 7:296. doi: 10.3389/fnhum.2013.00296 Received: 01 April 2013; Accepted: 05 June 2013; Published online: 25 June 2013. Edited by:Peter G. Enticott, Monash University, Australia Reviewed by:Kate Hoy, Monash University, Australia Arjan Schröder, Academic Medical Center, Netherlands Copyright © 2013 Edelstein, Brang, Rouw and Ramachandran. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc. *Correspondence: Miren Edelstein, Department of Psychology, University of California, San Diego, 9500 Gilman Dr. #0109, La Jolla, CA 92093-0109, USA e-mail: email@example.com

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Supporting oral hygiene is part of the EYFS statutory guidance. Here is some background to why dental hygiene and oral health is so important, and what the outcomes may be if it is neglected: Tooth decay is one of the most common reasons for hospital admission in children age 5 to9. According to an oral health survey of 5-year-olds in 2017 just under a quarter had tooth decay with, on average, three or four teeth affected. The survey found that 67% of parents reported that their child had been in pain due to dental issues, with 28% reporting that their child had experienced sleepless nights due to dental issues. The majority of tooth decay in children under 6 is untreated. Tooth decay can lead to pain and distress, sleepless nights, impact on behaviour, a child's relationships, learning and development and lead to time away from setting and school. There is lots we can do to support good oral health, like reducing the consumption of food and drink containing sugar. Visit the NHS Change4life site for some sugar smart ideas including swaps and tips for reducing sugar. It is important to help young children be aware of what good oral health means, which includes talking about teeth brushing, eating healthily and visiting the dentist. Fun games and activities can help them understand the importance of regular brushing. 4Children Try to make the toothbrushing fun e.g. use of toothbrushing songs / Brush DJ App Dr Ranj, and Supertooth You tube video: how to care for teeth for children aged 0-3: Dr Ranj, and Supertooth You Tube video: how to care for teeth for children aged 3-6: Dr Ranj, and Supertooth You Tube video: how to care for teeth for children aged 7+

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When visiting museums, we often don’t stop to think about how these items ended up where they are. Case in point, Italy is claiming that an 11th century sacramentary, a book used by the priest for the celebration of Mass and other liturgical services, was stolen from the parish church of Santa Anna in the small town of Apiro back in 1925. After passing through several hands, the volume was donated to the Morgan Library in New York in 1984. The Morgan, for its part, maintains that it has clean hands in this affair, having had no idea that the piece was (allegedly) stolen, but Italy wants it back. I won’t go into an analysis of the legal issues in this particular case. However, I reference it to point out the issue of provenance, an important and interesting area of inquiry that is often overlooked when we focus exclusively on an object’s aesthetic value. The tale of how and why a work of art ended up where it is can often be an interesting and complex tale in its own right. Stories involving the restitution of art stolen by the Nazis during World War II are perhaps more familiar to a general audience today, thanks to news reporting and films such as George Clooney’s wartime epic “Monuments Men”(2014), or the Dame Helen Mirren/Ryan Reynolds courtroom drama “Woman in Gold”(2015). There’s also at least some degree of regular reporting on movements to return art and artefacts to countries that experienced a significant loss of cultural patrimony to collectors and institutions during the colonial period of the 18th through the early 20th centuries. Yet aside from these particular areas, there are a host of objects on walls and on plinths in museums all over the world that arrived at their current locations via unusual routes. Take Raphael’s “Colonna Altarpiece” of circa 1504-05, for example. Raphael (1483-1520) painted it for the Franciscan nuns of the Convent of St. Anthony of Padua in Perugia. In the mid-17th century, the nuns decided to break up the altarpiece, and sell it off in pieces. They first sold the predelle, which are smaller panels connected to the base of the main panel, to Queen Cristina of Sweden, who had moved to Rome after abdicating the Swedish throne in order to become a Catholic. The nuns later sold the central image and top panel of God the Father to the powerful Colonna family in Rome. These two panels, along with one of the predelle, were later purchased by financier J.P. Morgan, and donated to the Metropolitan Museum of Art. Why did the nuns chop up this magnificent work of art and sell it off? In this case, the likely answer is that most basic of human physical needs: survival. At the time they sold their Raphaels, the nuns were very poor as a result of a steep decline in donations and vocations, so selling these panels helped them to keep food on the table. Today in the U.S., when we see historic churches and monasteries being closed down and auctioned off or demolished because there are not enough members of the congregation or not enough religious to keep them going, we should realize that, from an art history point of view, this is a cyclical problem. Even amidst the Counter-Reformation splendor of the 17th century in Italy, this particular group of women religious found themselves on the ropes. Raphael’s was not the only impressive altarpiece once housed at the convent. The enigmatic Tuscan painter Piero della Francesca (1415-1492) painted a polyptych, i.e. an altarpiece composed of a number of separate panels joined together in an architectural framework, for the same Franciscan nuns between about 1468-70. Unlike the Raphael commission this altarpiece, which stands over 11 feet tall, was not broken up when it left the convent, although two of the predella panels went missing for a time until they were reunited with the rest of the altarpiece in the early 20th century. The entire piece is now in the collection of the National Museum of Umbria in Perugia. In this instance, the story of how the altarpiece left the convent is a bit more complicated. As if the 17th century had not been difficult enough for these nuns, subsequent centuries proved to be even worse. Thanks to the anti-Catholicism of the Bonapartes and other European leftists of the early 19th century, the convent was closed down by 1800 and its contents were confiscated. The nuns were allowed to return about a decade later, but their art was kept by the state; the sisters were finally kicked out for good by 1817. If you’ve studied European history at all, you know that the same thing happened all over supposedly Catholic Europe, from Spain to France to Austria. Obviously this is just a broad overview of some of the sad backstory attached to two altarpieces, albeit artistically significant ones. However, it’s indicative of the kind of storytelling that is possible when you dig more deeply into the history of these objects, and it’s an area that is, perhaps, overdue for a more popular treatment of the subject. So many works of art that we know and love have a great deal more to tell us about their creators, their owners, and indeed human history than is readily apparent. So the next time you find yourself at an exhibition, looking at a very old painting, sculpture, drawing, decorative piece, etc., ask yourself, “How did this get here?” – you’ll often be completely fascinated by the answer to that question.

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FIne Motor Activity: Spirals and other Patterns (free printable; from Stimulating Learning with Rachel) Mais Simple small group activity learning about shapes- great for maths centers and work stations. This is really cute and makes math fun! This is perfect for small groups because it is less prone to mess. Dinosaur Painting Tuff Spot Adventures nursery small world creative Loose parts invitation from Superheroes, Princesses & Monsters Mish-Mash - Stimulating Learning Line stones and precious stones on the Finger Gym from Rachel (",) Mehr Patterns & Measure with Play Dough This idea was inspired by Learn with Play at Home – we had great fun creating patterned worms & snakes & comparing the lengths…

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How can you tell if you have a latex allergy? Anaphylactic shock: symptoms, triggers, and what to do Up to 1 in 5 allergic people live in fear of death from a possible anaphylactic shock - a severe and often sudden allergic reaction that requires emergency medical attention. Thankfully, fatalities are rare, but if you or a loved one has a severe allergy, it's important to know the warning signs and what to do. What is anaphylactic shock? Anaphylactic shock - also known as anaphylaxis - is a severe allergic reaction that often comes on very suddenly and without warning. According to Anaphylaxis UK1, the reaction "usually begins within minutes and rapidly progresses, but in some cases it can also occur up to 2-3 hours later". The UK charity warns that anaphylaxis is "potentially life-threatening, and always requires an immediate emergency response". It's important to note that not all allergic reactions are considered to be anaphylaxis. Many people with allergies will never experience a reaction this extreme. Nonetheless, the possibility of anaphylactic shock can be a great source of stress and anxiety in people's lives. For example, approximately 41% of parents who have children with diagnosed food allergies are thought to have higher stress levels2. What are the symptoms of anaphylactic shock? If you or someone you are with starts having an allergic reaction, look out for the 'ABC symptoms' (Airway, Breathing, Consciousness/Circulation) of an anaphylactic shock3. These symptoms of anaphylaxis can rapidly become worse as a person's blood pressure drops. Can anaphylactic shock kill you? This is a life-threatening allergic reaction sometimes resulting in death. Fortunately, this outcome is rare - occurring in just one in a thousand of all cases4. In the UK, this roughly translates to around 20 deaths per year. Deaths are more likely to occur if adrenaline auto-injectors (AAIs),often known as 'epi-pens', aren't administered in time. This happens more often when people don't carry this prescribed emergency treatment device with them when outside the house. What causes anaphylactic shock? An anaphylactic shock may be triggered when you are exposed to something that you are allergic to (known as an allergen). During an allergic reaction, your immune system attacks this allergen as if it were a harmful substance. Allergic reactions can range from very mild to severe, and an anaphylactic reaction falls into the latter category. Here, the immune system's overreaction disrupts essential bodily functions which cause symptoms such as difficulty breathing, a swollen tongue, and feeling faint. The 'shock' part of anaphylactic shock refers to the drop in blood pressure, which reduces the amount of blood delivered to the major organs. This happens when blood vessels leak fluid from the blood into surrounding tissues. In around 20% of cases, no allergen trigger is identified (called idiopathic anaphylaxis)4. Currently, it's thought that many such reactions will be caused by 'hidden' food allergens that are hard to identify. If you experience idiopathic anaphylaxis, you may be referred to an allergy clinic where a specialist can try various allergy tests to shed light on which ingredients in your diet are the culprits. What are the most common triggers for anaphylactic shock? - Food - the 14 major food allergens are nuts, gluten (a protein found in wheat)5, sulphites/sulphur dioxide (used as preservatives in a wide range of foods), celery, crustacean, egg, fish, lupin beans, milk, mustard, mollusc, sesame, and soya. - Drugs - while they tend to be safe for most people, certain medicinal drugs may cause allergic reactions. Common examples include antibiotics (such as penicillin) and painkillers (such aspirin, morphine, and codeine). - An insect sting or bite - some people are highly allergic to the venom injected through some insect bites and stings - for example, wasp or bee stings. - Latex - certain people are allergic to proteins found in latex, a material made from the rubber tree. Products made from latex include balloons, gloves, and condoms. How to stop anaphylactic shock 1. Administer adrenaline auto-injector If you believe someone you are with is experiencing anaphylactic shock, the first thing you should do is check if they are carrying an adrenaline auto-injector. If they have been diagnosed as at risk for anaphylaxis, then their doctor will have prescribed this injection device and instructed them to keep it with them at all times6. The AAI is loaded with adrenaline (sometimes called epinephrine). A shot of this hormone can quickly open up the airways, reduce swelling, and raise blood pressure. The three main AAIs available in the UK are EpiPen, Jext, and Emerade, and all should be injected into the middle of the outer thigh (upper leg). This can be done through clothing if necessary7. Use this device as soon as you can - the quicker it's administered, the more effective it can be. If you yourself have been prescribed an AAI, Anaphylaxis UK strongly recommends ordering a trainer device so that you can practise using it. Your doctor will provide training for you and for people who may be required to give you an injection - such as close family or school staff. 2. Call emergency services Anaphylactic shock is potentially life-threatening, and you must call 999 (if in the UK) and request an ambulance as soon as possible. Hospital treatments depend on the severity of the reaction. They include adrenaline injection, resuscitation, and allergy medicines (such as antihistamines and steroids). How to prevent anaphylactic shock Once you've identified the cause of your allergy, you may be able to prevent anaphylaxis by avoiding triggers. This means: - Checking labels and ingredients on food and drinks packets as well as products such as shampoo and toothpaste, even for trace amounts of the allergen. - Informing restaurant staff of your allergies and their severity. - Using insect repellent. - Moving calmly away from insects you're allergic to in order to prevent being stung. - Not walking around barefoot. - Being careful when drinking out of cans - insects are attracted to sugar and may crawl inside and sting you when you take a sip. If you're allergic to certain medicines, there are usually alternatives a doctor can prescribe instead. - Anaphylaxis UK. - Bollinger, Dahlquis, Mudd, Sonntag, Dillinger, McKenna "The impact of food allergy on the daily activities of children and their families". - Anaphylaxis UK "Patient signs and symptoms". - Anagnostou and Turner "Myths, facts and controversies in the diagnosis and management of anaphylaxis". - Anaphylaxis UK "Wheat allergy - the facts". - Anaphylaxis UK "Care and medication". - Anaphylaxis UK "Adrenaline factsheet".

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Introduced into Vietnam from China, lacquer paintings are created by coating wood with several layers of resin, each of which must be sanded and allowed to dry before more colours are added. These complex and beautiful works often take months to create. In 15th-century Vietnam lacquer was used to gloss pagodas, palanquins, wood panels and other valuable objects, especially religious items. These days you needn't be royalty nor righteous to buy lacquerware at one of the many galleries in Hanoi. Lacquer is a natural product sourced from the sap of the Vietnamese rhus tree. A slice is made into the tree's bark, which begins the flow of sap. Liquid is collected with solids; the former is skimmed off and blended with pine tar to make the lacquer used by artists. Vietnamese lacquerware is highly sought after by collectors for its beauty and durability. Over time, high-quality lacquerware ages gracefully with subtle shifts in colour. Make sure to purchase a piece of fine lacquerware before you leave Hanoi.

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The Relationship of Internal Motivation Components and Academic Achievement among High School Students The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different. - There are currently no refbacks. This work is licensed under a Creative Commons Attribution 3.0 License. To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. Copyright © Macrothink Institute ISSN 2162-3058 'Macrothink Institute' is a trademark of Macrothink Institute, Inc.

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Please help support the mission of New Advent and get the full contents of this website as an instant download. Includes the Catholic Encyclopedia, Church Fathers, Summa, Bible and more all for only $19.99... Bishop of Noyon-Tournai, born at Chaptelat near Limoges, France, c. 590, of Roman parents, Eucherius and Terrigia; died at Noyon, 1 December, 660. His father, recognizing unusual talent in his son, sent him to the noted goldsmith Abbo, master of the mint at Limoges. Later Eligius went to Neustria, where he worked under Babo, the royal treasurer, on whose recommendation Clotaire II commissioned him to make a throne of gold adorned with precious stones. His honesty in this so pleased the king that he appointed him master of the mint at Marseilles, besides taking him into his household. After the death of Clotaire (629), Dagobert appointed his father's friend his chief councillor. The fame of Eligius spread rapidly, and ambassadors first paid their respects to him before going to the king. His success in inducing the Breton King, Judicail, to submit to Frankish authority (636-37) increased his influence. Eligius took advantage of this to obtain alms for the poor and to ransom Roman, Gallic, Breton, Saxon, and Moorish captives, who were arriving daily at Marseilles. He founded several monasteries, and with the king's consent sent his servants through towns and villages to take down the bodies of malefactors who had been executed, and give them decent burial. Eligius was a source of edification at court, where he and his friend Dado (Audoenus) lived according to the Irish monastic rule, introduced into Gaul by St. Columbanus. Eligius introduced this rule, either entirely or in part, into the monastery of Solignac which he founded in 632, and into the convent at Paris where three hundred virgins were under the guidance of the Abbess Aurea. He also built the basilica of St. Paul, and restored that of St. Martial in Paris. He erected several fine churches in honour of the relics of St Martin of Tours, the national saint of the Franks, and St. Denis, who was chosen patron saint by the king. On the death of Dagobert (639), Queen Nanthilde took the reins of government, and Eligius and Dado left the court and entered the priesthood. On the death of Acarius, Bishop of Noyon-Tournai, 13 May, 640, Eligius was made his successor with the unanimous approbation of clergy and people. The inhabitants of his diocese were pagans for the most part. He undertook the conversion of the Flemings, Antwerpians, Frisians, Suevi, and the barbarian tribes along the coast. In 654 he approved the famous privilege granted to the Abbey of Saint-Denis, Paris, exempting it from the jurisdiction of the ordinary. In his own episcopal city of Noyon he built and endowed a monastery for virgins. After the finding of the body of St. Quentin, Bishop Eligius erected in his honour a church to which was joined a monastery under the Irish rule. He also discovered the bodies of St. Piatus and companions, and in 654 removed the remains of St Fursey, the celebrated Irish missionary (d. 650). Eligius was buried at Noyon. There is in existence a sermon written by Eligius, in which he combats the pagan practices of his time, a homily on the last judgment, also a letter written in 645, in which he begs for the prayers of Bishop Desiderius of Cahors. The fourteen other homilies attributed to him are of doubtful authenticity. His homilies have been edited by Krusch in "Mon. Germ. Hist." (loc. cit. infra). St. Eligius is particularly honoured in Flanders, in the province of Antwerp, and at Tournai, Courtrai of Ghent, Bruges, and Douai. During the Middle Ages his relics were the object of special veneration, and were often transferred to other resting-places, thus in 881, 1066, 1137, 1255, and 1306. He is the patron of goldsmiths, blacksmiths, and all workers in metal. Cabmen have also put themselves under his protection. He is generally represented in Christian art in the garb of a bishop, a crosier in his right hand, on the open palm of his left a miniature church of chased gold. Vita Eligii, ed. KRUSCH in Mon. Germ. Hist.; Script. Rerum Merovingicarum, IV, 2, 635 sqq.; Vita metrica Eligii in Catalogus codicum hagiographicorum Bibliothecae regiae Bruxellensis, ed. BOLLANDISTS, I, 470-83; Inventio sancti Quintini in Analecta Bollandiana, VIII, 429 sqq.; DE LINAS, Orfevrerie merovingienne, les aeuvres de S. Eloi et la verroterie cloisonnee (Arras, 1864); DE LAPORTE, Un artiste du 7cme siecle, Eligius aurifaber, S. Eloi, patron des ouvriers en metaux (s.l, 1865); BAPST, Tombeau et chasse de S. Germain, tombeau de Sainte Colombe, tombeau de S. Severin in Revue archeologique, Bk. III (1887); VAREMBERGH, Saint Eloi in Biographie nationale de Belgique, V, 555-58; HAUCK, Kirchengeschichte Deutschlands, I, 296 sqq.; DE VOS, Leven van den heiligen Eligius, met aanteckeningen en bijzonderheden zopens eijnen alouden eeredienst in Vlaanderen (BRUGES, 1900); VAN DER ESSEN, Les relations entre les sermons de Saint Cesaire d'Arles et la predication de Saint Eloi in Bulletin bibliographique du musee Belge (1903), VII; Annuaire de l'Universite de Louvain (1904), 379-90; VAN DER ESSEN, Etude critique et litteraire sur les Vitae de saints merovingiens de l'ancienne Belgique (Louvain, 1907), 324-36; PARSY, Saint Eloi in Les Saints series (Paris, 1907); DE SMET, Analecia Eligiana in Acta SS. Belgii (Brussels, 1785), III, 311-31; KRUSCH, preface, in Mon. Germ. Hist., loc. cit., 635 sqq. APA citation. (1909). St. Eligius. In The Catholic Encyclopedia. New York: Robert Appleton Company. http://www.newadvent.org/cathen/05386a.htm MLA citation. "St. Eligius." The Catholic Encyclopedia. Vol. 5. New York: Robert Appleton Company, 1909. <http://www.newadvent.org/cathen/05386a.htm>. Transcription. This article was transcribed for New Advent by Dorothy Haley. Ecclesiastical approbation. Nihil Obstat. May 1, 1909. Remy Lafort, Censor. Imprimatur. +John M. Farley, Archbishop of New York. Contact information. The editor of New Advent is Kevin Knight. My email address is webmaster at newadvent.org. Regrettably, I can't reply to every letter, but I greatly appreciate your feedback — especially notifications about typographical errors and inappropriate ads.

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A guest blog by Tai Carmen at Parallax (Parallax: Exploring the Architecture of Human Perception) The story goes like a joke: five monkeys and a banana. Or a parable: under the banana there was a ladder, and every time a monkey climbed the ladder to reach for the banana, he and the other monkeys in the group received a shock of cold water. Eventually no one reached for the banana at all. In this famous experiment, monkeys conditioned not to pursue the banana were replaced one by one with unconditioned monkeys. Each time a new member of the group began to climb the ladder to get the forbidden fruit, the rest of the group dissuaded him by force, regardless of whether they themselves had experienced the cold water spray. The banana had become taboo. Eventually the entire group was replaced with monkeys who had never experienced the water spray firsthand, yet the banana remained untouched. The conditioning had become self-perpetuating, independently functioning upon its own momentum. Studies in group theory indicate that we naturally bend our opinions at least marginally if not majorly to conform to group values and standards. Who among us hasn’t found themselves laughing in a moment of group solidarity without quite getting the joke? In the Asch Conformity Experiment, test subjects were placed in groups consisting of fake participants and asked a variety of questions. Such as, “Compare the length of A to an everyday object,” “Which line is longer than the other?” and “Which lines are the same length?” etc. When alone, the answers people gave were almost unanimously correct. In the groups of fake participants, however, when each person had to say their answer out loud, incorrect answers proffered confidently by fake group members caused testects to falter and give 30 % incorrect answers to these deceptively simple visual tests. In his explosively titled work, Totem and Taboo: Resemblances Between The Mental Lives of Savages and Neurotics, Freud speculates that modern institutions such as family, law, and religion still closely resemble the tribal cultures from which they sprang, specifically in totemic projection and conformity achieved through the exercise of taboo. Derived from the term “ototeman” in the Ojibwe language, meaning “brother-sister kin,” Totemism indicates the veneration of sacred objects as symbols. A totem is any animal, plant, or other object, natural or supernatural, which provides deeply symbolic meaning for a person or social group. A great example of modern totemism can be found in sports fans. For Alan Watts the primary taboo in today’s culture is against knowing the true nature of the self, which he suggests is multi-dimensional and universally connected. ”If you go off into a far, far forest and get very quiet, you’ll come to understand that you’re connected with everything.” Watts elaborates, “Although our bodies are bounded with skin, and we can differentiate between outside and inside, they cannot exist except in a certain kind of natural environment. […]We do not ‘come into’ this world. We come out of it, like leaves from a tree.” In 1954 Robert Bannister was the first man recorded to run a mile in under one minute. Though never before achieved, after Bannister proved it possible, the four minute mile barrier was soon broken by others. What are the grand, socially defining taboos that hold power today in your country? What taboos exist within your social culture? Do they make sense, or are the conditioned monkeys dissuading you from reaching for your banana?

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Last Monday, the world again celebrated the Martin Luther king Jr. Day which is habitually celebrated every third Monday of January. As an eloquent preacher, Dr. King was the orator and leader of the non-aggressive civil rights movement of the 1960s. His I have a Dream speech has remained a phenomenal point of reference for leaders all over the world. Let’s draw some lessons from his speech and outstanding leadership approach. Lesson #1 Great leaders don’t keep quiet on issues that matter. When we keep quiet on important national or personal issues, we give permission to the oppressor. We deny ourselves the opportunity for freedom. Martin Luther King said “Our lives begin to end the day we become silent about things that matter.” During the course of the week, a couple of social media giants in the country decided to raise the issue of dying one-thousand-five-hundred children of Bagega in Nigeria’s Zamfara State. Within a short time, the awareness went viral on social media. These kids have been afflicted by Lead poison, and their life is in danger. Restoration and remediation of the environment has been unnecessarily delayed by the government. Speaking up for these kids brought the issue to the desk and minds of the government officials concerned. People were made to see the reality of losing these young ones if the prevailing deafening silence wasn’t crushed. Lesson #2 Leaders know how to communicate their vision to the mind and heart of their followers. Leadership in the real sense goes beyond just having a plan and knowing how to execute it. The work of a true leader lies in his ability to have a vision, share the vision, lay the path to achieve the vision, and then inspire others to follow the vision while he takes the lead role. Martin Luther King knows how to engage the heart of his followers. He does that by harnessing the use of stories and metaphor. Lesson #3 Brave enough to reject the status quo and not be indifferent about it. The opposite of love is not hate, it’s indifference. The opposite of art is not ugliness, it’s indifference. The opposite of faith is not heresy, it’s indifference. And the opposite of life is not death, it’s indifference, says Elie Wiesel. Refusing to be indifferent is a defining characteristic of great leaders. They are not passive people. They are reactive and sometimes proactive, depending on the circumstance. They always take a stand and they ventilate it openly without fear. “But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so we have come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.” were the brave words of Martin Luther King. Lesson #4 Fight your course on the high plane of dignity and discipline. Good leaders know how to struggle out their course within the boundary of dignity, ethics and morality.. And this is one area where I so much respect Martin Luther King. It’s quite difficult to imagine how to lead so much people in a struggle against injustice and segregation and yet eschew violence “But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must ever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force.” Martin Luther King said. Lesson #5 Use picture words to articulate the desired end. Another quality lesson from MLK is that he harnessed the power of what I call picture words. Words that make followers see beyond today’s struggle but the benefit of the struggle, and how posterity will be pleased with their actions. “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today!” Do have a nice weekend! #INSIGHTWITHLARIGOLD runs on www.omojuwa.com every Saturday. Lanre Blogs @ www.larigold.blogspot.com Tweets @Lanre_Olagunju on Twitter Powered by Facebook Comments

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Today NPR announced that “recycled” plastic is actually never recycled and reused as we have been told for many years. Separated and carefully collected plastic garbage is buried in the earth instead, a fact that has been hidden from us by the oil industry, as it spent millions campaigning that recycling plastic actually worked. In fact, the oil industry kept creating more plastic because it’s cheaper than recycling old plastic. More than ever, the need to stop using plastic has become urgent as the more we bury it into our environment, the more future generations will have to bear the brunt of living with an earth loaded with millions of tons of unsustainable plastic. Fortunately a generation of young entrepreneurs is trying to reshape our consumption of daily care products so that we can start letting go of our dependency on plastic for essential daily items. Many new plastic substitutes include sugar cane, bamboo, corn, caster bean oil, and different plant fibers. The Bite Toothpaste Bits entire oral care line is plastic free. The plant-based Bite Bamboo Toothbrush is 100% compostable, made from 100% caster bean oil to replace the usual plastic toothbrush that we throw away after three months. Instead of using toothpaste in a plastic tube, you can clean and whiten your teeth more sustainably with Bite Naturally Whitening Toothpaste Bits. Just place one bit in your mouth, bite down, brush with your wet bamboo toothbrush. The bits come in a glass jar that you can refill with more bits when you are out. Bite has recently added mouthwash bits to its collection of sustainable oral care. One glass container of Mouthwash Bite Bits can replace the need for five 16 oz. plastic bottles of traditional mouthwash. Nano-hydroxyapatite (nHAP) reduces sensitivity and strengthens enamel in the cruelty free, all natural, tasty formula. The plant-based, vegan dental floss is also 100% compostable and 100% plastic free! Two billion floss dispensers are tossed out each year into the environment which is enough floss to circle the earth 1,246 times. If you care for our planet and oceans, don’t delay making the switch to this sustainable tooth care company that wants to help our endangered plastic polluted planet at www.bitetoothpastebits.com. A new company, LastObject, has made it its mission to reduce and eliminate single-use products that damage our environment such as Q-tips, paper handkerchiefs and cotton swabs and rounds. LastSwab is a reusable, sustainable and sanitary alternative to cotton swabs, buds, and Q-tips. It helps combat the billions of single-use cotton swabs and rounds that are produced and thrown out every day. The eco-friendly reusable Q-tips come in two different models: one for general Q- tip uses and one for beauty oriented ones. They are both made from durable yet flexible, high quality, and non-toxic materials which are gentle on the skin and easy to clean. Both LastSwab versions come with a corn based carrying case that keeps your reusable Q tip stored away safely. https://lastobject.com/products/lastswab-basic. LastTissue say the creators of the reusable handkerchief and corn-based tissue pack is “like if a handkerchief and a tissue pack had a baby.” The best of both worlds is brought out with the easy availability and conveniency of the pack and the washable handkerchief. See this original addition at: https://lastobject.com/products/lasttissue. Reusable cotton rounds are made from 100% renewable raw materials and come in a pack of seven that can be washed and reused over and over again. The cotton rounds feel just like the ones you use and throw out to remove your make up every night but they are better for the planet. Recently launched on Kickstarter, you can support the project at For more information, visit https://lastobject.com/pages/lastround. Imagine how much better the world would be for future generations if we eliminated all the disposable plastic items that we use everyday! Start today with these fine brands.

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It’s hard to know where to start writing your ancestor stories. Sometimes it helps to look at potential stories from different perspective. Instead of looking at the plethora of facts and deciding what to write, look at the following first lines for story ideas. Which relative or ancestor do they remind you of? What stories could you tell about them? Choose a few prompts and try writing a vignette or two. If you were born before 1950, many of these will also work for your own memories. Technology: First lines The other day I heard a story of a family putting colored cellophane in front of their black and white TV so they could watch it in color. The early editions of common technology make great stories. - “Back when telephone numbers were 4 digits…” - “You had to use the phone differently when you were on a party line.” - “Back in [add year or decade], if you wanted to talk to someone half-way around the world, you had to have radio call letters.” - “When they needed to get the word out, the community relied on [NAME].” - “You used to be able to tell an engineer by the accessories hanging off his (or her) belt and out of his (or her) pocket.” - “Getting milk and keeping it cold during [insert time period] was an adventure, by which I mean a royal pain.” Transportation Story Prompts As Bill Loomis points out in the Detroit News Article “1900-1930: The years of driving dangerously,” cars were introduced to the American public without the benefit of “stop signs, warning signs, traffic lights, traffic cops, driver’s education, lane lines, street lighting, brake lights, driver’s licenses or posted speed limits.” Wonder what people thought as cars streaked through the cities and country-side! Of course, there were the inherent dangers of horse-drawn vehicles as well. Horses could spook and trample. Try some of these first lines or make up your own… - “For [Name], going to grandmother’s house meant a journey of [amount of time] …” - “I used to love [or despise] riding in [model of car or mode of transportation]. Here’s why:” - “Now you can make the trip from [Origin] to [Destination] in air-conditioned comfort, but …” - “The route from [location x] to [location y] didn’t always run along the interstate. Instead you’d travel via….” Upbringing: First Line Prompts Advice to parents on how to raise happy healthy children varied by decade. How would your ancestor have raised his or her children? How would he or she been raised? What factors influenced that? - “[Name] was a free-range child…” - “The worst thing you could do in [Name’s] household was …” - “Children were to be seen and not heard. The real trouble started when the kids were out of sight as well…” - “The Great Depression changed the way [Name] raised her (his) children…” Propriety and Etiquette Reading through old etiquette books boggles the mind. We forget how many rules earlier generations had to learn to prevent social faux pas. - “In my house (or town), daughters did not date. The gentlemen ‘came a-courting’…” - “Not too many years ago, [woman’s name] was mortified to be caught wearing pants.” - “Sunday dinner used to function around a bunch of rules that kids had to learn the hard way. ‘Seen but not heard’ and ‘elbows off the table’ were just the beginning. - “She claimed it was her sense of propriety, but I suspect [Name] enjoyed her hats and gloves.” - “What dreams [Name] would dream for her newborn child in the [time period] depended on the gender of the child….” Rhythms of Life When the family sits around the table telling old stories, the tales often reveal the rhythms of life. Which sisters cooked? When were chores done? Did the family fish together on Sunday afternoons? - “On Sundays (or insert any day of the week) the kids didn’t have to decide what they were going to do. We already knew….” - “You could tell what day of the week it was by the smells emanating from the kitchen.” - “When I hear people complain about their childhood chores, I think back to what [name] had to do back in [decade or approximate year].” - “We weren’t supposed to get attached to the animals on the farm, but …” - “Waking up to a roster crow was a myth. __________ used to wake me (or Name) up every morning.” Faith Hope and Other Indispensable Gifts Use these first lines as prompts to capture your relatives’ vulnerable side. After all, that’s probably what they’d want their legacy to be made of. - “[Name] attended church (or synagogue or mosque) to learn about his (her) faith, but it was [Name] who taught him to live it…” - “I wonder how [Name] managed to keep her sanity after _________ happened…” - “Here’s what [Name] would have learned in church.” - “The lessons [Name] taught were never written down. She (he) lived them.” This only scratches the surface. What did I miss? I’d love to hear your ideas.

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The opening lines of Mary Oliver’s poem “Wild Geese” are calling to me today: You do not have to be good. You do not have to walk on your knees for a hundred miles through the desert, repenting. You only have to let your soft animal of your body love what it loves. Oliver has a different idea about animals than most people do. Instead of meaning some untamed, lower-than-human beastie, animal here means your route to finding your sense of belonging in the world, what she calls in the last lines of the poem in the family of things. Huh. You mean you don’t have to “be good” to belong? Quite the opposite, she says: instead of the old medieval habit of forcing the body to suffer, you make peace with the body; you follow its longings and loves, and in so doing you realize your kinship with all others on the earth. Finding kinship: it’s the highest ethical standard in this poem–and, I think, the highest possible ethical standard in an age of ecological crisis. Why? Because so much of the crisis is caused by humans trying to forget our kinship with others. Much of Western history has been directed toward separating humans out of the pile of animals. I think of the medieval Great Chain of Being, plunking humans at the top of the chain, next to–of course–God. Men were seen as one link higher on the chain than women, one link closer to God and one link farther away from animals. (Ecofeminists have spent a lot of pages explaining the downsides of this hierarchy–to women and the earth as well as to men.) To bring it closer to home, I think of what wild animal means now. Today’s Google search for the phrase “like wild animals” brings up: - a newspaper article on pro football team playing hard - a book likening painful emotions to untamed animals - a website listing “people who act like wild animals”: terrorists, rapists, and drunken men in bars - a report from a Hollywood fan magazine that says Brad and Angelina still “get it on like wild animals” And that’s just on the first page. The rap on wild animals isn’t good. They symbolize cutthroat behavior, out-of-control or violent behavior, and they’re used to refer to most anything having to do with sex–any behavior “below” or less-than human (especially “below-the-waist” acts) and anything evil. The irony is that humans have a greater capacity for evil than do other animals. Marc Bekoff, animal behavior scientist, says that the only two things he’s found that distinguish humans from the rest of the animals are: - We cook our food. - We carry out genocide. He says that some studies show that animals spend more hours of their day cooperating with others than they do competing with others. (I don’t have that reference yet, sorry.) So much for the association of cutthroat with animal. And then there’s the study published in Science magazine in 2006 that shows mice are capable of empathy, measured by their showing sensitivity to the pain of cagemates. It seems the “animal body” is capable of kindness. The “soft animal of your body” that Oliver celebrates is our connection with all other creatures. Living and loving as soft animal bodies: it’s the most ethical thing we can do. I have been remiss in checking in. I try not to sit here too much as that is not what my “soft animal body” wants to do. I have always viewed my place on earth as no more important than any other living and non living thing. I hope some other Clay Mates check in. This is a sweet read for me! I must come here every day. Love, Linda Denise passed this onto me, beautiful writing, thank you… (but everyone knew her as Nancy) Always loved this poem. Your comments are nice addition. Good job. One of my favorite poems by my favorite poet. I think we can all learn a lot from animals. I always think that they operate in a parallel world to ours, one we only occasionally glimpse.

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CINCINNATI — Why do we celebrate Pride Month in June? Its roots trace back to a gay bar in New York City, but when it comes to LGBTQIA+ history, Cincinnati has played a leading role. Fifty-two years agothis week, the New York Police Department executed a raid on the Stonewall Inn on Christopher Street — like it had done countless times before. At the time, the New York State Liquor Authority was cracking down on gay and lesbian clubs like Stonewall, as seeking out or soliciting same-sex relations was still considered a crime in 1969 New York. But this time the bar and its clientele had had it and decided to fight back. The ensuing uprising became the spark that lit the Pride fire across the U.S. It's widely considered the tipping point in the fight for what today are considered LGBTQIA+ rights. The first recognized Pride march took place in New York City on the one-year anniversary of the Stonewall Riots, according to the Library of Congress. Ups and downs in Cincinnati pride It only took four years for the movement to reach the Queen City when Cincinnati held its first Pride celebration on Fountain Square in 1973. In the years to follow, that celebration grew and moved around the city's neighborhoods, from Northside to Clifton and back again. Parades would pass by City Hall on Plum Street downtown. That sense of pride came to a screeching halt, though, in the early 90s, when — as an apparent backlash against City Council's historically early approval of a human rights ordinance — voters amended the City Charter and passed Article XII, which mandated that the city shall make "no special class status...based upon sexual orientation, conduct or relationships." WCPO file video from 1993 shows an unnamed opponent of the amendment saying, "The wording of the amendment specifically removes gay men, lesbians, and bisexuals from ever being able to petition the government on cases of discrimination." "After it passed, the community was so demoralized," said Scott Knox, a local attorney active in the gay community for decades. "It sure felt a lot like your community doesn’t want you here." It would be five years before the local LGBTQIA+ communities would organize another large Pride event. "We were the only city in the country that had a regulation that said City Council was prohibited from passing any law that would protect LGBTQ people from discrimination," Knox said. "It said this one set of people had no access to the government." All the way to the Supreme Court Unbeknownst to him at the time, Knox would become instrumental in the grassroots 2004 repeal of Article XII. He described himself as just one of many "worker bees" in the effort. "It was a sea change," he said. "We went door to door and asked people, ‘Do you think someone should be fired if they’re doing a good job just because they’re gay or lesbian?‘ and uniformly, they said, 'No.'" Pride celebrations continued to gain momentum, all seeming to lead up to what became a pivotal moment in not just Cincinnati history but American history, as well — a moment during which, once again, Cincinnati took center stage. In June 2015 — after years moving through federal circuit courts, 22 years after Article XII passed, and 46 years after the uprising at Stonewall Inn — a couple of University of Cincinnati alumni took their fight for marriage equality all the way to the United States Supreme Court. "In that very first hearing in federal district court, the city attorney stood up and said, 'Your Honor, we agree with John and Jim. Their marriage deserves to be recognized,'" said Jim Obergefell, the named plaintiff in the case that ultimately would legalize same-sex marriage nationwide. Obergefell and his late partner, John Arthur's initial case combined with others from Michigan, Kentucky and Tennessee before finally arriving in Washington, D.C. Both men graduated from UC and considered Cincinnati to be home turf. "I have some very personal, very unique to me moments when Cincinnati really became this welcoming supportive place," Obergefell said. Cincinnati's Pride parade stepped off the day after the Supreme Court ruling, with Obergefell riding up front, tears in his eyes for blocks.

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This article is a transcript of the speech given by junior Jackson Schiefelbein at the Black History Month assembly on Feb. 10. The theme of this assembly is "Heroes Then, Heroes Now". I understand it may seem that this "heroes club" is exclusive to the celebrities, the wealthy, those who "have a voice", because they’re the ones who we remember. However, when it comes to racial equality, every individual plays a role- this includes us: students, people of all races. For some, it may seem out of the ordinary that I take this stance, but it shouldn’t have to. I mean, am I not fighting for people’s inherent rights that should be guaranteed to them not only as humans, but as Americans? No one should fall victim to discrimination because of their skin color, nor should I receive any benefits or comforts for mine. Even though this is seemingly common knowledge, I still receive second looks -including from my own parents- when I wear this shirt, when I tell people that I have a Black Empowerment club meeting to go to. But being white doesn't mean that I can't support Black Lives Matter and racial equality, there was even a time when I didn’t- a time when I didn’t understand the scope of the issue and the implications it creates; but it’s because I'm white that my support for it now has such a powerful effect, and I must use this attention to do good and facilitate equality. Furthermore, it’s important to acknowledge that pro-black does not mean anti-white or anti- any race, at that. It is simply the belief that individuals, regardless of their racial characteristics, are morally, politically, and legally equal and should be treated as such. That being said, I extend this same power to you all, regardless of race, nationality, religion, personal beliefs. It is up to us to ensure that everyone is treated amicably and equally- something that we have control of within our school. I’m asking that you take a stand for what is right- the protection of black rights -rather than ignore it or think of it as not your problem to solve. Please join me in making the idea of true race equality a reality- one that is supported by everyone as well. In doing so, we will not only overcome the racial prejudices and barriers created in the past, but we will also help our friends, fellow students, and society as a whole. Thank you.

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Percentiles are used to determine where a score fits in among all of the scores. For example, a score of 140 on a test does not mean anything unless you know how other people scored. If 90 percent of the people scored lower than a 140, the score is excellent. However, if only 10 percent of people scored lower than 140, the score is not so good. Percentiles are used to represent the percentage of scores lower than a given score. Items you will need - Raw data values Divide the percentile that you are looking for by 100. For example, if you are finding the 40th percentile, you would divide 40 by 100 to get 0.4. Add 1 to the number of values in your data set. For example, if you had 30 test scores, you would add 1 to 30 to get 31. Multiply the value from Step 1 by the value from Step 2. If the result is a whole number, the Nth lowest score would be that percentile, where N is the whole number. For example, if the result was 4, the fourth lowest score. If the number is not a whole number, continue to Step 4. In this example, you would multiply 0.4 by 31 to get 12.4, which is not a whole number, so you would continue to Step 4. Split the result from Step 3 into the integer component, I, and the decimal component, D. In this example, you would split 12.4 into 12 for the integer component and 0.4 for the decimal component. Add 1 to the integer component. In this example, you would add 1 to 12 to get 13. Find the raw data scores for the integer component and the integer component plus 1. In this case, you would be looking for the 12th and 13th lowest scores, which for this example will be 75 and 78. Calculate the difference in the two scores from Step 6. In this example, you would subtract 75 from 78 to find the difference of 3. Multiply the difference from step 7 by the decimal component from Step 3. In this example, you would multiply 3 by 0.4 to get 1.2. Add the result from Step 8 to the value of the integer component's raw value. In this case, the integer component is 12 and the 12th lowest score was 75, so you would add 1.2 to 75 to find that the 40th percentile would be 76.2. - calculator image by Alexander Zhiltsov from Fotolia.com

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